How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation          下载免费PDF全文

Melissa Robinson Swartz  Dodie Limberg  Joshua Gold 《Counselor Education & Supervision》2018,57(1):18-33

The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented.  相似文献   

The relation between abuse and violent delinquency: the conversion of shame to blame in juvenile offenders     

Gold J  Sullivan MW  Lewis M 《Child abuse & neglect》2011,35(7):459-467

Objective

While the relationship between abusive parenting and violent delinquency has been well established, the cognitive and emotional processes by which this occurs remain relatively unidentified. The objective of this work is to apply a conceptual model linking abusive parenting to the conversion of shame into blaming others and therefore to violent delinquency.

Methods

A retrospective study of 112 adolescents (90 male; 22 female; ages 12-19 years; M = 15.6; SD = 1.4) who were incarcerated in a juvenile detention facility pending criminal charges, completed measures of exposure to abusive and nonabusive discipline, expressed and converted shame, and violent delinquency.

Results

Findings tend to confirm the conceptual model. Subjects who converted shame (i.e., low expressed shame, high blaming others) tended to have more exposure to abusive parenting and showed more violent delinquent behavior than their peers who showed expressed shame. Subjects who showed expressed shame (i.e., high expressed shame, low blaming others) showed less violent delinquency than those who showed converted shame.

Conclusions

Abusive parenting impacts delinquency directly and indirectly through the effects of shame that is converted. Abusive parenting leads to the conversion of shame to blaming others, which in turn leads to violent delinquent behavior.

Practice implications

For juvenile offenders, the conversion of shame into blaming others appears to contribute to pathological outcomes in relation to trauma. Translation of this work into clinical practice is recommended.  相似文献   

Children’s rights and child abuse     

Howard B. Gold 《Early Childhood Education Journal》1978,5(3):25-27

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Support Teams in New Zealand Schools: A National Survey of Establishment and Practice     

Dennis W. Moore  Ted Glynn  Max Gold 《International Journal of Disability, Development & Education》1993,40(3):193-204

Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the role of Support Teacher, and detail regarding the establishment, practice, and degree of adherence to the Support Team model of operation. Significant difficulties with Support Team establishment and program adherence are reported, notably in selection, training, organizational support, and form of service delivery. The results are discussed in terms of the speed of drift from the model, differences between primary and secondary schools in implementation of the program, the importance of training, and the presence of an active Support Team Management Committee in ensuring effective service delivery.  相似文献   

Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Intervention     

David J. Purpura  Amy R. Napoli  Elizabeth A. Wehrspann  Zachary S. Gold 《Journal of research on educational effectiveness》2017,10(1):116-137

The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities.  相似文献   

Differential supervision and cognitive structure effects on empathy and counseling effectiveness     

Maria Malikiosi-Loizos  W. O. Mehnert  G. G. Work  Joel Gold 《International journal for the advancement of counseling》1981,4(2):119-129

The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N=16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N=8) did not receive any training. All subjects, including controls, were pre- and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses.High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fitting the complexity of the students to the supervision approach in selecting students for counseling programs.This paper was presented at the International Round Table for the Advancement of Counselling, Thessaloniki, Greece, April 1980, and was based partly on the senior author's doctoral disser tation (University of Maine, 1978).  相似文献   

Social Information Processing,Moral Reasoning,and Emotion Attributions: Relations With Adolescents’ Reactive and Proactive Aggression     

William F. Arsenio  Erin Adams  Jason Gold 《Child development》2009,80(6):1739-1755

Connections between adolescents’ social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13‐ to 18‐year‐olds from a low‐socioeconomic‐status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents’ attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP‐related cognitions, and on the potential influence of low‐SES, high‐risk environments on these findings.  相似文献   

Emotion,understanding, and social skills among boys at risk of attention deficit hyperactivity disorder     

Inna Kats‐Gold  Beatriz Priel 《Psychology in the schools》2009,46(7):658-678

There is growing interest in the role of emotional competence in middle school children's adjustment and functioning, yet many populations remain underresearched. Few studies have explored the emotional competence, especially emotion understanding, of children with, or at risk of, attention deficit hyperactivity disorder (ADHD), and even fewer have examined the role emotion understanding plays in these children's social skills. Our study investigates a profile of the emotion understanding capacities of Israeli boys at risk of ADHD and evaluates its association with their social skills. One hundred and fifty‐two boys (grades 4–6) were each assigned to an at‐risk (n = 66) or comparison (n = 86) group based on their scores on an ADHD symptoms questionnaire (Conners Rating System–Revised). The two groups were matched on age, socioeconomic status and class, and school environment. Group comparisons revealed that relative to their non–at‐risk counterparts, at‐risk boys demonstrated less mature emotion understanding. Finally, our findings indicate that poor emotion understanding plays a more notable role in the social functioning of at‐risk than non–at‐risk children. This study's contribution to the understanding and school treatment of children with ADHD emotional and social competencies is discussed. © 2009 Wiley Periodicals, Inc.  相似文献   

Gold 型Bent函数的两个注记     

孙光洪  武传坤 《中国科学院大学学报》2010,27(2):257-262

Bent 函数一直是密码学研究中的重要课题,如何判断给出的布尔函数是否为bent函数是必须要解决的问题.通过对Gold型函数中指数的分析,得到了Gold型函数成为bent函数的充要条件,此充要条件是Leander文献中定理的部分推广,用该结论判断bent函数更加简便.同时还讨论了多个迹函数之和成为bent函数的一个充要条件.  相似文献   

Neurobiological features common to memory modulation by many treatments     

Paul E. Gold 《Learning & behavior》1989,17(1):94-100

Evidence reviewed here suggests that many treatments that retroactively enhance or impair memory in rats and mice may act by releasing epinephrine from the adrenal medulla: (1) When administered shortly after training, epinephrine injections modulate memory storage processes; (2) plasma epinephrine levels assessed shortly after training predict later performance of learned responses in several situations; and furthermore, (3) peripherally administered adrenergic antagonists block the effects on memory of epinephrine and of many other treatments that enhance and impair memory. In addition, the rapid forgetting exhibited by juvenile and aged rodents can be retarded (i.e., memory is improved) by posttraining epinephrine injections, suggesting that age-related memory deficits may reflect inadequate functions of those neuroendocrine systems responsible, in part, for regulating memory storage. These results, together with the additional finding that epinephrine enhances the establishment of a neurophysiological analogue of memory, long-term potentiation, suggest that the hormone regulates neurobiological processes responsible for memory formation.  相似文献