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Renfeng Wang Liesbeth De Donder Free De Backer Li Shihua Pan Honghui Valerie Thomas 《Educational gerontology》2013,39(9):646-659
ABSTRACTBackground and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years and over) were assigned to five focus groups based on gender and (in)activity rate in Xi’an, China. The focus groups were conducted to identify the individual learning experiences including motivation, learning preferences, and, especially, participation barriers between older adults who have already participated in the Universities of the Third Age (U3As) and others who have not. Strategies to overcome or minimize these barriers were also raised in focus group interviews. Results: The results have demonstrated that barriers associated with situational factors were reported the most; informational barriers and dispositional barriers were perceived as the least obstructive. The active group was characterized by a more optimistic mood in dealing with these learning barriers. The study also suggests that the Selective Optimisation with Compensation Model of successful ageing can be useful in explaining older adults’ strategy for coping with the barriers. Conclusion: The findings of the study provide policy makers and U3A practitioners an insight into the barriers to educational participation. These findings provide input to develop targeted intervention strategies and tailor-made measures to reduce these constraints and increase participation. 相似文献
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Mary Nugent Dr Valerie Jones Deirdre McElroy Mary Peelo Teresa Thornton Theresa Tierney 《Educational Psychology in Practice》2014,30(3):255-271
This article reports on a two year project in which educational psychologists offered consultation to groups of teachers, to help them find solutions to school-based problems. Teachers were drawn from within individual schools and from across a number of schools. Typically, teachers were trained by educational psychologists in group consultation processes. Group consultation sessions were usually offered on a termly basis (three times per year). The group consultation sessions were facilitated by two psychologists. A formal process was followed, using a problem-solving structure. A pilot project ran for two years and was evaluated using quantitative and qualitative methods. Data were collected from teachers, school principals and psychologists. Findings indicate that group consultation is an effective method of service delivery, particularly for clusters of small, rural schools. The evaluation considers aspects of group consultation that could be further developed and new directions for this model of working. 相似文献
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Herbert Bergmann Valerie Dundas-Grant Daniel Hart Takashi Morita Olusola Avoseh Warwick B. Elley Thomas N. Kahl A. J. Cropley Ingeborg Willke David Layton Birgit Brock-Utne Francisco Gomes de Matos James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):91-116
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Susanne?C.?Goethals Valerie?L.?SchwiebertEmail author 《International journal for the advancement of counseling》2005,27(3):457-469
This paper examines the responsibilities of mental health professionals, particularly counselors, to those who identify or
might be identifiable as “transgendered.” There are two main objectives. The first is to describe the critical reflection
necessary to deal with gender-variant clients in an ethical and effective manner. The second is to discuss a psychotherapeutic
model that is likely to be effective in integrating such reflection into the clinical process, and to make counseling recommendations
on that basis. 相似文献