College Counseling Centers With Counselors in Private Practice: Guidelines to Negotiate Ethical Challenges

Several factors shape practices in counseling centers today, including an increased need for referral to external mental health services. Providing external referrals can lead to both practical and ethical implications when counseling center employees also operate private practices. Guidelines to negotiate the potential ethical dilemmas inherent in this scenario are provided.     

Developing generic skills at university,during work placement and in employment: graduates' perceptions

This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post‐graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognized the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility, and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration.     

The impact of self-assessment,planning and goal setting,and reflection before and after revision on student self-efficacy and writing performance

Reading and Writing - Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background...     

Is a posthumanist <Emphasis Type="Italic">Bildung</Emphasis> possible? Reclaiming the promise of <Emphasis Type="Italic">Bildung</Emphasis> for contemporary higher education

My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education.     

情人节对健康有利吗?(英文)

情人节又到了,你想好送给爱人什么样的礼物了吗?玫瑰花、巧克力是情人节的永恒话题。想知道如何陪心爱的他/她过个最健康的情人节吗?认真读完此文,你自然知晓。     

Sexual abuse in the developmentally disabled: Dilemmas of diagnosis

Evaluation of developmentally disabled persons for physical signs of sexual abuse presents many challenges to the practitioner. This group is especially vulnerable to all types of abuse. A group of 35 mentally retarded females from a residential treatment facility was examined by the child abuse medical team at Harbor/UCLA Medical Center after one inpatient was found to be pregnant. Patients ranged in age from 13 to 55 years (median, 26 years; mean, 31.3 +/- 13.6 years). All of the women had some degree of disability, with 24 (69%) being categorized as profoundly retarded. No patient was able to provide a history. There were 13 (37%) patients who had genital findings we believe are consistent with prior vaginal penetration. Dilemmas which arose during evaluation included the significance of healed genital lesions in this population and the implications of the findings for the residential facility. While developmentally disabled persons need an advocate in the medical and legal systems, these patients can overwhelm the practitioner. Whenever possible, a team approach is recommended to decrease the work load and frustration and provide collegial support and affirmation of findings.     

THE STRUCTURE AND IMPLICATIONS OF CHILDREN'S ATTITUDES TO SCHOOL

ABSTRACT:  The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them.     

Delinquency and reputational orientations of adolescent at‐risk and not‐at‐risk males and females

This research investigated differences in delinquent activities and the reputational orientations of at‐risk and not‐at‐risk male and female adolescents. Initially, we sought to establish that adolescent males and females differed in these respects. This was found to be the case: males (n = 722) scored significantly higher than females (n = 738) on seven self‐reported delinquency variables and on eight reputation enhancement variables pertaining to social deviance, non‐conforming reputation, and power/evaluation private identity. When a sample of 31 at‐risk females was subsequently pair‐wise age matched with 31 not‐at‐risk females, at‐risk females scored significantly higher on all delinquency variables other than school misdemeanors. These at‐risk females also scored significantly higher on four reputation enhancement variables relating to social deviance and non‐conformity. Given that at‐risk females did not differ from their not‐at‐risk counterparts in level of involvement in school misdemeanors, we sought to determine whether this was also the case for at‐risk and not‐at‐risk males. An age‐matched sample of 91 pairs revealed that at‐risk males reported significantly higher involvement than not‐at‐risk males in all aspects of delinquency, including school misdemeanors. They also sought a more non‐conforming reputation. To explore the relationships between delinquency and reputation enhancement, a canonical correlation analysis was performed. All findings are discussed in the light of reputation enhancement theory.     

Powerful Portfolios for Young Children

The use of portfolio assessment is a valuable tool for teachers to use with young children to better understand how young children develop and learn. An intentional data collection and documentation system becomes a very powerful assessment tool, one that is authentic and based on children’s capabilities and strengths. Children, educators, parents, and administrators are able to see the collection of items that celebrates the child. This article will describe several aspects of the portfolio system including: what a portfolio is; it’s purposes; how to create the portfolio; and, how to use the portfolio with families.     

Examining Science Teachers’ Argumentation in a Teacher Workshop on Earthquake Engineering

The purpose of this study was to examine changes in the quality of science teachers’ argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers’ argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers’ argumentation. Toulmin’s argumentation model formed the framework for designing a classification schema to analyze the quality of participants’ argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants’ argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers’ argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants’ knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers’ argumentation skills.