Factors Influencing Development of Long‐running Television Series for Schools

The school television series, providing a valuable resource for teachers, depends on reaction from those teachers. Their opinions will decide whether series should be scrapped, continued or remade. The teacher's method of use will also influence production technique but there is little evidence to indicate that the ability to record has changed the style of viewing sessions.     

Using solution focused brief therapy in individual referrals for bullying

The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools.     

Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.     

与Brad对话:加拿大学生暑假怎么过?(英文)

暑假到了,Sarah想知道加拿大学生暑假做些什么,是待在家里打电脑游戏,还是出去旅游呢?Sarah听说Brad到过全世界很多地方旅游,她很想知道Brad对此有什么特别的感受。     

A learning place: Ten years in the life of a new kind of campus center

When George Mason University's Johnson Center opened a decade ago, it was on the leading edge of architectural design and innovative thinking about spaces for learning. Over time, the building has retained many of its revolutionary aspects even as it has accepted encroachments of conventionality.