Effects of Race and Communication Style on Indian Perceptions of Counselor Effectiveness

This article reports the results of a study in which 102 American Indian 11th and 12th grade high school students rated 7 dimensions of perceived counselor credibility and utility. Results indicated that Indian counselors were perceived as more effective than non-Indian counselors and that the non-directive, “facilitative” verbal response style was rated as less effective than either a directive or a cultural/experimental style.     

Written emotional expression as an intervention for asthma

This investigation employed a multiple baseline design across five participants to examine written emotional expression as an intervention to improve lung function in high school‐aged students, college students, and adults with asthma. The predicted forced expiratory volume in 1 second (FEV₁ measure of large airway functioning) and forced expiratory flow (FEF_25–75 measure of small airway functioning) were evaluated using spirometry. In addition, anxiety was measured using state and trait anxiety self‐report scales. Generally, results were effective. Individuals with asthma are at higher risk for increased hospitalization and death. For the school‐aged population, asthma is associated with increased absenteeism, restriction of various class activities such as physical education, and poor relationships with peers. Therefore, adults and children with asthma are in need of services and school psychologists appear uniquely qualified to intervene. More recently, the role of the school psychologist is diversifying with corresponding training (e.g., wellness, consultation, prevention, assessment and treatment of health issues) in the areas of health‐related disorders that involve a psychological component. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 193–207, 2003.     

Theorising Inner-city Masculinities: 'Race', class,gender and education

Inner-city boys continue to be stereotypically associated with a range of social and educational 'problems', despite feminist calls for more nuanced and complex analyses to be undertaken of the racialised and classed aspects of masculinities. This article engages with the question of how to theorise diverse, working-class male pupils' masculinities within an inner-city, multicultural context. Data drawn from discussions with boys at one inner-city London school are used to illustrate the boys' complex constructions of 'culturally entangled' masculinities. Particular attention is given to the boys' constructions of 'bad boy' masculinities that are positioned in opposition to education and which we discuss in relation to themes of hegemony, patriarchy and racial/class inequalities.     

Book reviews

The role of information and communications technology (ICT) in widening participation in lifelong learning, and thereby establishing the UK as a bona fide ‘learning society’, is now enshrined in a series of multi-million pound government initiatives such as the University for Industry, learndirect and UK Online. Although politicians and educationalists have been quick to herald such initiatives as revolutionizing post-compulsory education and extending learning opportunities to ‘anyone’ on an ‘anytime, anywhere’ basis, there has been little empirical analysis of how ICT is actually impacting on patterns of lifelong learning in the UK. With this in mind, the present paper presents an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5885 households, focusing on learners' access to technology and the role that technology is playing in facilitating learning.     

手工业与工业化技术:中印手工纺织业的比较

手工业与现代技术工业化是国家生产模式的二元结构,在跨文化的视野下分析这种二元结构的发展趋势,总结得失利弊,对于考量国家现代化政策水平不无裨益。中印手工纺织业的比较正是这方面的一个研究个案。中印两国政府都曾以同样的决心改革传统手工业生产,提高现代工业化水平,加速国家现代化。两国也有差异,新中国初期实行手工业改造,鼓励工人和农民转向工业技术就业;印度则限制农村手工业的转型,在城市实施大规模的工业化。这两种努力的长期结果是大不相同的,在中国,手工业生产已缩减至小众范围,中国在现代化经济繁荣后发展起来的旅游文化产业和遗产保护工作催生了新的手工业品。在印度,目前仍有数以千万计的家庭在从事手工纺织业的劳作,支持和保护手工业及其价值观成为一种强大的政治号召,推动人们为维护社会公正和环境保护而奋斗。解读这一个案具有启示意义。     

'Bully Dance': Animation as a Tool for Conflict Resolution

This paper presents the outcomes of a 4-hour activity day centred upon a short film entitled Bully Dance , a non-verbal animation featuring a unique soundtrack that focuses on identifying bullying behaviours and coping strategies, and understanding the role of the bystander. Participants were 34 year 6 children, aged 10/11 years old, from one primary school in a London Local Education Authority. The activity day consisted of an initial brainstorming session, with the whole class, entitled 'what is bullying?' followed by a viewing of the film. In groups of five or six, subsequent structured activities (brainstorming, poster making, letter writing, role-play, worksheets) were facilitated with the aim of stimulating discussion. Using the Children's Attitudes to Bullying scale, data were collected both before and after the activity day. Overall, the results suggested that children mostly expressed anti-bullying attitudes about bullying in schools; however, a minority reported pro-bullying attitudes. Anti-bullying attitudes did not significantly increase and, in the case of males, anti-bullying attitudes actually decreased. Females expressed higher anti-bullying attitudes than males, both before and after the activity day. The authors suggest that participating in the activity day may have had an impact upon knowledge and understanding of bullying, rather than attitudes as such. Furthermore, the results indicate that further consideration of the design and delivery of structured activities is required so that boys can be reached as effectively as girls can.     

Developing and Implementing Self-Instructional Modules for Counselor Training

This article proposes the development of self-instructional modules as one way to individualize counselor training. The advantages and constraints of self-instructional modules are discussed and the three basic components of a self-contained module are illustrated. Learning outcomes may be affected not only by adequate construction of a module but also by the personal variables of the individual learner. In order to provide choices for individual differences, the development of alternate learning activities is recommended. Suggestions are included for implementing a self-instructional module as an individual instructional unit or as part of a course or a workshop.     

The scientific and clinical literature of AIDS: development,bibliographic control and retrieval

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