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51.
Elbedour S Onwuegbuzie AJ Ghannam J Whitcome JA Abu Hein F 《Child abuse & neglect》2007,31(7):719-729
OBJECTIVE: Children and adolescents of the Gaza Strip have been subjected to continuous violence since the eruption of the second Intifada (Uprising). Little is known, however, about the psychological effects of this violence on children and adolescents of Gaza. Thus, the purpose of the present investigation was to evaluate and describe the psychological effects of exposure of war-like circumstances on this population. METHOD: Participants for this study were 229 Palestinian adolescents living in the Gaza Strip who were administered measures of post-traumatic stress disorder (PTSD), depression, anxiety, and coping. RESULTS: Of the 229 participants, 68.9% were classified as having developed PTSD, 40.0% reported moderate or severe levels of depression, 94.9% were classified as having severe anxiety levels, and 69.9% demonstrated undesirable coping responses. A canonical discriminant analysis revealed that adolescents diagnosed with PTSD tended to be those who reported the highest levels of depression, anxiety, and positive reappraisal coping, and the lowest levels of seeking guidance and support coping. CONCLUSIONS: These results indicate that a significant proportion of Palestinian adolescents living in the Gaza Strip are experiencing serious psychological distress. 相似文献
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Recently, Patterson and Dancer (1987) suggested a model wherein persons who normally come in contact with older hearing‐impaired persons can be trained to assist the older hearing‐aid user in adjustment to amplification. Their four‐phase educational model offers an alternative to traditional aural rehabilitation programs by using personnel from senior centers, nursing homes, and state and local agencies as program providers. The present article elaborates more fully on the training that protocol providers will receive from audiologists certified by the American Speech‐Language‐Hearing Association. Providers will be carried through five stages: empathy, effective communication skills, knowledge of the interaction of aging and hearing loss, the phases outlined in the Patterson and Dancer model, and guidelines for referrals. Objective‐based provider and client response criteria are outlined for moving the client from the initial receipt of the hearing aid to its ultimate acceptance and use on a doily basis. 相似文献
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Nollaig McEvilly Martine Verheul Matthew Atencio Mike Jess 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):278-293
This paper provides an analysis of the discourses associated with physical education in Scotland's Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children. 相似文献
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This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback. 相似文献
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Michael R. F. Aitken 《Learning & behavior》1999,27(4):490-493
Dorrance, Kaiser, and Zentall (1998) trained pigeons on two concurrent simultaneous discriminations (A+B?; C+D?), with interspersed single-stimulus trials in which responding to the two positive discriminanda was differentially reinforced (A+; C±). In each of four separate experiments, the birds showed a preference for stimulus B over stimulus D. Dorrance et al. concluded that the results of these experiments were best described in terms of value transfer theory (VTT; Fersen, Wynne, Delius, & Staddon, 1991). They reject the possibility that the results of these experiments might have been caused by differential nonreinforced experience with the test stimuli (B and D) on the basis of correlational analyses within each experiment. However, differences between experiments in choice of B over D are well predicted by differences in their history of reinforcement. Previous findings that were thought to favor VTT are also entirely consistent with a simpler associative analysis. 相似文献