Counselling the ‘worried well’ in HIV disease     

Robert Bor  Riva Miller  Eleanor Goldman 《International journal for the advancement of counseling》1993,16(1):47-55

HIV infection may have a psychological impact not only on those who live with the disease, but also on people who may worry that they have been infected. Counselling people who are worried about infection, but who are HIV negative is an important, yet challenging, dimension of HIV care. It forces counsellors to address how they deal with resistant patients and those who, in some cases, present serious psychological disturbances. This paper discusses the presentation and management of the worried well in HIV disease.  相似文献   

Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Gender differences in cognitive abilities of learning-disabled females and males     

Susan A. Vogel  Patricia C. Walsh 《Annals of dyslexia》1987,37(1):142-165

Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially females.  相似文献   

Teaching Trump: Student Recommendations to Ensure Safe Discussions in a Time of Polarized Political Divide     

Stephanie Boys  Julie S. Walsh  Khadija Khaja 《Journal of Teaching in Social Work》2018,38(4):347-362

ABSTRACT

This article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics.  相似文献   

Frequency of Six Early Childhood Education Approaches: A 10-Year Content Analysis of Early Childhood Education Journal     

Bridget A. Walsh  Karen Petty 《Early Childhood Education Journal》2007,34(5):301-305

The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents with their early childhood education enrollment decisions.  相似文献   

Textbook treatments and students' understanding of acceleration     

Gloria Dall'Alba  Eleanor Walsh  John Bowden  Elaine Martin  Geofferey Masters  Paul Ramsden  Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635

A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article.  相似文献   

Book reviews     

Werner Mauch  Birgit Brock-utne  Moira M. Walsh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(5):427-431

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Comparing Associations Between Puberty,Ethnic–Racial Identity,Self-Concept,and Depressive Symptoms Among African American and Caribbean Black Boys     

Rona Carter  Eleanor K. Seaton  Janelle L. Blazek 《Child development》2020,91(6):2019-2041

Research on pubertal development among Black boys is limited. Addressing this gap, we examined associations between three pubertal domains (e.g., voice change, hair growth, and perceived relative timing), depressive symptoms, self-esteem, and self-efficacy, among a nationally representative sample of 395 African American and 164 Caribbean Black boys (M_age = 15 years). Moderation by ethnic–racial identity (e.g., racial centrality, racial regard) was also explored. Results indicated that for both ethnic subgroups early voice change increased self-esteem; whereas early voice change increased depressive symptoms among boys who felt society views Blacks more negatively. Buffering effects of ethnic–racial identity also varied significantly between the two groups. Findings suggest that the meaning Black boys ascribe to their ethnic–racial group may explain puberty-linked outcomes.  相似文献   

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade     

Christina Weiland  Rebecca Unterman  Anna Shapiro  Sara Staszak  Shana Rochester  Eleanor Martin 《Child development》2020,91(5):1401-1422

This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies.  相似文献   

Learning whom not to trust across early and middle adolescence: A longitudinal neuroimaging study to trusting behavior involving an uncooperative other     

E. Schreuders  M. van Buuren  R. J. Walsh  H. Sijtsma  M. Hollarek  N. C. Lee  L. Krabbendam 《Child development》2024,95(2):368-390

Longitudinal changes in trusting behavior across adolescence and their neural correlates were examined. Neural regions of interest (ROIs) included the medial prefrontal cortex (mPFC), dorsal anterior cingulate cortex (dACC), left anterior insula (AI), bilateral ventral striatum (VS), and right dorsal striatum (DS). Participants (wave 1 age: M = 12.90) played the investor in a Trust Game with an uncooperative trustee three times (1-year interval). Analyses included 77 primarily Dutch participants (33 females). Participants decreased their investments with wave. Furthermore, activity was heightened in mPFC, dACC, and DS during investment and repayment, and in right VS (investment) and AI (repayment). Finally, DS activity during repayment increased with wave. These findings highlight early–middle adolescence as an important period for developing sensitivity to uncooperative behavior.  相似文献