Evaluating a Career Education Intervention in the Upper Elementary School     

Robyn M. Gillies  Mary L. McMahon  John Carroll 《Journal of Career Development》1998,24(4):267-287

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Perceptions of parenting versus parent-child interactions among incest survivors     

Fitzgerald MM  Shipman KL  Jackson JL  McMahon RJ  Hanley HM 《Child abuse & neglect》2005,29(6):661-681

OBJECTIVES: Although women with histories of child sexual abuse (CSA) perceive themselves as less competent mothers and report greater parenting difficulties than nonabused women, few investigators have actually observed the parenting behaviors of CSA survivors. The primary aim of this study was to examine whether incest history was related to maternal perceptions of parenting efficacy and interactional patterns with their children. The secondary aim of this study was to explore the constructs of internal working models of relationships and maternal psychological adjustment as potential mediators of the relation between incest history and parenting. METHODS: A community sample of 17 incest survivors, 18 nonabused women and their 3-6 year-old children participated. Mothers completed self-report measures of parenting efficacy, parental bonding (i.e., internal working models of relationships), and psychological adjustment. In addition, mothers interacted with their children in a problem-solving task. RESULTS: Although incest survivors reported less parenting self-efficacy than did nonabused mothers, their interactional styles with their children were positive overall and comparable to those of nonabused mothers. Specifically, survivors displayed moderate to high levels of support, assistance, and confidence, and their children showed high levels of affection towards their mothers. Incest survivors reported less bonding with their own mothers in childhood and poorer current psychological adjustment. CONCLUSIONS: Findings suggest that incest survivors' perceptions of their parenting abilities may be more negative than their actual parenting behaviors.  相似文献   

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths     

Kendra McMahon  Chloe Shu‐Hua Yeh  Peter J. Etchells 《Mind, Brain, and Education》2019,13(4):288-297

Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees ' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.  相似文献   

Supporting the career decisions of Australian-based international Chinese doctoral students     

Myra C. Y. Lee  Mary McMahon  Mark Watson 《International Journal for Educational and Vocational Guidance》2018,18(3):257-277

Research regarding the support of career decision-making for international Chinese doctoral research students has been scarce and has assumed the homogeneity of international students. Offering insights to career practitioners, this article investigates the support for career decision-making experienced by international Chinese doctoral research students based in Australia from pre-sojourn up to their preparation for graduation. Arising from a thematic analysis of interviews with ten PhD students across three Australian universities, the findings reveal a desire for learning and career advancement that transcends national borders, underpinned by support that reinforces self-reliance and the formation of virtual and real-life social networks.  相似文献   

Clinical supervision: The perceptions andexperiences of school counselors in Australia     

Mary McMahon  Wendy Patton 《International journal for the advancement of counseling》2001,23(3):201-214

This Australian study examined the experiencesof clinical supervision of school counselors.The participants perceived the amount of timespent on clinical supervision as inadequate,and described their use of an informal supportnetwork.  相似文献   

Book Reviews     

Nan Bahr  Mary McMahon  Heather Mohay  Anne Jobling 《International Journal of Disability, Development & Education》2007,54(4):429-435

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Supervision Training for Professional Counselors: An Exploratory Study     

Mary McMahon  Roland Simons 《Counselor Education & Supervision》2004,43(4):301-309

Enhanced interest in supervision training has corresponded with recognition of supervision as a profession in its own right. For many practicing professional counselors, supervision training has traditionally been unavailable. The present research used the Clinical Supervision Questionnaire to evaluate the effect of a supervision training program on the supervision scores of 16 practicing professional counselors who participated in a supervision training program. Participants completed a pretraining and posttraining questionnaire. The findings revealed a significant difference between the pre‐ and posttraining results for the experimental group. This difference was maintained over a 6‐month period. Practical and research implications are discussed.  相似文献   

Young Disabled People: Aspirations,choices and constraints     

Mary McMahon 《International Journal of Disability, Development & Education》2010,57(3):343-344

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EDUCATIONAL PROGRAMMING FOR MIDLIFE ADULTS WITH PARENT‐CARING RESPONSIBILITIES     

Betty J. McMahon  Barbara D. Ames 《Educational gerontology》2013,39(5-6):377-387

A major issue facing today's families is aging family members. Three factors compound this dilemma. First, the aging population is increasing both numerically and proportionally. Second, the middle generation, the traditional caretaking generation, is becoming older and fewer in number. Third, women are increasingly participating in the labor force. This research explored the use of adult education programming in addressing the needs of the midlife caretaking generation.

The nonrandom sample consisted of 50 midlife offspring residing in three central lower Michigan counties. As part of a one‐to‐one interview, respondents were asked to indicate preferences for content and mode of instruction for topics related to adult child/aging parent relationships. Thirteen of the most frequently mentioned areas of concern and need were selected from current gerontological literature. If participants desired further information in the content area, one of six methods of instruction also were selected.

The primary variable which distinguished those with high and low interest in information was age. The younger the age of the respondent, the more requests for information. Information related to the aging process was of greatest concern. Instructional methods that allowed personal interaction were selected for content areas of a personal nature. Conversely, independent methods were selected for informational material. Implications for educational gerontologists are explored.  相似文献   

U.S.-Mexico Border Studies Online Collaboration: Transformative Learning Across Power and Privilege     

Laura Barraclough  Marci R. McMahon 《Equity & Excellence in Education》2013,46(2):236-251

In response to the national conversation about the U.S.-Mexico border and immigration in recent years, we created an online partnership between students in concurrent border studies courses at our two campuses: a public Hispanic-serving institution in South Texas and a private, small liberal arts college in Michigan. We explored whether and how the tensions between privileged and disadvantaged students documented in the traditional classroom would manifest online, and how we could use virtual technologies most effectively to structure transformative learning, defined as recognition and articulation of the structural and cultural systems that frame individual experience and meaning-making, across difference. As we document in this essay, tensions around racial, class, and educational inequality did occur in our partnership. Yet these tensions were crucial in creating the conditions for transformative learning because they generated “disorienting dilemmas” that challenged students’ assumptions and knowledge. Our intentional integration of critical multiculturalist curriculum and pedagogical practices (especially embodied, facilitated online interactions) capitalized upon those conditions. By the end of the partnership, both groups of students experienced significant—but distinctive—trajectories of transformative learning that unsettled not only their individual understandings, but also the dynamics of power that characterize the higher education landscape. Given the polarization wrought by border and immigration discourse and educational policies that will likely produce increasingly segregated campuses in years to come, such online partnerships show promise for critical multiculturalist educators seeking to create opportunities for learning across difference and inequality.  相似文献