Effects of a Cognitive Behavioral Self-help program on emotional problems for people with acquired hearing loss: a randomized controlled trial     

Garnefski N  Kraaij V 《Journal of deaf studies and deaf education》2012,17(1):75-84

The aim of the study was to examine whether a cognitive-behavioral self-help program was effective in improving depressed mood and anxiety in people with acquired deafness. Participants were 45 persons with acquired deafness, randomly allocated to the Cognitive-Behavioral Self-help (CBS) group or the Waiting List Control (WLC) group. Depression and anxiety scores were assessed at three measurement moments: at pretest, immediately after completion of the intervention (posttest), and again 2 months later (follow-up). To evaluate the effectiveness of the program, repeated measures analyses of covariance were performed. The results showed that depression and anxiety symptoms in the CBS group significantly improved after completion of the program, compared to the WLC group. There was no relapse from posttest to follow-up. It was concluded that a cognitive-behavioral self-help intervention could be an effective tool to reduce symptoms of depression and anxiety in people with acquired deafness.  相似文献   

Information rights and national security     

Nadia Caidi  Anthony Ross 《Government Information Quarterly》2005,22(4):663-684

The changes in the global information landscape, as epitomized by the reaction of governments to the 9/11 attacks, resulted in legislation, policy, and the formation of agencies that have affected many issues related to information and its use. This article examines the recent multiplicity of challenges that affect citizens' control and use of information. In the name of the war on terror, greater national security, and globalization trends, information laws, and policies often go further than is necessary and impact on the information rights of citizens. In this article, we advocate for bringing together what are at times disparate information issues under one label, namely, “information rights” (which include privacy, freedom of expression, access, etc.). Information rights are apprehended from a user-centered perspective (i.e., users as citizens, not just consumers). They cover many different aspects of the information life cycle and the roles and responsibilities of individuals and communities. Such an approach provides an alternative way of framing current information issues as they relate to national security policies and civil liberties in the broader sense.  相似文献   

Condition Assessment of Historic House Collections: Testing Different Statistical Methods at the Château de Versailles     

Danilo Forleo  Nadia Francaviglia 《文物保护研究》2018,63(5):76-80

ABSTRACT

One of the aims of the European Protocol in Preventive Conservation (EPICO) research programme was to implement a simple and flexible assessment method applicable to the majority of historic houses. We present results to verify statistical methods for the application in the assessment of heterogeneous in collections historic houses. For a collection with less than five hundred objects, a complete inventory by two people is possible, in order to collect information about the objects and their condition. A sample is representative when it has the same characteristics as the population studied. In the case of a very small population it is difficult to obtain representative results: here the sample should be almost equal to the total population. Therefore significant work must be done prior to assessment to properly identify the characteristics of the mother population. In the absence of sufficient representativeness, the results obtained from a sample cannot be generalized to the population being studied.  相似文献   

Parenting styles and academic achievement of early adolescent girls in Iran: mediating roles of parent involvement and self-regulated learning     

Amani  Malahat  Nazifi  Morteza  Sorkhabi  Nadia 《European Journal of Psychology of Education - EJPE》2020,35(1):49-72

European Journal of Psychology of Education - Early adolescent girls’ (6th grade) academic achievement was examined using parenting styles as predictors and parent involvement and early...  相似文献   

Higher education and the marketization of compulsory schooling: english universities and academy sponsorship     

Nadia Edmond 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):587-604

ABSTRACT

Recent policy emphasis on market mechanisms to drive up the performance of education systems has resulted in rising fees and increased competition in higher education in England, and in the creation of different types of self-governing state-funded schools run independently of municipal authority in compulsory schooling. University sponsorship of Charter Schools in the US raises issues which this article examines in relation to university sponsorship of academies in England. The article provides a quantitative overview of university sponsorship of academies over the last decade and explores how the policy context has shaped the discursive construction of sponsorship by the institutions concerned. Different patterns of sponsorship linked to institutional position and differentiated discourses of ‘sponsorship’ consistent with ‘academic entrepreneurship’ are identified. The discursive function of sponsorship is argued to extend to a legitimation of the policy itself reflected in increasing government pressure on universities to sponsor academies.  相似文献   

How have target pupil,peer and school level outcomes related to peer-mediated interventions for pupils with ASD been evaluated?     

Nadia Ezzamel  Caroline Bond 《欧洲特需教育杂志》2016,31(4):440-457

There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and methods used to evaluate PMI. The purpose of the current review is to provide an overview of methods used to evaluate the impact of PMI and illuminate key examples of innovative practice. Database and web searches were conducted between July and August 2015 to identify PMI studies published between 2000 and 2015. Ten studies met criteria for inclusion. The review found that although measuring the outcome of PMI at the level of target pupils has been a focus, less attention has been given to exploring the experiences of participants; the impact on peers and the extent to which PMI can truly be implemented within an educational context. Implications for future methods of evaluating PMI are discussed.  相似文献   

Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate     

Nadia Leroy  Pascal Bressoux  Phillippe Sarrazin  David Trouilloud 《European Journal of Psychology of Education - EJPE》2007,22(4):529-545

According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy. On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative impact on reported autonomy support, but their influence was also mediated by self-efficacy.  相似文献   

Moral reasoning about school bullying in involved adolescents     

Caroline Levasseur  Nadia Desbiens  François Bowen 《Journal of moral education》2017,46(2):158-176

The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred and twenty-six high school students (13- to 15-years-old) took part in this study and 131 were assigned a specific bullying incident participant role through peer nomination. Findings reveal that defenders of the victim show greater and more uniform moral sensibility than did both bullies and passive bystanders. Sociomoral reasoning helped differentiate between both bully subtypes (bully-leaders and bully-followers) and passive bystander beyond displaying greater moral disengagement than defenders did.  相似文献   

Treating Suicidality in College Counseling Centers: A Response to Polychronis     

Jacqueline Pistorello  Trevor N. Coyle  Nadia Samad Locey  Joseph C. Walloch 《Journal of College Student Psychotherapy》2017,31(1):30-42

This is a commentary on the article by Paul D. Polychronis, “Changes Across Three Editions of The Suicidal Patient: Clinical and Legal Standards of Care: Relevance to Counseling Centers,” published in this issue of the Journal of College Student Psychotherapy.  相似文献   

Curriculum response to the crisis     

Charland  Patrick  Deslandes Martineau  Marion  Gadais  Tegwen  Arvisais  Olivier  Turgeon  Nadia  Vinuesa  Valérie  Cyr  Stéphane 《Prospects》2021,51(1-3):313-330

PROSPECTS - Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery,...  相似文献