In 2007, Tulsa Community College (TCC) joined the national Achieving the Dream (ATD) network, which is dedicated to developing data-informed interventions to increase persistence and completion among community college students. TCC’s participation in the national initiative set it down a path for positive institutional change, but it was the College’s restructuring of their internal work teams and their process improvements since 2011–2012 that have resulted in a sustainable system that will help retain knowledge and ensure successful leadership transitions. In 2013, TCC rebranded its modified ATD system as Completing the Dream, combining the goals of Complete College America with the action research principles of Achieving the Dream. Because of these efforts, the College is in a stronger position today than it has ever been to serve our students using evidence-based strategies, ultimately resulting in more college-educated citizens in the Tulsa area. 相似文献
This study examines associations between the quality of the interparental relationship and how well 68 family triads (mother, father, preadolescent son) solved salient problems which arose at home. Four aspects of the interparental relationship (marital satisfaction, parental agreement, conflict during family problem solving, and parental coalitions) were included in a regression analysis which controlled for family structure and child externalizing. A longitudinal design assessed families when mean child age was 9.7 years and 2 years later. Parental agreement consistently facilitated family problem solving. However, strong parental coalitions inhibited family problem solving, which may be attributed to frustrated autonomy needs of preadolescent males in response to the parental coalition. Stepfamilies had less effective problem solving at Time 1. The results confirm the benefits of parental agreement to child outcomes via enhanced family problem solving but show a reverse effect when agreement occurs in the context of coalitions against a preadolescent son. 相似文献
OBJECTIVES: To understand the features of child abuse/neglect (CA/N) allegations in cases with emotional maltreatment (EMT) allegations, as well as the features of the EMT allegations themselves, and to describe any associations of EMT with distinct impairments of children's behavior, emotion and functioning. METHOD: The sample consisted of 806 high-risk children, 545 with one or more maltreatment reports to CPS. The Maltreatment Classification System was used to record the number and severity levels of maltreatment allegations, which compared cases with and without EMT. Multiple regression analyses were conducted using 10 outcome scales from the Child Behavior Checklist, Vineland Screener, and Trauma Symptom Checklist. Successive blocks of predictor variables included demographics, maltreatment classification variables, maternal and family characteristics, and study site. RESULTS: When there were allegations of EMT as well as CA/N in a CPS case-record (by age 8), the CA/N allegations tended to be either more frequent or less severe than those kinds of allegations in cases without EMT. When neglect was alleged to occur with EMT, neglect allegations outnumbered allegations of EMT. However, when sexual abuse allegations were accompanied by EMT allegations, there were more EMT allegations than sexual abuse allegations in the cases. Higher severity ratings for EMT allegations than for physical abuse occurred when cases included any abuse. Distinctive effects of EMT subtypes were found between problems of safety/restriction and self-reported anger symptoms, and between problems of self-esteem/autonomy and posttraumatic stress. CONCLUSION: Differences exist between the CA/N allegations in cases with and without EMT. Having few cases containing only EMT allegations made it difficult to assess distinctive harm associated with EMT. Certain types of EMT allegations were associated with increases in children's anger and posttraumatic stress. 相似文献
The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling—specific model for supervising school counselors‐in‐training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision. 相似文献
The primary aims of this study were twofold: (a) to describe average change in the written narrative performance of second grade students from the fall and spring of the school year and (b) examine patterns of individual growth to test for Matthew effects. Participants included 299 children in second grade. Microstructural measures were derived from students’ written narratives including: number of different words (NDW), total number of words (TNW), and accuracy of spelling and grammar. Significant increases in NDW, TNW, and spelling accuracy were evidenced from fall to spring. Students averaged 55 total words in the fall and averaged 69 words in the spring, with a statistically significant increase of 14 words t(299)?=?8.4, p?<?.0001). The variance in TNW from fall to spring increased from Var?=?791 to Var?=?1005, which was a significant increase and the correlation of initial Fall TNW and growth in TNW was also significant (r?=?0.39). Additionally, results from a two-level hierarchical linear model with students nested within teachers indicated that initial level of TNW predicted the change in TNW from fall to spring, with higher levels of initial TNW being related to larger gains in TNW. Significant predictors of Matthew effects included teacher or classroom and free/reduced lunch eligibility. Written personal narrative measures are sensitive to developmental change across a school year. Evidence of Matthew effects in lexical productivity suggests additional support may be warranted to ameliorate gaps in writing achievement.
