创伤后压力失调症视障儿童心理辅导的个案研究

宁波盲校学生心理诊断与辅导工作小组采用团队合作形式,对一名患有创伤后压力失调症的视障儿童进行详细观察、评估和分析,提出了合理的教育对策,集体制定了个别化辅导方案,确定了4个阶段的目标、策略、教学要点、时间和人员,分析了辅导方案的执行、总结和评定情况。经过7学年心理辅导,个案消除了心理创伤症状,完全适应了学校生活。     

关于高职学生网络成瘾的研究

针对高职院校学生的网络成瘾问题,深入分析该现象,利用弗洛伊德的"三我理论"对网络成癌的原因进行心理学分析,结合实践经验,提出相应的心理辅导策略。     

情绪情感与大学英语教学

情绪情感决定着学生学习的积极性,积极的情绪情感是促进学习的良好心理环境和推动力。大学英语教师在教学过程中要注意培养和激发学生学习的热情及其它良好的情绪和情感。影响大学生的情绪情感因素主要是自我中心因素、焦虑态度和学习动机。克服、控制情感障碍,就要帮助学生树立远景性学习动机,激发学生的求知欲,灵活运用教学方法,提供学习策略,增强学生学习语言的信心,建立和谐的师生关系,营造民主、愉悦轻松的课堂教学环境。     

Challenging control: inclusive teachers’ and teaching assistants’ discourse on students with challenging behaviour

Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher.     

Including people with disabilities: an indigenous perspective

Being victims of racial prejudice, religious intolerance, poverty, disempowerment and language loss it could be expected that indigenous people would be supportive of the Inclusion Movement with its philosophy of valuing and acceptance of all people. This supposition is examined for Māori, the indigenous people of Aotearoa/New Zealand. In particular, three research studies investigating Māori perspectives of intellectual disability, blindness and vision impairment, and autism spectrum disorder (ASD) are examined for evidence of inclusive and exclusive attitudes and practices. Findings show that while Māori participants’ opinions varied, people with intellectual disabilities, ASD, blindness and vision impairment were generally valued family members and many examples of inclusive attitudes and practices were shared. Core Māori values support Inclusion. It is proposed that incorporating these values into education and disability services will not only result in more culturally appropriate provisions for Māori but will also contribute to the greater inclusion of all disabled people whatever their ethnicity.     

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

ABSTRACT

Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature.     

The effect of music therapy services on classroom behaviours of newly arrived refugee students in Australia—a pilot study

This pilot study examined the effects of a short‐term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive ‘English as a Second Language’ secondary school. A cross‐over design with two five‐week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed.     

Lessons from new experiences in extension in West Africa: Management advice for family farms and farmers' governance

The emergence of Management Advice for Family Farms in West Africa is closely related to the increased integration of farmers into an open market economy. This is creating a strong demand from farmers for advisory support services, focusing on management of the farm. With the gradual withdrawal of the State from extension services delivery, a stimulating context exists for reviewing approaches and systems of support delivery facilities for producers. In response to these developments, several experiments based on the concepts of Management Advice for Family Farms are going on in West Africa. Beyond a variety of objectives and implementation procedures analysed in this paper, common features and a considerable degree of consensus on concepts emerge. Strengthening the producers' capacity for assessment, decision-making, and management of their farms is a common objective. Differences exist between procedures for delivery of advice, methods, tools used, and emphasis put on different aspects of management. All experiments stress the importance of training, enhancing group dynamics, and individual learning. They are all farmer and farm family targeted. Expression of farmers' objectives, needs, and demands is essential. Advice is based on data gathering and assessment by the farmers themselves. From mere technicians, extension workers become advisors and facilitators. In all cases, Farmers' Organisations are involved in governing the delivery services, though at different degrees. In several cases priority is given towards strengthening farmers' capacity in the management of delivery at both local and global levels. Significant improvements in farm performances have been reported. Cost sharing is generally accepted, but insufficient to cover all costs. However, to reach sustainability for farmers' driven and governed advice delivery services, innovative agricultural policies, and public finance are needed.     

Using the Arts to Raise Awareness and Communicate Environmental Information in the Extension Context

Abstract

Extension services face an increasing challenge as the state of Australia's environment declines. It is, therefore, opportune to explore some innovations in the way extension is traditionally delivered. This paper introduces the concept of the visual and performing arts being useful in extension of natural resources management issues such as land water degradation, biodiversity conservation, catchment protection and vegetation management. The paper surveys how the arts and science have met historically and contemporaneously, focusing on examples from ecology such as wildlife and botanical art. It then examines how extension practitioners view the arts, through an analysis of interviews with 26 extensionists working in natural resources management. Extensionists identified five areas that the arts might be utilized to help increase understanding and knowledge of natural resources issues: improving presentations; improving public campaigns and general awareness-raising; aiding facilitation and community development; reinforcing values and beliefs; and helping build a culture that is environmentally sustainable. Despite the potential value of arts in extension, few practitioners in extension use the arts to any great extent to assist in the communication of their messages. The research points to new opportunities for natural resources agencies and conservation organizations to improve their reach into the community. By building a relationship with the arts community they will be able to improve the efficacy of their extension.