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Roeper Review 1999年第4期21卷 326页

作者： Hruby, George G [a] Program chair of the Brain and Education Special Interest Group American Educational Research Association [b] Associate Professor Department of Educational Psychology University of Nevada Las Vegas [c] MA student in Educational Psychology Simon Fraser University Burnaby British Columbia [d] PhD student in Curriculum Theory and Implementation Simon Fraser University Burnaby British Columbia [e] Visiting Scholar at Simon Fraser University Canada

Reviews the book `Teaching With the Brain in Mind,' by E. Jensen.

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ETHNIC DIFFERENCES IN POSITIVE ASPECTS OF CAREGIVING IN DEMENTIA CAREGIVER DEPRESSION AND BURDEN

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Innovation in Aging 2017年第SUPPL_1期1卷 139-139页

作者： Gonzalez Catalan, M. Ma, F. Huddleson, M. Harley, A. Paulraj, S. Brown, L.M. Tormala, T. Gomez, R.G. PhD Program in Clinical Psychology Palo Alto University Palo Alto California

Previous literature shows the relation between resources available for caregivers and the number of stressors with higher levels of caregiver burden and depression in caregivers, being mediated or moderated by ethnicity (e.g., Pearlin, Mullan, Semple, & Skamp; Skaff, 1990; Pinquart & Sörensen, 2005). Moreover, positive aspects of caregiving, such as learning new skills and getting more meaning to life are associated with better mental health outcomes in caregivers (Kramer, 1997; Lin, Fee, & Wu, 2012). The present study examined ethnic difference in the relationships between positive aspects of caregiving, and caregiver depression and burden. This study sample included 643 elderly caregivers of patients with Alzheimer’s Disease, including 321 Caucasians, 101 Latinos, and 214 African Americans. Two-tailed Pearson correlations indicated that positive aspects of caregiving were negatively associated with depression severity for all 3 ethnic groups (r=-.204, p=.041 for Latinos; r=-.233, p=.001 for African Americans; r=-.273, p<.001 for Caucasians). However, the relationship between positive aspects and caregiver burden was less strong for Latinos (r=-.262, p=.008) compared with African Americans (r=-.408, p<.001) and Caucasians (r=-.409, p<.001). Additionally, fewer positive aspect items (e.g., feeling needed and feeling appreciated) were correlated with depression and burden in Latinos compared to the other two ethnic groups. These results suggest that mental health professionals working with caregivers of dementia should consider ethnic differences when including the positive aspects of caregiving as a way to reduce caregiver depression and burden that ethnic minorities may encounter.

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Engineering practice: Teaching ill-structured problem solving in an internship-like course

Engineering practice: Teaching ill-structured problem solvin...

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IEEE Education Engineering (EDUCON)

作者： Marija Božić Svetlana Čizmić Dragana Šumarac Pavlović M. Teresa Escalas Tramullas Interuniversity PhD Program in Environmental Education Autonomous University of Barcelona Barcelona Spain Department of Psychology University of Belgrade Belgrade Serbia Department of Telecommunications University of Belgrade Belgrade Serbia Depart. of Didactics of Math. and Experimental Sciences Autonomous University of Barcelona Barcelona Spain

Engineering graduates who enter the work environment after finishing their studies are faced with completely different setting compared to the safe academy environment that they are used to. Main differences at the workplace include dealing with uncertainty on a daily basis, solving open-ended and/or ill-structured problems and having to manage teamwork and communication on different educational and professional levels. Students should be faced with these aspects of engineering practice during their studies in order to prepare for work. As conventional engineering curricula often do not provide opportunities for such a practice, we designed the internship-like course with general objective to provide this opportunity for final year students and to define teaching strategies that can support students in the transition from the academy to the workplace. In this paper we describe main issues and challenges of the learning experiences that we found during our action research over four 10 week courses, from 2010/2011 to 2012/2013.

关键词： Problem-solving Employment Engineering education Educational institutions Cultural differences Conferences

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COMPENSATORY TRAINING FOR DISABLED READERS - RESEARCH TO PRACTICE

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JOURNAL OF LEARNING DISABILITIES 1980年第3期13卷 134-140页

作者： FISHER, DF Dennis F. Fisher is a research psychologist at the Behavioral Research Directorate U.S. Army Human Engineering Laboratory. His research interests are in the areas of pictorial representation reading and reading disabilities and eye movements. He has developed the Compensatory Reading Program and is a director of a nursery school for high-risk children. He received his PhD from the Department of Psychology at the University of Rochester. Requests for reprints should be sent to him at the Behavioral Research Directorate Human Engineering Laboratory Aberdeen Proving Ground Md. 21005.

