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1.
The transition to adulthood for today's youth is a difficult journey filled with risk, rapid change, and seemingly endless choices. Effective coping skills can help youth navigate these challenges. This article explores the impact of gender and developmental level on coping skill acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and intervention perspective. By helping today's youth develop the necessary strategies to deal with the unavoidable stresses encountered in life, school psychologists and counselors can help to ultimately create adults who have the skills and necessary psychological resources to successfully cope and adapt to life's changes. © 1999 John Wiley & Sons, Inc.  相似文献   

2.
As information professionals, engineering librarians have the primary responsibilities of providing access to engineering information resources and giving instruction in how to use these resources. In the case of undergraduate engineering students, this extends to building their information literacy skills, an important component in helping them become lifelong learners; to be curious and independent, and to take greater responsibility for their own learning. The challenge in building information literacy in engineering students is to acquaint the students with the array of library resources available to them and to help them intelligently navigate the systems that contain the information. Too often, information literacy instruction is presented as a set of procedures for locating a hypothetical resource in the library. However, students are not interested in finding some resource randomly chosen as an example; they want to find resources that they perceive as being important and useful. During the 2005–2006 academic year, the engineering librarians at Drexel University took this into consideration and employed a new methodology for information literacy instruction: combining an online tutorial covering basic library skills with face-to-face consultations between student design teams and the engineering librarians. By utilizing varied instruction techniques aimed at different learning styles, with a strong active learning component delivered at the student's point of need—when they have a concrete, perceived information need—information literacy instruction can be improved so that engineering students retain more and develop lifelong learning skills.  相似文献   

3.
To examine the level of knowledge and skills related to prevention of child sexual abuse (CSA) in a sample of Chinese preschoolers in Beijing and to explore the associations between children's scores on the knowledge and skills and their parents’ reports on the knowledge and communication with children about CSA prevention. One hundred and thirty-six preschoolers were interviewed by researchers using the Chinese versions of Personal Safety Questionnaire and the “What If” Situation Test, and one parent of each child was invited to complete an anonymous questionnaire regarding parental knowledge and parent–child communication about CSA prevention. Less than half children knew that strangers were not the only perpetrators and only 16% thought that children should report secret touching. In 3 inappropriate touching requests, less than 30% of the children were aware of using verbal response to definitely refuse the inappropriate touching and less than 20% of the children were aware of definitely removing themselves from the abusive situations. Parent–child communication about CSA and parental educational level were the significant factors for children's self-protection skills. Preschool children lack CSA prevention knowledge and related self-protection skills. Culturally relevant primary CSA prevention programs in China need to be developed and parental education should be a part of CSA prevention. Parents need to be informed about CSA knowledge concepts and need to be encouraged to communicate with their children about sexual abuse prevention.  相似文献   

4.
The retention of verbal helping skills by human service worker trainees who had completed the Danish and Hauer (1973) training program seven months earlier was explored. Twenty-six trainees engaged in three helping interviews'before training, immediately following training, and seven months later. Consistent with other follow-up studies, high skill levels at posttraining were generally not maintained at follow-up. Contrary to these other studies, however, they remained higher than pretraining levels. Two specific verbal responses, affective responses and closed questions, remained at posttraining levels. The relationship of this study to other follow-up studies is discussed.  相似文献   

5.
The introduction of primary prevention programs into schools has great potential to expand the roles of school personnel. Working collaboratively, school psychologists, teachers, and school administrators could facilitate adoption of social skills and health promotion programs. Leaders within schools are needed to initiate the move toward primary prevention. School psychologists are ideally placed to take a leadership role in this shift toward primary prevention. However, they need to receive more information about primary prevention, both in training programs and in written works, if they are to be adequately prepared to introduce programs and to consult to school personnel. The information that school psychologists are currently exposed to provides an inadequate level of detail for those who wish to implement such programs. We offer recommendations to school psychologists and members of other professions within the schools on how to acquire the information they need to serve as leaders in the primary prevention revolution.  相似文献   

6.
As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's‐level counseling students. Recommendations are made for helping students to establish and maintain therapeutic relationships online. Suggestions specific to counselor preparation and future research are provided.  相似文献   

7.
As a key objective, secondary school mathematics teachers seek to improve the proof skills of students. In this paper we present an analytic framework to describe and analyze students' answers to proof problems. We employ this framework to investigate ways in which dynamic geometry software can be used to improve students' understanding of the nature of mathematical proof and to improve their proof skills. We present the results of two case studies where secondary school students worked with Cabri-Géeomèetre to solve geometry problems structured in a teaching unit. The teaching unit had theaims of: i) Teaching geometric concepts and properties, and ii) helping students to improve their conception of the nature of mathematical proof and to improve their proof skills. By applying the framework defined here, we analyze students' answers to proof problems, observe the types of justifications produced, and verify the usefulness of learning in dynamicgeometry computer environments to improve students' proof skills.  相似文献   

