Systematic Desensitization as an Instructional Module

This article reports on the development and evaluation of an instructional module for teaching systematic desensitization. As the module makes use of widely available published materials, it requires little classroom time or work for the instructor. Furthermore, the module gives the student an evaluated quasiclinical experience with desensitization. Physiological and self-report data reflecting changes in client fear levels were gathered in an attempt to determine whether the instructional module is effective.     

An Analysis of Peer Feedback Exchanged in Group Supervision

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.     

Documenting English syntactic development in face-to-face signed communication

The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy.     

What's in a name? A comparison of methods for classifying predominant type of maltreatment

OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history.     

Using geometrical models in a process of reflective thinking in learning and teaching mathematics

In this paper we investigate how geometrical models can be used in learning and teaching mathematics, in connection with the development of a process of reflective thinking, which we study first in general. Some more specific questions — arising from the use of geometrical models in the classroom — have led us to an experimental study, the results of which are presented and discussed in the paper.     

An Exploratory Analysis of a Subjective Well-Being Model for Chinese University Students

College students experience great stress due to many factors, such as an uncertain future, academic responsibilities, and pressures imposed by social communication. Many institutions of higher education are focusing on how to mediate stressful situations and increase the subjective well-being (SWB) of students to sustain a lifestyle focused on wellness. The online survey used for this study focused on testing an exploratory SWB model by implementing partial least squares structural equation modeling (PLS-SEM) techniques. The participants were 470 college-aged students enrolled in seven different institutions in six cities across China. Findings yielded a good model fit (the Standardized Root Mean Squared Residual [SRMR] = .054) with the validity of manifest variables, reliability of the latent variables (LVs), and overall SWB model indicating moderate predictiveness (GoF R2 = .476) by the LVs. Additionally, all of the direct path coefficients and indirect path coefficients that consisted of four partial mediators and one full mediator yielded statistically significant results via bootstrapping. Furthermore, path coefficients for utilization of emotion to life satisfaction for the cognitive exercise group were significantly higher than for the non-cognitive exercise group. The findings illustrated a good model fit for an exploratory SWB model that can predict an individual’s SWB, and cognitive and non-cognitive exercises had different effects on the individuals’ SWB.     

Who mentors undergraduate student researchers? An analysis of faculty involvement at a four-year university

ABSTRACT

In this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices.     

旅行中的完美时刻

When was the last time you experienced a perfect moment? You know,the kind of moment when everything is in sync and where a certain clarity surrounds the scene, setting it apart from the rest of the world.