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1.
Sarah G. Ross Brianna Bruggeman Melanie Maldonado Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197
ABSTRACT Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed. 相似文献
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Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
3.
Brianna L. Kennedy-Lewis Douglas Whitaker Olivia Soutullo 《Journal of Education for Students Placed at Risk》2016,21(4):230-245
The use of alternative schools as exclusionary discipline for students found guilty of committing behavioral infractions raises questions about the effectiveness of these schools in producing improved student outcomes. Educators' justifications for alternative placements are highly relevant, because decisions regarding placements are often subjective and based on ill-defined criteria. This mixed-methods study investigates educators' perceptions of one disciplinary alternative school in the Southeast and educators' justifications for its use. The study examines the district's alternative school students' outcome data and analyzes whether these data support educators' explanations for why they assign students to the alternative school. Findings show that educators often hold mixed beliefs about alternative schools, seeing them as both a punishment and as providing needed support and services. Students, however, do not demonstrate dramatically different academic or behavioral performance as a result of their placement, bringing into question educators' justifications for placing students in these schools. 相似文献
4.
Ann N. Elliott Alyson Faires Rachel K. Turk Lora C. Wagner Brianna M. Pomeroy Thomas W. Pierce Jeffery E. Aspelmeier 《Journal of College Counseling》2019,22(2):138-151
This study examined the relationship between polyvictimization, psychological distress, and trauma symptoms in college men and women. Childhood victimization was common among participants. Regression analyses revealed that polyvictimization (i.e., high cumulative levels of victimization) is a better predictor of psychological distress and trauma symptoms than is any individual category of victimization (i.e., sexual, physical, peer/sibling, child maltreatment, witnessing/indirect, or property crime). Gender did not moderate the relation between victimization and distress and trauma symptoms. Implications for counselors are discussed. 相似文献
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Brianna L. Kennedy-Lewis Amy S. Murphy Tanetha J. Grosland 《International journal of qualitative studies in education》2016,29(1):1-28
Educators’ persistent disciplining of a small group of students positions them as “frequent flyers.” This identity prevents educators from developing an understanding that could enable them to reengage these students. Using the methodology of interpretive biography positioned within narrative inquiry and using a Gestalt-based analysis, this study presents the case narratives of three persistently disciplined students from one urban middle school in the southeast USA. Examining the central tensions of each case led to a richer and more comprehensive narrative of each student, reflecting his or her complex motivations and desires. Viewing students as the whole people reflected in these narratives rather than through the deficit-oriented lens that labels students as frequent flyers can shift educators’ practices to better support the learning of all students. 相似文献
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This case highlights sport development issues within a free market environment where natural rivals compete for scarce resources (i.e., athletes). Set in a fictional environment of sport clubs grappling with the development of a network of clubs and coaches to support the growth of youth sport in the area, the case explores the challenges of two independent levels of policy-making – national and grassroots levels – for increased participation and elite development. At the national level, policy strategies and participation proliferation are best served when organizations work together; however, this becomes a challenge when organizations that implement these policies at the grassroots level compete for scarce resources. The resulting natural rivalries must be properly managed to meet larger objectives for growth. The case encourages students to consider the theoretical and practical issues for sport development at the grassroots and national level. 相似文献
9.
Brianna L. Kennedy 《Pastoral Care in Education》2013,31(4):211-230
Middle school students with insecure attachment histories present a particular challenge for school personnel. These students frequently cause behavioural disruptions and fail to academically engage in course content. This paper draws from attachment theory, as well as literature in the fields of education, neurobiology and psychology, to establish a theoretical framework for future research on teachers and attachment. The framework illustrates conceptual linkages between research from these academic disciplines to show that teachers can play a role in the rehabilitation of students' internal working models and attachment strategies, especially during this key developmental period. 相似文献
10.
Nolan L. Cabrera Elisa L. Meza Andrea J. Romero Roberto Cintli Rodríguez 《The Urban Review》2013,45(1):7-22
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely “ditching,” and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. 相似文献