Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.     

Interactive Multimedia in Introductory Accounting: A preliminary analysis

This paper describes the development of an interactive multimedia package designed for incorporation into the teaching program for degree‐level first year accounting. The initial module forms part of a pilot study at James Cook University where interactive multimedia will form an integral part of the teaching program in accounting. This module includes four sessions, equivalent to one quarter of the semester's requirement. These sessions were trialed by students, colleagues and practitioners to assess the package's effectiveness in communicating introductory accounting concepts and enhancing the learning process. Some results of these trials are presented.     

Adaptation and Pilot Testing of a Sexual Health Intervention for Female Survivors of Violence

Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011 Meyer, J. P., Springer, S. A., &; Altice, F. L. (2011). Substance abuse, violence, and HIV in women: A literature review of the syndemic. Journal of Women's Health (2002), 20(7), 991–1006. doi:10.1089/jwh.2010.2328[Crossref] , [Google Scholar]; Montgomery et al., 2015 Montgomery, B., Rompalo, A., Hughes, J., Wang, J., Haley, D., Soto-Torres, L., &; Hodder, S. (2015). Violence against women in selected areas of the united states.e1-e11. Am J Public Health, 105(10), 2156–2166 [Google Scholar]; World Health Organization (WHO), 2010 World Health Organization (WHO). (2010). Addressing violence against women and HIV/AIDS: What works?. Geneva, Switzerland: World Health Organization. [Google Scholar]). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a Centers for Disease Control and Prevention. (2017a). Compendium of evidence-based interventions and best practices for HIV prevention. Atlanta, GA: Division of HIV/AIDS Prevention, National Center for HIV/AIDS, Viral Hepatitis, Sexual Transmitted Diseases and Tuberculosis Prevention. Retrieved from https://www.cdc.gov/hiv/research/interventionresearch/compendium/rr/index.html [Google Scholar]). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted.     

Learning from wildlife-inspired awe

Abstract

This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental and prosocial behaviors in which participants’ career choices were affected as well as their advocacy for pro-environmental behaviors within their community of friends and family. In the process of chronicling participants’ stories, we developed a better understanding of the ways in which people make sense of and ultimately learn from experiences of wildlife-inspired awe.     

Creating Peace by Confronting Prejudice: Examining the Effects of a Multicultural Communication Skills Group Intervention

This study investigated the effects of a Multicultural Relationship Enhancement Workshop on American education majors' ability to confront prejudice in order to create more peaceful communities in school settings. Due to the diverse group membership, participants were provided an opportunity to practice communication skills in a multicultural context that emphasized a social justice perspective. A repeated measures design with random assignment of participants to experimental (n = 26) and wait-list control (n = 22) groups was employed. Participants were studied at three different points in time, in five-week intervals, with the experimental group participating in the workshop during the first five-week interval and the control group receiving the treatment during the second five-week interval. The repeated measures analysis of variance revealed significant time by treatment interaction effects between Times 1 and 2 on a measure of communication skills in multicultural situations. The intervention is discussed in the context of policies that promote cultures of peace.     

The gap between guidelines, practice, and knowledge in interpreting services for deaf students

In this article, we examine the literature on educational interpreting for information related to optimal interpreting in school settings. this literature review is coupled with an examination of 15 guidelines for educational interpreters in school districts and programs for the deaf and hard of hearing across the United States. With this information, we then explore discrepancies between what guidelines recommend, what actually occurs in classrooms, and what research on the process of interpreting has found on the basis of three major areas of concern: the production of the message by the interpreter, the reception of the message by the student, and additional responsibilities required of interpreters working in school programs.     

Phonological Awareness and Bilingual Preschoolers: Should We Teach It and, If So, How?

This article briefly reviews recent research on teaching phonological awareness skills to preschoolers as well as the benefits of different types of bilingual education. A more in-depth analysis of research on cross-language transfer of phonological awareness/metalinguistic skills follows. The major recommendation resulting from this review is that the teaching of phonological awareness skills in both the home language and school language of preschoolers is the preferred intervention.     

Integration in Victorian Schools: A Review of Policy and Progress (1984‐1989)

ALTHOUGH a dual system of special education has existed for many years in Victoria, the Report of the Ministerial Review of Educational Services for the Disabled(Collins, 1984) clearly revealed the Government's intentions to hasten the integration movement. The five guiding principles of the Review, which are firmly based on social justice and equity issues, shaped Ministerial policy and practices. These guidelines, associated Ministerial documents and memoranda, and resultant policies, structures and services are discussed in detail. The progress of integration in Victorian schools since the Review is outlined, barriers identified and strategies to overcome these obstructions or difficulties provided.