Systemic cognitive-developmental therapy: A counselling model and an integrative classification schema for working with partners and families     

Sandra A. Rigazio-Digilio 《International journal for the advancement of counseling》1996,19(2):143-165

Systemic Cognitive-Developmental Therapy (SCDT) represents a holistic, non-pathological, and integrative approach to partner and family counselling. The model directly links developmental constructs to the counselling process and offers specific assessment and treatment strategies that can be easily learned and applied in the immediacy of the counselling encounter. Additionally, it offers a classification schema that clinicians can use to organize familiar counselling and therapy approaches into a developmental framework. This article introduces the theory and practice of SCDT, illustrates the techniques and strategies specific to the model, and provides illustrative partner, family, and client examples for clarification.Paper presented in April, 1994 at the International Conference on Counselling in the Family in München, Germany, sponsored by the International Round Table for the Advancement of Counselling.  相似文献   

Victims of Bullying in Schools     

Sandra Graham 《理论付诸实践》2016,55(2):136-144

This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and academic achievement. The 3rd section turns to individual characteristics that might place children at risk for being bullied. The 4th section describes school-based interventions to reduce bullying and its negative effects. The final section considers implications of research on school bullying for teacher practice.  相似文献   

School Reform that Integrates Public Education and Democratic Principles     

Sandra M. Wilson  Richard Iverson  Joe Chrastil 《Equity & Excellence in Education》2013,46(1):64-70

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TEACHING RESOURCES FOR END OF LIFE AND PALLIATIVE CARE COURSES By Ellen L. Csikai and Barbara Jones     

Reviewed by Sandra L. Noel Director Congregational Care & Senior Ministry 《Educational gerontology》2013,39(6):550-551

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Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program     

Abdulkadir Demir  Sandra K. Abell 《科学教学研究杂志》2010,47(6):716-741

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ABC of action learning – By Reg Revans     

John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):E38-E39

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10. Parents and children: representations of family understanding parents’ and teachers’ internal working models of their roles in children's lives     

Sandra T. Azar  Frances L. Hiatt 《教育政策杂志》2013,28(1-2):79-88

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Auswirkungen von körperlicher Aktivität auf demenzielle Erkrankungen     

Andrea Scharpf MA  Sandra Servay  Alexander Woll 《Sportwissenschaft》2013,43(3):166-180

There is evidence for a positive influence of physical activity on dementia. However, the study design and data processing of current studies on physical activity in patients with dementia are heterogeneous, which makes it difficult to evaluate and compare their results. In our review, we categorized the studies based on different aspects of the training interventions and discussed these aspects in detail. Based on the existing literature, the length of an ideal training program is at least 16 weeks with two to three training sessions per week and qualified supervision and instruction. The workout program should contain at least two of the three components strength, endurance and balance. These recommendations should be confirmed in future studies with comparable study designs and homogeneous patient groups.  相似文献   

Teacher preparation: A collaborative model     

Kenneth D. Moore  Sandra Looper 《The Teacher Educator》2013,48(3):152-164

Abstract

Criticism of education and teacher preparation persists. The “Teachers Educating and Motivating Students,” or TEAMS, model was developed to address this criticism. The TEAMS model has been structured using a Professional Development School (PDS) concept as the core component. The model is a competency‐based, structured block program featuring concurrent enrollment in groups of courses and a corresponding field component.

Evaluation of the TEAMS program is a continuing process. Completion of a “perceptions” survey and a workplace competencies instrument by students and mentors/administrators revealed that the TEAMS program is accomplishing intended goals. Furthermore, t tests revealed only one significant difference in perceived adequacy between students and mentors/administrators on the workplace competencies. The data also revealed an overall positive attitude toward the project and satisfaction regarding the achievement of workplace competencies.  相似文献   

Can 'ears-on' help hands-on science learning for girls and boys?     

Priscilla F. Heard  Sally A. Divall  Sandra D. Johnson 《International Journal of Science Education》2013,35(11):1133-1146

The primary objective of the research was to establish whether the use of the newly developed audiopilot (a personalized auditory commentary system) facilitates both hands-on exploration and the understanding of scientific principles in a science centre. Twenty-four ten year-old children used the AudioPilot while they interacted with a set of pendulum experiments. A control group of 28 children from the same classes experienced the same experiments but without the Audio-Pilot. Videos were made of all the children and their behaviours were later coded. They completed a questionnaire about pendulums before and after going to the science centre. A gender effect emerged. The audio-pilot greatly facilitated the girls' hands-on activity and improved their questionnaire scores, which was highly statistically significant. This suggests that auditory commentaries are a good way of communicating difficult scientific concepts, especially to girls. Further research is needed to confirm whether this finding can be generalized over different schools.  相似文献