The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensat... 详细信息

关键词： Models Perceptual Development Reading Difficulties Reading Instruction Teaching Methods

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EDITORIAL

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Journal of Psychologists and Counsellors in Schools 2017年第2期27卷 262 - 263页

作者： Susan Colmar Associate Professor Susan Colmar PhD | Program Director for School Counselling/School Psychology Sydney School of Education and Social Work THE UNIVERSITY OF SYDNEY Room 805 Education Building A35 | The University of Sydney | NSW | 2006 T +61 2 9351 6265 | F +61 2 9351 2606 E | W

I am pleased to introduce a paper for our Applied Practices’ section of the journal, which is entitled Working Memory Interventions with Children: Classrooms or Computers? As one of the authors of this paper, with my colleague Kit Double, I can confirm that its scope is to examine what types of interventions for working memory in children currently exist, their relative efficacy in impacting working memory itself, as well as academic achievement, self concept and classroom engagement. Importantly, we explore the relative paucity of effective interventions, despite current rhetoric about the importance of working memory as a key part of executive functions. The role of attention factors, which are critical to working memory being used appropriately, is also examined. I recommend this paper to you all to challenge your preconceptions and to realistically evaluate what you can and should consider when advising about working memory as part of your practice.

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USING A LEVEL OF FUNCTION SCALE (LORS‐II) TO EVALUATE THE SUCCESS OF INPATIENT REHABILITATION programS

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Rehabilitation Nursing 1982年第6期7卷 17-19页

作者： Posavac, Emil J. Carey, Raymond G. Emil J. Posavac PhD is professor of Psychology Loyola University of Chicago Chicago IL. Posavac's research has been presented in a number of psychology program evaluation and health care journals. He is the editor of a collection of papers on program evaluation in mental health care and with Raymond G. Carey PhD the author of a general text on methods in program evaluation. Raymond G. Carey PhD is director of the Health Care Evaluation Division of Parkside Medical Services Corp. in Park Ridge IL. He is a specialist in health care evaluation and employee attitude surveying has set up hospital quality assurance programs and has published many articles on his research.

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Anti-oppressive pedagogy in dance/movement therapy education: Embodied experiences of black, indigenous, and students of color

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Arts in Psychotherapy 2024年 89卷

作者： Stewart, Chevon Graduate School of Counseling Psychology and Therapy Antioch University New England 40 Avon Street Keene 03431 NH United States PhD in Expressive Therapies Program Lesley University 29 Everett Street Cambridge 02138 MA United States

This study explored the embodied graduate educational experiences of dance/movement therapy students who were Black, Indigenous, and people of color. Eight research participants who were between the ages of 22 to 45 years old were recruited from American Dance Therapy Association approved programs. Participants self-identified as Black/African American and Jamaican, Black/African American, Latinx/Brazilian, Asian/Chinese, Asian/Filipino, Asian/Chinese and Taiwanese American, and Asian/Chinese and White American. A qualitative research design based in phenomenology and arts-based methods grounded in anti-oppressive research were used. Two semistructured interviews and 1 week of embodied observation and journaling were part of data collection. Themes included four embodied states and eight embodied substates. The embodied state, wounded body, spoke to harm that occurred with peers, instructors, and course materials. The embodied state, critical body, included contemplation or action about injustices or inequities for marginalized groups. The embodied state, intersectional body, encompassed participants’ awareness, understanding, and choices around conformity to social norms of their own intersectional identities. The embodied state, flourishing body, were the conscious and unconscious efforts of resourcing through various interpersonal and intrapersonal supports. The findings, in combination with research in the literature, were used to suggest seven recommendations for an embodied anti-oppressive pedagogy in dance/movement therapy. © 2024 The Authors

关键词： Anti-oppressive BIPOC students Creative art therapies education Dance/movement therapy pedagogy Embodiment

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Development and Validation of an Instrument to Assess Teacher Leadership Behaviors in a Math–Science Partnership program

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Journal of School Leadership 2016年第5期26卷 726 - 755页

作者： Nithya Doraiswamy Kristen M. Porter Grant Wilson Peter Paprzycki Charlene M. Czerniak Nicole Tuttle Kevin Czajkowski Department of Educational Foundations and Leadership at The University of Toledo. Department of Educational Foundations and Leadership at the University of Toledo. Spatially Integrated Social Science program at the University of Toledo. Department of Educational Studies and Research in the College of Education and Psychology at the University of Southern Mississippi. University of Toledo where she is a research professor. NURTURES program at the University of Toledo. University of Toledo and director of the PhD Program in Spatially Integrated Social Sciences (SISS) with diverse research interests including the use of geospatial technologies (GIS and remote sensing) to study environmental problems.

