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1.
CISD课程简介及其对我国灾后心理危机干预的启示 总被引：1，自引：0，他引：1
危机事件压力转化(CISD)课程是为了减缓个体在灾后可能出现的急性应激障碍(ASD)或创伤后应激障碍(PTSD)而实施的短时程会谈式团体支持活动,是当前各国开展灾后心理危机干预的重要方式之一.文章简要回顾了当代CISD课程的基本假设、基本过程与主要技术、组织形式与变式、效果检验与存在问题,并提出了其对我国开展灾后心理危机干预的启示:促进个体自我复原并引导个体在危机中成长;借助团体的支持并结合本土的文化;重视灾后心理评估与长期追踪. 相似文献
2.
Clare Aucott 《Educational Psychology in Practice》2016,32(1):85-99
Providing support to schools following a critical incident has become an established part of service delivery for many Educational Psychology Services (EPSs) in the UK. This article offers reflections on the use of Critical Incident Stress Debriefing (CISD) in schools. A review of the literature on critical incidents, trauma, resilience and bereavement suggested that studies exploring the effectiveness of psychological debriefing in general have produced mixed findings, which may be accounted for by methodological flaws and inappropriate application of the intervention. However it is also argued that the underpinning theoretical assumptions of CISD are questionable and, as a result, that Psychological First Aid, a non-intrusive evidence-informed approach, may be more appropriate in this context. 相似文献
3.
陶晓琴 《四川教育学院学报》2011,(12):34-36
CISD（Critical Incident Stress Debriefing）是目前国际上比较流行的进行危机干预的手段之一,多数研究都认为CISD可以减弱精神创伤事件对个体的损害,减少个体应激反应甚至PTSD的发生。主要回顾了CISD的基本假设、操作程序及技术要点,重点总结了近年来CISD在国内外危机干预中的应用,以及其效果与存在的问题。 相似文献
4.
Amanda Griffiths 《Teachers and Teaching》2014,20(5):655-666
This paper considers teacher resilience from the viewpoint of a discipline concerned with the interactions between work design, management style and employee health and well-being: occupational health psychology. It will be suggested that there are strong parallels between interventions designed to promote resilience and those designed to reduce work-related stress. The imperative for the latter type of intervention arises from a significant evidence base, summarised in many research studies and reviews of the scientific literature. In making this argument, this paper draws upon four sources of information: (i) the experience of employers outside the education sector in resilience building, (ii) the influence of work design and line manager behaviour on employee well-being, (iii) current British government advice to employers about reducing stress and (iv) an illustrative case study. It is argued that although robust evidence as to the effectiveness of resilience interventions in the education sector is still lacking, experience from other sectors suggest that schools might nurture resilience by improving work design and by providing appropriate training for employees and their line managers. 相似文献
5.
Rosalind Levačić 《教育政策杂志》2013,28(3):331-350
This paper reviews the evidence on the impact of six years of local management of schools in England. Introduced into all parts of the UK except Scotland, as one of the key measures in the Education Reform Act (1988), local management of schools is a particular and limited version of the school‐based management (SBM) model. The paper starts by considering the theoretical basis for the links between SBM and local management on the one hand, and improved school performance in terms of educational outcomes on the other. It then reviews evidence on the impact of local management at the level of the school system, on school management, and against the criteria of efficiency, effectiveness and equity. The findings of research on the impact of local management, in particular the lack of firm evidence of consequential improved educational outcomes for pupils, is then interpreted in terms of the theoretical basis of local management. 相似文献
6.
Julie Q. Morrison 《Psychology in the schools》2007,44(8):765-777
The Critical Incident Stress Management (CISM) model for crisis intervention was developed for use with emergency service personnel. Research regarding the use of the CISM model has been conducted among civilians and high‐risk occupation groups with mixed results. The purpose of this study is to examine the social validity of the CISM model for school‐based crisis intervention as perceived by school psychologists and school social workers trained in the model. The results suggest that the CISM Model had a positive effect on service delivery, but the training itself did not adequately address the developmental appropriateness or the cross‐cultural appropriateness for school‐based application. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 765–777, 2007. 相似文献
7.
随着正念在全球的普及,有关正念的研究和应用逐渐被人们专注,其中对青少年的正念干预多涉及在学校环境中对学生群体的研究.本文系统地回顾了在学校环境中正念应用的研究现状,包括正念干预对青少年有何效果,在学校开展的正念干预有哪些形式等,并进一步探讨现有正念干预研究的局限性,为未来的研究与应用提供参考. 相似文献
8.
Alan Dyson 《Cambridge Journal of Education》2011,41(2):177-193
Despite successive waves of school reform, the English education system, like many others, continues to be characterized by marked inequalities of outcome. These seem to be related to factors in students’ family, community and wider societal contexts that schools traditionally have been powerless to tackle. This paper argues, however, that schools can intervene in these contexts by offering a wider range of services and activities to children and adults under the aegis of ‘full service and extended’ approaches. The paper outlines how these approaches have evolved in England and elsewhere, and reviews the evidence for their effectiveness. It concludes that their current limited impacts could be enhanced if the work of schools were aligned with wider social strategies. Such a move, it suggests, raises questions about how school systems are governed and about what kind of society schools are expected to help build. 相似文献
9.
Katrina J. Debnam Elise T. Pas Jessika Bottiani Anne H. Cash Catherine P. Bradshaw 《Psychology in the schools》2015,52(6):533-548
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom. 相似文献
10.
