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411.
Gender Bias in Guatemalan Counselor Education Students: Using an Experiential Activity as a Stimulus
Krista M. Malott Martha Herrmansd?rfer de Zaid 《International journal for the advancement of counseling》2007,29(1):33-42
This article features the implementation and outcome of an experiential activity addressing gender bias in students at three
university-based Guatemalan counselor education programs. The authors present students’ thematic responses delineating expectations
of gender-specific communication styles and roles. A sequence of activities and students’ reflective commentaries are included,
with suggestions for counselor educators in addressing gender bias in student populations. 相似文献
412.
Nathaniel de Heer Damien W. Riggs Martha Augoustinos 《International journal of qualitative studies in education》2016,29(3):297-319
Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language – such as provided by the intensive English language programme in South Australia (IELP) – is frequently offered to children taking on English as an additional language. The present study aimed to examine the experience of transition into mainstream classes for children in the IELP, particularly in relation to their overall well-being. As such, the study utilised interviews conducted with newly arrived children in Australia aged 5–13 who were enrolled in an IELP, with interviews conducted both pre- and post-transition into mainstream primary school classes. The findings indicate that most children felt anxious prior to transition, especially regarding speaking English, but were less concerned about this once entering their new class. Making friends was considered to be difficult, but easier when there were children with whom they were familiar from other contexts or if there was another child in the class with a shared cultural or linguistic background. 相似文献
413.
Associative learning theories assume that cue interaction and, specifically, retrospective revaluation occur only when the target cue is previously trained in compound with the to-be-revalued cue. However, there are recent demonstrations of retrospective revaluation in the absence of compound training (e.g., Matute &; Pineño, 1998a, 1998b). Nevertheless, it seems reasonable to assume that cue interaction should be stronger when the cues are trained together than when they are trained apart. In two experiments with humans, we directly compared compound and elemental training of cues. The results showed that retrospective revaluation in the elemental condition can be as strong as and, sometimes, stronger than that in the compound condition. This suggests that within-compound associations are not necessary for retrospective revaluation to occur and that these effects can possibly be best understood in the framework of general interference theory. 相似文献
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415.
Raha Hassan Cynthia L. Smith Louis A. Schmidt Christina A. Brook Martha Ann Bell 《Child development》2023,94(6):1745-1761
The dysregulation of social fear has been widely studied in children's shyness, but we know little about how shy children regulate during unfair treatment. We first characterized developmental patterns of children's shyness (N = 304, ngirls = 153; 74% White, 26% Other) across 2 (Mage = 2.07), 3 (Mage = 3.08), 4 (Mage = 4.08), and 6 (Mage = 6.58) years of age. Data collection occurred from 2007 to 2014. At age 6, the high stable group had higher cardiac vagal withdrawal and lower expressed sadness and approach-related regulatory strategy than the low stable group when being treated unfairly. Although shy children may be more physiologically impacted by being treated unfairly, they may mask their sadness to signal appeasement. 相似文献
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