A Process‐Oriented Evaluation of a Computerised Treatment for Dyslexia

A sample of 131 10–14‐year‐old Dutch children with reading and spelling difficulties received a treatment for dyslexia. The treatment was computer‐based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The treatment consisted of several modules, each addressing specific links between phonological concepts and the writing system. A process‐oriented evaluation of this treatment showed a time course of effects that was specifically related to the timing of treatment components. The children showed a cascade of improvements that corresponded to the presentation order of the treatment modules. These findings indicate that the computerised treatment based on inferential algorithms provides an effective tool in the remediation of dyslexia.     

Visualizing knowledge in new educational environments: a course on learning objects

This article describes the learning objectives, the course activities, experiences and outcomes of a graduate level course on learning object design. The course was developed and taught at The Ohio State University by the author during the Spring Quarter of 2003. Students from the visual design and education disciplines partnered to work on a client‐initiated, authentic, grant‐funded project. The students, working in teams and serving as expert consultants to each other, were tasked with designing prototypes for learning objects to be used by freshman high school students, particularly those with disabilities. The course provided an opportunity to observe how developers actually built learning objects and to apply that knowledge to better understanding the issues facing faculty when challenged with the same tasks.     

Clinical Assessment at College Counseling Centers: The Consultant‐on‐Duty Model

The consultant‐on‐duty (COD) clinical consultation model maximizes efficient use of services, is distinct from other university counseling center (UCC) services, and precedes therapy. This model enables clinicians to ensure optimal fit between client need and type of UCC services provided, including brief therapy. The 4 objectives of the COD model include quick access to initial consultation, management of treatment expectations, collaborative treatment decisions, and planning for client assistance.     

Client Opinion on the Radical Reform of Initial Teacher Training for Primary Schools: a survey of students and teachers

Criticism of the traditional institution‐based system of teacher training for primary schools is reviewed and recent responses to GATE requirements summarised. It is argued that such criticisms, and any radical reforms involving the transfer of training responsibility to the schools, should take account of client opinion of its likely effects. Clients here are taken to refer to students in training and school teachers including headteachers. For this study an open‐ended questionnaire on the advantages and disadvantages of traditional institution‐based and radical school‐based systems was administered to all students at the end of a PGCE course, and to a part‐opportunity and part‐random sample of teachers and headteachers in local schools. Their responses are tabulated and discussed. The vast majority of these clients foresaw considerable problems with a radically reformed system and, balancing the gains and losses that such a reform might bring, they demonstrated a clear preference for the existing system.     

MBA Program Trends and Best Practices in Teaching Sustainability: Live Project Courses

This study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross‐functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of sustainability within business schools, and then provide evidence that an opportunity exists for decision science scholars to play a key role as facilitators of this wave of pedagogy. Our research is based on publicly available data that rank business schools relative to their integration of sustainability within MBA programs, our experiences with 39 project clients over a 3‐year period, an analysis of client and student feedback, and anecdotal evidence of success in the development of live project‐based consulting courses. The case study highlights the potential and scalability of this proposed pedagogy to deliver live projects as either a stand‐alone course or an integrated part of the curriculum.     

An Exploration of Supervisory and Therapeutic Relationships and Client Outcomes

The authors explored the connection between the facilitative conditions present within the supervisory relationship, the therapeutic relationship, and client outcomes. A correlational research design was used with a sample of 55 counselors‐in‐training and 88 clients. Results indicated a significant positive relationship between the therapeutic relationship and client outcomes and a significant negative relationship between the supervisory relationship and client outcomes.     

The Utility of an Efficient Outcomes Assessment System at University Counseling Centers

Due to increased demands placed on university counseling centers (UCCs) in recent years, there is a need for these centers to enhance the efficiency and effectiveness of their psychological services. Regularly monitoring client progress is one approach to increase the likelihood of positive clinical outcomes. This article describes the use of the Behavioral Health Measure–20 (BHM-20; Kopta & Lowry, 2002) in monitoring the progress of 13,803 clients at 23 UCCs across the United States from 2006–2011. Results show that the BHM-20, via the CelestHealth System–MH (CHS-MH), is an effective instrument for the electronic administration, scoring, and tracking of client progress. Overall, clients improved over the course of treatment and the benefit from treatment peaked between 7 to 10 sessions. Three case vignettes using the CHS-MH in patient care are presented. Implications for continuing the use of monitoring individual client change at UCCs are discussed.     

The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.     

心理咨询中阻抗的表现形式与处理技巧

阻抗是心理咨询中的伴生现象,每个人都有因应世界的各种方式,拥有自己内在的平衡。咨询威胁了来访者的心理平衡,改变是他们最害怕发生的事情。本文试着从动力学的角度,阐述阻抗的表现形式与处理技巧,提出一个处理阻抗的操作化模型。     

Connecting education and practice in an instructional design graduate program

This paper reports on a curriculum project in which principles of instructional design are integrated with real-world experiences in a corporate environment. Working in design teams, graduate students served as instructional developers in a corporate environment. The course instructor acted as project leader. Initially, both the client organization and design teams expressed confusion concerning their roles in relation to the course instructor. Design teams initially used technical language not readily understood by the client. The lack of guidance in instructional models on the development of appropriate instructional strategies was noted by all teams. Design teams concluded that knowledge of instructional design principles is a necessary but not sufficient preparation for professional activity as instructional developers. By the end of the three-month project, both the client organization and the design teams expressed strong satisfaction with the process and the outcome.     

