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RELIGION AND DEPRESSION SEVERITY IN OLDER SEXUAL-MINORITY ADULTS

Innovation in Aging 2017年第SUPPL_1期1卷 121-121页

作者： Escher, C. Ma, F. Spies-Upton, S. Paulraj, S. Cummings, C. Brown, L.M. Tormala, T. Gomez, R.G. PhD Program in Clinical Psychology Palo Alto University Palo Alto California

Older sexual minorities belonging to a religious group may experience poorer psychological wellbeing, as they have historically been discriminated against by religious communities. However, some research suggests that LGBTQ individuals can benefit from religious support. This study examined the relations of outness to religious community and religious activity with depression in 102 lesbian, gay, and bisexual adults over the age of 55. As part of a larger study, participants completed the Religion and Spirituality Questionnaire and the Center for Epidemiological Studies Depression Scale. Of those who reported being religious or spiritual (n=87), outness to religious community was significantly correlated with relying on religious teachings for problems, satisfaction with outness to religious community, relying on religious beliefs as a guide, and praying (ps<.05). When examining sexual minority subgroups, correlations indicated that outness to religious community was related to greater involvement in their religion in bisexuals and lesbians, but not in gay men. As for wellbeing and religion, depression severity was negatively correlated to outness to religious community and praying in Lesbians. In Gay men, depression was negatively correlated with belief in god and praying. In contrast, in bisexuals, satisfaction with outness, belief in god, and praying were positively correlated with depression indicating that religion may have a detrimental effect on depression. These findings suggest that some aspects of religion may be beneficial to the wellbeing of older sexual minorities, but the benefits may vary across sexual minority groups.

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THE ROLE OF RELIGION IN CAREGIVER BURDEN AND DEPRESSION FOR FAMILY CAREGIVERS OF DEMENTIA PATIENTS

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

作者： Shin, S. Huddleson, M. Brown, L.M. Tormala, T. Gomez, R.G. PhD Program in Clinical Psychology Palo Alto University Palo Alto California

Family members who care for people with dementia may develop both negative and positive coping strategies due to caregiver burden that can influence mood (Raggi et al., 2015). This study examined ethnic differences in how religion as a coping strategy was related to caregiver burden and depression. From a larger study, 101 Latino, 214 African American, and 321 Caucasian caregivers were administered the Center for Epidemiological Studies Depression Scale, the Burden Interview, and Religiosity and Spiritual Coping Questionnaire. Multiple regressions found significant interactions between ethnicity and positive religious coping on caregiver depression and burden. Correlational analyses by ethnicity indicated that positive religious coping was related to lower caregiver burden and depression for Caucasians and African Americans, but not Latinos. In particular, African Americans who participated more in religious activities and used religion as positive coping reported less caregiver burden and depression. Furthermore, African Americans who used more negative religious coping endorsed more burden and depression. Similarly for Caucasians, the more they participated in religious activities and used religion to positively cope, the less depressed and burdened they felt. Negative religious coping also was related to greater depression in Caucasians. For Latinos, only religious negative coping was related to greater caregiver burden. These findings suggest that religion can have both positive and negative impacts on caregiver burden and depression, but these religious influences appear greater for Caucasians and African Americans, and less so for Latinos.

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Book reviews

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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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