What is a p‐value?

An in‐class activity is described that can be used not only to motivate hypothesis testing, but also to understand and compute the p‐value and power in a statistical test.     

Children and Adolescents’ Attitudes Toward Seeking Help From Professional Mental Health Providers

Counseling services are only likely to be effective if individuals are willing to seek help. Although much of the research on youth help-seeking has focused on adolescents, few studies have examined this in regard to children. Constant comparison analysis of focus group discussions revealed differences based on age and gender. Knowledge, sources of help, willingness, concerns regarding confidentiality, levels of interpersonal openness and stigma tolerance differed based on age. Gender differences were also highlighted. Implications focus on enhancing help-seeking among youth.     

A partnership approach to action learning within a masters educational programme

This account of practice provides a practical example of the use of action learning within a masters educational programme, an MA in Change Management designed and delivered by a collaborative partnership between the Isle of Anglesey County Council (ACC) and Liverpool Business School (LBS), Liverpool John Moores University. The account has been developed by the LBS Programme Manager, Tricia Harrison and the ACC Training Manager, Carys Edwards. The involvement of both the provider and receiver of the training activity provides a balanced, rigorous but practical approach to the content of this account. The background and content of the programme will be discussed, followed by critical comment on the action learning process.     

Exploring inclusive practices in primary schools: focusing on children’s voices

This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children’s views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children’s interpersonal relationships – with teachers and with each other – and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.     

Physical Education: Stronghold of Sex Role Stereotyping

Physical education has been a stronghold of sex role stereotyping in this country from its roots to the present. Assumptions about sex differences have led to differential program philosophy, structure, and content. Title IX of the Education Amendments of 1972 was intended to provide equal opportunities for males and females to develop skills in the full range of activities. The implementation of Title IX, however, has not yet satisfactorily addressed the underlying stereotypes which still perpetuate disparate treatment and opportunities. Professional preparation programs must provide direct attention to the potential sources of sex role stereotyping within program design and to the ways to prevent their perpetuation.