Chapter 13 Treatment of the Bulimic Student:

Psychotherapy with bulimic students often focuses on abatement of the destructive symptomatology. However, a symptom-oriented approach may miss the point os this complext disorder. Treatment is needed which helps the client structure and limit problematic eating behavior but which also explores her reaction to the structuring process itself. A psychotherapy that keeps these goals in mind is recommended as a base for treatment from which psychopharmacological treatment, family therapy, or support groups can be considered as well.     

Vets and videos: student learning from context‐based assessment in a pre‐clinical science course

To increase the perceived relevance of pre‐clinical science courses to undergraduates, a context‐based assessment item was introduced to a genetics course that occurs early within a five‐year veterinary science programme. The aim was to make a direct link between genetic concepts and the future clinical profession of the students. In the assessment task, students used problem‐solving skills to deduce relationships between genetic variants and nose and coat colour in dogs and to determine breeding strategies to obtain a specified colour combination. The assignment was contextualised by students presenting their results as a role‐play video of a veterinarian/client consultation. The students responded enthusiastically, finding relevance and enjoyment in the task. Together with the higher cognitive skills required, contextualisation is likely to be responsible for the deeper style of learning that was adopted by the majority of students. Hence, making explicit links between pre‐clinical content and its use in a workplace setting can lead to improved learning outcomes     

College Counseling for Self‐Injurious Behavior: A Case Study

This case study describes the counseling experience of a college woman undergoing treatment to address self‐injurious behavior. The article presents and illustrates a counseling approach that is conceptually based on attachment and object relations theory. The approach emphasizes the client‐counselor relationship and the need to establish a supportive interpersonal environment as the main factors contributing to positive change in the client's self‐injuring behavior.     

Effectiveness of Group Supervision Versus Combined Group and Individual Supervision

This study investigated the effectiveness of large group supervision, small group supervision, and combined group and individual supervision with counseling students. Sixty‐four participants in a master's‐level practicum were divided into 3 treatment groups that received supervision over 10 weeks. Using a pretest/posttest method, counselors were rated on growth in effectiveness and development according to self‐report, supervisor, client, and objective rater responses. Analyses of covariance revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Large group supervision produced a significant result on the factor Autonomy/Dependency. However, participants showed a marked preference for individual feedback and supervision.     

SOCIAL WORKERS’ ACCEPTABILITY RATINGS OF BEHAVIORAL TREATMENTS AND PHARMACOTHERAPY FOR THE MANAGEMENT OF GERIATRIC BEHAVIOR PROBLEMS

The purpose of the present study was to obtain treatment acceptability ratings from social workers whose client contacts include a high percentage of persons age 60 or older. Social workers were presented with written scenarios depicting a 75‐year‐old woman with a behavior problem. The client in the case varied by cognitive capacity (nondemented or experiencing dementia), living situation (living with a family caregiver or in a nursing home), and presenting problem (aggression, verbal abuse, or noncompliance). Using Kazdin's (1980) Treatment Evaluation Inventory, participants rated three treatments: positive reinforcement, time out from positive reinforcement, and haloperidol. Although ratings for time out varied by presenting problem, the highest acceptability for each type of behavior problem was assigned to the positive reinforcement condition, followed by time out, with the lowest ratings associated with haloperidol.     

基于任务分析的高职《客户服务与管理》课程设计

《客户服务与管理》课程针对客户服务类工作岗位,首先树立现代客服理念,懂得运用科学的管理手段和工具,遵循规范的操作流程,通过有效发挥个人技巧和团队协作来高质量地完成客户服务与客户管理工作的营销人才。其次在行动导向理念指导下完成教学内容选取,以实际工作内容为依据将教学内容分为五大板块,然后通过项目驱动并配合多种灵活的教学方法来实施课堂教学,最后采用项目式考核完成对学生能力培养情况的检测。     

Effects of a Pre‐service Teacher Preparation Programme on Effective Instruction

A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course.     

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide

Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.     

EPILOGUE: SPACED‐RETRIEVAL MEMORY TRAINING IN AN ADULT DAY‐CARE CENTER

A memory‐impaired client at an adult day‐care center was trained to remember the name of a staff member using the spaced‐retrieval technique. After two brief training sessions, the client demonstrated long‐term retention of the target name. Retention was maintained at follow‐up testing 6 months later. Details of the unique aspects of this cognitive intervention, along with implications of this project for cognitive aging research in general, are discussed. In particular, the social and emotional components of memory‐ and cognitive training tasks are emphasized.     

Treatment outcome for a maltreated population: benefits, procedural decisions, and challenges

OBJECTIVE: To review the benefits, challenges, and procedural decisions to consider when implementing and managing a treatment outcome program for a maltreated population. METHOD: We reviewed the reasons to implement a treatment outcome program, decisions regarding procedures, and challenges likely to be encountered based on literature in the field and the authors' 6 years of experience in developing and maintaining an outcome program at a center specializing in the treatment of maltreated children. RESULTS: The development of an outcome programs requires careful measurement selection, early and ongoing staff-involvement, support from higher management, a well-developed data base and client tracking system, a coordinator and support staff, clinical utility, planning for fiscal impact, and flexibility to contend with challenges. CONCLUSIONS: Based on our experience, the plethora of clinically rich and administratively useful information derived from an outcome program far outweighs the challenges and costs of establishing and maintaining an outcome program.