Addressing sexuality and pregnancy in childbirth education classes     

Allen L  Fountain L 《The Journal of perinatal education》2007,16(1):32-36

A positive, nonjudgmental, and informed approach to sexual health during pregnancy promotes acceptance of the normal functioning of women's bodies. It also encourages the development of close and supportive relationships that are so essential during pregnancy and birth. Common concerns do not need to become problems. Concerns include issues of libido, positioning, and preterm labor or fetal health, as well as myths and cultural attitudes. Childbirth educators can use tools such as the PLISSIT model to approach the topic of sexuality during pregnancy. In addition, opportunities are available in every childbirth class to acknowledge or ignore sexual issues. Perinatal educators who take responsibility for addressing this often-taboo topic can enhance women's feelings of safety and their confidence in normal birth.  相似文献   

Closing the Gap: Fostering Successful Research‐Practice Partnerships in Counselor Education     

Danica G. Hays  Todd Bolin  Ching‐Chen Chen 《Counselor Education & Supervision》2019,58(4):278-292

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships.  相似文献   

New Counselor Educators’ Scholarly Productivity: Supportive and Discouraging Environments     

L. DiAnne Borders  Laura M. Gonzalez  Lindsey K. Umstead  Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308

Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals.  相似文献   

Teachers’ role and attitudes concerning ADHD medication: A qualitative analysis     

Maruschka N. Sluiter  Albert W. Wienen  Ernst D. Thoutenhoofd  Jeannette M. Doornenbal  Laura Batstra 《Psychology in the schools》2019,56(8):1259-1270

The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments.  相似文献   

Consistently inconsistent: An examination of the variability in the identification of emotional disturbance     

Kristin Scardamalia  Keisha L. Bentley‐Edwards  Kairys Grasty 《Psychology in the schools》2019,56(4):569-581

The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria.  相似文献   

‘What does an O say when there's no E at the end?’ Parents' reading‐related knowledge and feedback during child‐to‐parent reading     

Aviva Segal  Sandra Martin‐Chang 《Journal of Research in Reading》2019,42(2):349-370

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Investigating populations via penguins and their poo!     

Laura J. Bonnett  Simon R. White 《Teaching Statistics》2019,41(3):101-105

We describe an activity that introduces students to population modelling, enables them to use estimates obtained from a sample to infer back to the population, and understands how the findings are translatable via penguins and their poo!  相似文献   

Theoretical Matrix of Culturally Relevant Assessment     

Karen Singer‐Freeman  Harriet Hobbs  Christine Robinson 《Assessment Update》2019,31(4):1-16

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The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers     

Amy M. Elleman  Laura M. Steacy 《Scientific Studies of Reading》2019,23(1):1-7

ABSTRACT

This special issue bundles a set of eight empirical studies and one review article that explore the role of statistical learning (SL) mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.  相似文献   

Activity of Prefrontal Cortex in Teachers and Students during Teaching of an Insight Problem     

Naoyuki Takeuchi  Takayuki Mori  Yoshimi Suzukamo  Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175

Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior.  相似文献