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Tanya E. Surette 《Journal of College Student Psychotherapy》2017,31(2):112-131
This study empirically assessed the applicability of the common factors model to students accessing university-based counseling (n = 102). Participants rated symptoms of depression, anxiety, and somatization at intake and discharge. Therapists kept detailed session notes on client factors and therapy process variables. Data were analyzed utilizing structural equation modeling to assess what common factors significantly predicted outcome improvements. Authors found duration of therapy, positive life events, and intimate relationship supports positively influenced outcomes. Increases in the number of intervention approaches and sessions negatively influenced certain outcomes. The present findings have important implications for programming and treatment planning within on-campus counseling services. 相似文献
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Attachment Security and Developmental Patterns of Growth in Executive Functioning During Early Elementary School 
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下载免费PDF全文 Célia Matte‐Gagné Annie Bernier Marie‐Soleil Sirois Gabrielle Lalonde Sarah Hertz 《Child development》2018,89(3):e167-e182
Despite the extensive research demonstrating the importance of child executive functioning (EF) for school adjustment, little longitudinal work has formally examined developmental change in EF during the early school years. Based on a sample of 106 mother–child dyads, the current longitudinal study investigated patterns of growth in child performance on three executive tasks between kindergarten (Mage = 6 years) and Grade 3 (Mage = 9 years), and the predictive role of earlier mother–child attachment security in these patterns. The results suggest that early elementary school is a period of significant developmental improvement in child EF, although child performance on different EF tasks follows distinct trajectories across time. The study also provides evidence for a sustained relation between children's early attachment security and their ongoing acquisition of executive skills. 相似文献
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This article reports on the South African results of a study to identify and explain relationships between some major factors associated with successful reading at Grade 5. With 11 official languages, educational policy in South Africa advocates an additive bilingualism model, and students in Grades 1 to 3 are taught in their mother tongue. Thereafter, the language of learning and teaching changes to a second language, which in most cases is English. With this complexity of issues, hierarchical linear modeling (HLM) was used to determine the effect of a number of explanatory variables at student and school level on reading achievement as outcome variable, while controlling for language using the South African Progress in International Reading Literacy Study (PIRLS) 2006 data. Utilizing Creemers' comprehensive model of educational effectiveness (Creemers & Reezigt, 1999) as theoretical point of departure, this article will focus on the results of an overall South African model with student- and school-level variables. 相似文献
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Modern public libraries strive for inclusivity. Part of this effort involves enhancing staff capacity for engaging with socially vulnerable populations. This paper presents the outcomes of a study on library use by homeless adults, one of the most vulnerable of populations. The study employed a mix of methods. Part one was quantitative: a survey of library patrons. A second, qualitative phase involved focus groups – two of which were comprised of homeless patrons. Several areas of concern and need emerged, including physical space, safety, library services, and interactions with the library staff. 相似文献
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