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71.
The role of the educational psychology service in crisis support is well established. This paper examines a key aspect of this role, the impact on psychologists themselves, and reviews literature on secondary stress, considering the term “stress” itself as part of the discussion. It examines recommendations for professional practice and self care in disasters and considers a model that could be used to inform supervision and professional practice. 相似文献
72.
Elisabeth Hayes 《Research in higher education》1992,33(3):377-393
The purpose of this study was to investigate differences in women and men's classroom behavior from the perspective of both traditional college-age and adult students in higher education. A sample of 358 students in four institutions responded to a questionnaire with 39 classroom behaviors. Factor analysis of the survey responses yielded seven dimensions of perceived classroom behavior. Perceptions of male and female behavior differed significantly on six of the seven factors. Perceived differences did not conform entirely to the findings of other research. Gender and age of respondent were related to perceptions of behavior. 相似文献
73.
Jeffrey A. Hayes Caitlin Chun‐Kennedy Astrid Edens Benjamin D. Locke 《Journal of College Counseling》2011,14(2):117-126
Data from 2 studies revealed that ethnic and sexual minority clients experienced greater psychological distress on multiple dimensions than did European American or heterosexual clients, respectively, as did ethnic and sexual minority students who were not clients. Among sexual minority students, ethnicity was not an added source of distress. Among ethnic minority students, sexual minority status was associated with heightened psychological distress. 相似文献
74.
75.
James M. Graceffo Jeffrey A. Hayes Caitlin Chun‐Kennedy Benjamin D. Locke 《Journal of College Counseling》2012,15(3):262-273
The aim of this study was to identify variables that reliably differentiated between 2 groups of students who reported binge drinking at the same rate (6 to more than 10 times within the previous 2 weeks) but who exhibited different distress associated with their behavior. Results indicated that students who received an external expression of concern were more likely to be concerned themselves about their alcohol use. The clinical utility of this finding is discussed. 相似文献
76.
Journal of Science Teacher Education - 相似文献
77.
78.
Alan Hayes Sherry Livingstone 《International Journal of Disability, Development & Education》1986,33(1):35-48
Comparatively little research has focussed on the experiences of disabled children in rural communities where mainstreaming may be a matter of necessity, thus providing examples of “natural experiments” in mainstreaming. A pilot study is described in which case studies are presented of five children with disabilities who attended regular schools in isolated rural communities in Queensland; a number of factors are suggested which may be associated with the outcomes of mainstreaming for these children. Several key issues in rural mainstreaming are offered as bases for hypotheses to be examined in future research programs. 相似文献
79.
Nóirín Hayes 《International Journal of Early Years Education》2018,26(3):220-232
The current future-focused, outcomes driven early childhood policy climate presents a danger that early years pedagogy will lose sight of the ‘present’ child. Increasingly policy support for early childhood education is built around an emphasis on preparing children for school and positioning it as a key element in enhancing society through preparing future citizens to become productive members of society. The measurable outcomes discourse, in emphasising product, renders invisible the critical contribution of the processes of everyday practice to children’s development. To challenge and counteract the strong outcome discourse early years professionals must have confidence in their pedagogy. However, research suggests that those working in the early years may lack the language and strategies for supporting their educational practice. Using the bio-ecological model of development and drawing on the capabilities approach this paper calls for a shift in policy and pedagogical discourse from measuring competencies towards enhancing capabilities, from assessing outcomes towards providing rich, day-to-day learning opportunities. Such a shift in narrative could weaken the neo-liberal, outcome language of early childhood policy and refocus on supporting an early childhood pedagogy that would explicitly reflect current understanding of what is most beneficial to children’s development and well-being and provide a powerful potential for change. 相似文献
80.
Martin Mills Glenda McGregor Aspa Baroutsis Kitty Te Riele Debra Hayes 《Critical Studies in Education》2016,57(1):100-115
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many highly marginalised young people who have rejected or been rejected by mainstream education systems. We argue here for the need to consider the importance of ‘affective’ and ‘contributive’ aspects of justice in schools. Using interview data from the alternative schools, we highlight issues of affective justice raised by students in relation to their educational journeys, as well as foregrounding teachers’ affective work in schools. We also consider curricular choices and pedagogical practices in respect of matters of contributive justice. Our contention is that the affective and contributive fields are central to the achievement of social justice for the young people attending these sites. Whilst mainstream schools are not the focus of this article, we suggest that the lessons here have salience for all forms of schooling. 相似文献