This paper describes the development and validation of a science teacher leadership instrument modeled on the seven domains of the Teacher Leader Model (TLM) Standards (The Teacher Leadership Exploratory Consortium, 2011). Instrument development was part of National Science Foundation–funded Mathematics and Science Partnership (MSP) program that aimed to develop science teacher leaders through the use of Project-Based Science (PBS) in the context of renewable energy. Ratings of professional development sessions presented by teacher leaders to their peers were analyzed to assess whether the instrument could be used to measure teacher leadership in this context. The resulting TLM Standards Instrument is presented as a valid instrument to observe the development and assessment of teacher leadership.

关键词： Teacher Leadership Teacher Leader Standards Professional Development Teacher Leadership Development Teacher Leadership Assessment

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Barriers and Facilitators to Peer-Supported Implementation of Mental Health Mobile Applications with Veterans in Primary Care

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Journal of Technology in Behavioral Science 2022年第1期7卷 1-12页

作者： Montena, Alexandra L. Possemato, Kyle Kuhn, Eric Carlson, Eve B. McGovern, Mark Smith, Jennifer Blonigen, Daniel Clinical Psychology PhD Program Palo Alto University Palo Alto CA United States VA Center for Integrated Health Syracuse VA Medical Center Syracuse NY United States National Center for PTSD Dissemination and Training Division VA Palo Alto Health Care System Palo Alto CA United States Department of Psychiatry and Behavioral Sciences Stanford University School of Medicine Stanford CA United States Center for Innovation to Implementation VA Palo Alto Health Care System Menlo Park CA United States Department of Medicine Stanford University School of Medicine Stanford CA United States

Mental health disorders are highly prevalent among veterans in primary care, yet most of these patients do not receive adequate treatment due to provider time constraints, patient travel costs, and stigma associated with mental health care. Mobile health (mHealth) can overcome these impediments to care access;however, poor patient engagement with mHealth limits its routine implementation. Peer specialists may increase patient engagement with mHealth by offering supportive accountability and support through shared experiences. This study sought to identify barriers and facilitators of peer-supported mHealth implementation with veteran primary care patients. Qualitative interviews, guided by the Consolidated Framework of Implementation Research ([CFIR] Damschroder et al., 2009), were conducted with 28 key informants (17 peer specialists and 11 primary care providers) from 14 sites participating in a Department of Veterans Affairs national evaluation of peers in primary care. Thematic analysis was used to identify CFIR determinants to peer-supported mHealth implementation. CFIR barrier domains included Inner Setting (e.g., lack of implementation infrastructure, limited peer training on mHealth, and ineffective promotion of mHealth) and Characteristics of Individuals (e.g., lack of knowledge of the peer role and limited tech literacy). CFIR facilitator domains comprised Intervention Characteristics (e.g., strong support for peers in this role), Characteristics of Individuals (e.g., role alignment with a holistic care approach), and Outer Setting (e.g., emphasizing app benefits, the importance of app demonstrations, and follow-up encounters). The findings inform the development of a strategy for implementing peer-supported mental health mobile apps with veterans in primary care. © 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature.

关键词： Mental health Mobile health Peer specialists Primary care Veteran health administration

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Expanding Our Understanding of Birth Doulas’ Emotional and Informational Support Role: A Qualitative Analysis of Interventions Delivered During COVID-19

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Women's Reproductive Health 2024年第3期11卷 509-522页

作者： Lisenbee, Jodie Webb, Jennifer B. Gil-Rivas, Virginia Quinlan, Margaret M. Dahl, Alicia A. Interdisciplinary Health Psychology PhD Program University of North Carolina at Charlotte Charlotte NC United States Department of Communication Studies University of North Carolina at Charlotte Charlotte NC United States Department of Public Health Sciences University of North Carolina at Charlotte Charlotte NC United States

Birth doulas were classified as nonessential personnel during COVID-19 and generally excluded from providing physical, in-hospital birth support. This amplified their emotional and informational support to clients, offering a unique opportunity to examine psychological mechanisms underlying birth doulas’ impact on perinatal outcomes. We conducted a methodologically rigorous qualitative case study leveraging a social action theory framework and interviewed 15 demographically diverse birth doulas. Doulas played an important role in supporting their clients’ psychological change processes (e.g., problem solving, outcome expectancies, self-efficacy, goal structures, cognitive schemas). This study contributes to our understanding of psychosocial interventions that may drive the positive effects of doula care on health outcomes, both within and beyond the pandemic context. © 2023 Society for Menstrual Cycle Research.

关键词： Birth doula childbirth COVID-19 emotional support social action theory

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