8.
Mothers of preschoolers with special needs (N = 280) were interviewed about their beliefs regarding the development of social skills. Children were viewed as below average in social competence, and social skills were perceived to be very important to develop but difficult to teach or change. Indirect, rather than direct strategies for helping children develop social skills were suggested most frequently. A belief in internal causation was more frequent than external; as hypothesized, internal attributions were negatively associated with the children's social-skills and adaptive abilities. Both internal attributions and low social-skills ability contributed independently to parenting stress.  相似文献   

9.
Abstract

This review examines the literature on strategies for improving the written expression of primary aged children with poor writing skills, from a sociocognitive perspective. The specific difficulties such children may experience are examined and research advocating a sociocognitive approach to help remediate their problems is described. Skill in writing depends partly on the author's ability to plan as well as manage the process of composition. Research is reviewed which describes some specific planning strategies such as the story web, the use of drama and drawings, and explicit instruction. Self‐regulation strategies are also described as a means of helping students internalise planning and reflective strategies. There is a clear consensus that teachers should also give specific instruction to children with poor writing skills.  相似文献   

10.
National governments and employers have argued that it is important for all sectors of education to prepare individuals who are able to think well and for themselves. 'Good thinking' and 'thinking well' are commonly used terms bound up with what is called 'critical thinking' in the research literature. Evidence is presented in this paper, however, which suggests that not all students may be good at critical thinking; nor do some teachers appear to teach students 'good thinking' skills. A review of the research literature in this area was undertaken and the methods and conceptions of teaching likely to inhibit and enhance critical thinking are outlined, as well as what is required to improve students' thinking skills. Ways forward in teaching critical thinking, and in helping students to learn to think well and for themselves, are described and discussed.  相似文献   

11.
Despite the widespread use of school‐based abuse prevention programs, few studies support their effectiveness in helping children avoid victimization. Most studies that evaluate prevention programs measure changes in children's knowledge and not subsequent behavior. Further, the link between knowledge, behavior, and the ability to avoid or reduce victimization has not been established. In this study the impact of a school‐based prevention program was assessed by surveying students at a high school in southern California where students from feeder elementary and junior high schools were known to have had abuse prevention programs available to them. Data were collected anonymously on 137 high school students during their Health class. A quasi‐experimental design was utilized, comparing the 72 students who had attended one or more school‐based abuse prevention program with the 65 who stated they had not participated in a prevention program. Demographic similarities between the two groups were established. Students who attended prevention programs were more knowledgeable about abuse concepts and reported fewer incidents of abuse. However, the effectiveness of students' responses to abuse, even when they were using strategies taught by the prevention programs, was variable. Questions about the effectiveness of these strategies with familial and nonfamilial abuse are discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

12.
The effects of an audiotaped leaderless encounter group on training in basic helping skills were examined. Trainees undergoing the Danish and Hauer (1973) training program were assigned to a weekly encounter group or to a didactic lecture-discussion group. No changes in trainees' self-actualization, trait or state anxiety, or rated verbal helping behavior were found due to participation in the encounter group. Significant positive changes in verbal helping behavior were found for all trainees. The importance of evaluating training experiences for helpers-in-training is noted.  相似文献   

13.
Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty‐nine 12‐month‐old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve‐month‐olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age.  相似文献   

14.
Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general.  相似文献   

15.
Within the human resource development model, there is an emphasis on operationalizing and developing the counselor's physical, intellectual, and emotional skills necessary to deliver an effective helping process. Until recently, there has been little discussion of physical functioning. However, within this model physical fitness is viewed as a key factor of counselor functioning. A review of the literature reveals that fitness is related to several physical, intellectual, and emotional factors that can have a bearing on counselor and client functioning. The review also relates the development of fitness to the development of other intellectual and emotional factors. Implications for the training of counselors on fitness and for the importance of physical programs as they relate to the helping process are explored.  相似文献   

16.
This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study.  相似文献   

17.
Content area literacy has an important role in helping students understand content in specific disciplines, such as mathematics. Although the strategies are not unique to each individual content area, they are often adapted for use in a specific discipline. For example, mathematicians use mathematical language to make sense of new ideas and information and to organize that information in a specialized way. Content literacy strategies can help mathematics students accomplish these goals. In this article, we will discuss six practical strategies to help build students' content skills in the mathematics classroom and they are: the Frayer model, question generation, visual supports, think-alouds, writing to learn, and text reading.  相似文献   

18.
Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.  相似文献   

19.
Colin Harrison 《Literacy》2018,52(3):153-160
Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses – the Vygotskian concept of obuchenie and Mercer's notion of ‘inter‐thinking’ – to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio‐cognitive prerequisites of group learning in Internet searching tasks, while the concept of ‘interthinking’ offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.  相似文献   

20.
Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities (qualification, analysis, and interpretation), can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning.  相似文献   

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