Joseph A. Taylor Kathleen Roth Christopher D. Wilson Molly A. M. Stuhlsatz Elizabeth Tipton 《Journal of research on educational effectiveness》2017,10(2):241-271
This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4–6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours) of integrated analysis-of-practice and content deepening PD (over the course of one year) while 35 schools were randomly assigned to receive an equal number of PD hours in science content deepening alone. Students' content knowledge, as measured by a project-specific test, was compared across treatment groups. The effect size for this comparison was 0.52 standard deviations in favor of students whose teachers participated in the PD that included analysis-of-practice. This effect compares favorably to that of other elementary school interventions whose effectiveness was studied with a narrowly focused outcome measure. Analysis of the demographics of the study schools suggests that the treatment effect could be relevant outside the local study context. Implications for future research include tests of mediation for teacher-level outcomes and efficacy tests of specific teaching strategies (intervention subcomponents). 相似文献
11.
Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children 
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下载免费PDF全文 Celene E. Domitrovich Joseph A. Durlak Katharine C. Staley Roger P. Weissberg 《Child development》2017,88(2):408-416
Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale. 相似文献
12.
Internationally young people report experiencing sexual abuse and violence within schools. Developments within the field of adolescent sexual harm are increasingly recognising the need for ecological approaches to harm. Yet, to date, interventions with young people displaying harmful sexual behaviours have prioritised individual behaviours and characteristics over place-based interventions.This article presents empirical evidence from a mixed-methods study aimed at understanding the enablers and barriers to preventing and responding to harmful sexual behaviour in schools. Research was carried out in seven schools and four multi-agency partnerships in England, UK. Using evidence from focus groups, observations, case reviews and policy analysis the article outlines nine components that enable, or are barriers to, effective responses and interventions into harmful sexual behaviour in schools. The paper concludes that responses and interventions into harmful sexual behaviour must move beyond responding to individual behaviours to intervening within factors within schools themselves. 相似文献
13.
Crisis response in the public schools: A survey of school psychologists' experiences and perceptions
In this study, 228 school psychologists completed a survey regarding crisis intervention teams and plans. The majority of respondents indicated their schools had crisis plans (95.1%) and teams (83.6%). The most common team activities endorsed by participants involved providing direct assistance and services to students, staff, and the media. The majority of participants (93%) reported that their schools had experienced and responded to serious crises. Respondents indicated that psychological debriefing was frequently used (generic 49.1% and standardized 17.9%). Less than half of the participants (44.3%) reported that meetings were conducted with parents and community members following a crisis. Nearly all of the participants (98.2%) reported that they had some type of crisis intervention training. However, many participants suggested that additional training and practice with crisis intervention would improve schools' crisis responses. Results are discussed with implications for school psychologists to improve their schools' crisis intervention plans and teams' responses. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 749–764, 2007. 相似文献
14.
国外心理危机干预对我国儿童心理危机干预的启示 总被引：2，自引：0，他引：2
重大危机事件对儿童心理产生的危害不可估量,本文阐述了重大危机事件对儿童心理造成的影响,基于对国外心理危机干预理论及实践的分析,总结出适合我国国情的儿童心理危机干预的具体实施方案,对我国的灾害心理学的发展、完善和改进我国危机干预的方法和手段具有重要的意义。 相似文献
15.
Rui Yang Andrew C. Porter Christine M. Massey Joseph F. Merlino Laura M. Desimone 《科学教学研究杂志》2020,57(4):536-566
This study investigates, through a cluster-randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed. 相似文献
16.
Leah Jones Eluned Gold Vasiliki Totsika Richard P. Hastings Mariel Jones Annee Griffiths 《欧洲特需教育杂志》2018,33(1):16-30
Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted. 相似文献
17.
Carole J. Torgerson 《Journal of Research in Reading》2007,30(3):287-315
Recent governments in the United Kingdom have introduced a number of initiatives aimed at improving the literacy levels of children. Policy and practice should be informed by rigorous evidence, and this evidence should be subjected to critical scrutiny. In the present paper the results of a ‘tertiary’ review of systematic reviews in literacy learning are presented. The methods, results and conclusions of 14 systematic reviews, containing meta‐analyses and meeting all the inclusion criteria for the tertiary review, are presented. The quality of the reviews, appraised using an adaptation of the Quality of Reporting of Meta‐analyses statement, is discussed. Overall the quality of the meta‐analyses included in this tertiary review was good; all reviews clearly stated their research question, and their methods of searching for and selecting included studies; most described their data extraction and used some form of quality assessment of included studies. However, six reviews did not make an assessment of publication bias, which is potentially a major threat to the validity of any systematic review. A number of reviews in this tertiary review are judged to be of sufficiently high quality in order to provide reliable evidence for the effectiveness of literacy interventions. 相似文献
18.
There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio-economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio-cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts. 相似文献
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20.
Peter Jensen 《Scandinavian Journal of Educational Research》2013,57(6):935-950
This study reviews the European evidence on the impact of professional development (PD) of pre-school educators on child outcomes. A meta-analysis investigates how PD of pre-school educators in formal pre-school centers in Europe affects child outcomes. The European studies are quite recent and limited in numbers, and our results show a significant positive effect of PD on child outcomes with an overall effect size of 0.35 (with a 95% confidence interval from 0.20 to 0.51). The magnitude is slightly smaller than corresponding results based on US studies, but indicates a general positive effect of PD on child outcomes. 相似文献