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Rhoda Oppenheimer 《Child abuse & neglect》1981,5(2):117-122
The need is examined for an adult psychiatric inpatient screening programme to identify, assess and treat emotional and physical trauma to the young children of female psychiatric patients. In a previous study [14] it was found that 28% of adult admissions to a large urban psychiatric hospital were parents of dependent children. Of admissions, 19.6% were mothers and 13% were mothers of preschool children. This paper considers the service implication of these previous findings. Two case examples are given of preschool children, known to psychiatric services, who died. In each case there was lack of assessment, prior to discharge, of mother-child relationship and lack of communication between Health and Social Services and the Primary Care Team. It is suggested that there should be routine training of psychiatrists, mental nurses, social workers and other disciplines in collaborative assessment and treatment of the adult psychiatric patient's role as mother. The lack of this training appears hazardous and detrimental to the needs of the patient. Examples are given of assessment and intervention methods applicable to an adult psychiatric ward setting. 相似文献
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The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial. 相似文献
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Rhoda Myra Garces-Bacsal 《Roeper Review》2013,35(4):239-251
There is a dearth of information regarding the socioemotional realities of gifted children from ethnically diverse backgrounds, which this research attempts to address. Multiple semistructured narrative interviews were conducted with 22 intellectually superior children aged 4–9 years and with their parents. Manifestations of perfectionism, hypersensitivities, and overexcitabilities were evident among the Filipino gifted children. The implications of such manifestations of heightened sensitivities for educators and diagnosticians were discussed. Cross-cultural contrasts were likewise discussed to demonstrate whether predominant socioaffective traits, characteristics, and issues in the West are likewise evident among gifted children from a culturally different background like the Philippines. 相似文献
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Jerome De Lisle Krishna Seunarinesingh Rhoda Mohammed Rinnelle Lee-Piggott 《School Effectiveness & School Improvement》2017,28(3):406-442
In this study, methodology and theory were linked to explicate the nature of education practice within schools facing exceptionally challenging circumstances (SFECC) in Trinidad and Tobago. The research design was an iterative quan>QUAL-quan>qual multi-method research programme, consisting of 3 independent projects linked together by overall purpose. Although large-scale quantitative data were first used to identify and describe SFECC, the overall programme was driven by an inductive theoretical thrust, with findings from the multiple-site case studies of Projects 2 and 3 used to construct substantive theory on SFECC. The integrated findings point to the pervasive role of beyond-school factors, which were magnified and intertwined with between- and within-school factors. SFECC in this study found great difficulty transcending states of chronic low performance. We hypothesized on the need for transformative school leadership, but in this context, greater external support by stakeholder agencies and broad place-based strategies appeared essential for turnaround. 相似文献
5.
Joseph C. Smith Barnard Rudofsky Seymour L. Fisher Rhoda L. Fisher Jock Kinneir 《Communication Booknotes Quarterly》2013,44(7):75-77
Joseph C. Smith The Day the Music Died (New York: Grove Press, Inc., 1981, 12.95 cloth) Five Thousand Years of Popular Culture: Popular Culture Before Printing (Bowling Green: Bowling Green University Press, 1980, 9.95 pb) Barnard Rudofsky Now I Lay Me Down to Eat: Notes and Footnotes on the Lost Art of Living (Garden City, New York: Anchor Books, 1980, 19.95, cloth). Seymour and Rhoda L. Fisher's Pretend the World is Funny and Forever: A Psychological Analysis of Comedians, Clowns, and Actors (Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1981, 19.95, cloth) Jock Kinneir, in Words & Buildings: The Art and Practice of Architectural Graphics (New York: Watson-Guptill, - 1980, 32.50, cloth). 相似文献
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Interorganisational linkages are a widely studied topic in sport management. However, most researchers focus on public or non-profit organisations and analyse one focal organisation rather than a network of interrelated organisations. The purpose of this study was to address both of these shortcomings by investigating interorganisational linkages in sport clusters, a type of cross-sectoral network. The authors address three main questions: (a) what is the nature of interorganisational linkages in sport clusters; (b) how do linkages in sport clusters develop; and (c) what are the organisational motivations for creating or joining linkages in sport clusters? A multiple case study approach explores two sailing clusters in France and New Zealand. Results show that interorganisational relationships tend to be formalised, while interorganisational networks tend to be informal. A circular development process from formal relationships to formal networks via informal relationships and networks was detected. Reciprocity is the most prevalent motive for the development of all types of interorganisational linkages. This research contributes to sport management practice by showcasing the potential multitude and variety of interorganisational linkages in a cross-sectoral sport context which are foundations for cooperation and collaboration. The theoretical contribution lies in the conceptualising of the IOR development process and different motivational patterns as antecedents. 相似文献
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Schirmbeck Katharina Rao Nirmala Wang Rhoda Richards Ben Chan Stephanie W. Y. Maehler Claudia 《European Journal of Psychology of Education - EJPE》2021,36(4):923-943
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong (n = 80) and Germany (n = 90) in a cross-sectional design. Children completed tasks assessing the main components of EF, namely inhibition (child-friendly Stroop task), updating (Object Span task), and shifting (Contingency Naming task). Results of multilevel models showed that all three EF measures differentiated well between younger and older children across the full sample. However, contrary to our hypothesis and previous research, we did not find any significant differences in EF performance between children from Hong Kong and Germany at primary school age. Our findings highlight the possibility that issues related to the measurement of EF and features specific to Hong Kong and Germany underlie our results.
相似文献9.
Rhoda Cummings Cleborne D. Maddux Aaron Richmond 《Assessment & Evaluation in Higher Education》2008,33(6):599-605
Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities, eliminate professional autonomy, and reduce faculty work into component parts or discrete technical competences. This paper describes how curriculum‐embedded performance assessment can be used to evaluate student and programme effectiveness without placing an undue burden on faculty. Examples of the use of curriculum‐embedded performance assessment strategies in a graduate‐level educational psychology programme are provided. 相似文献
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