A social skills group for children

Abstract

An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt.     

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.     

Teaching and evaluating instructor effectiveness using the instructor effectiveness questionnaire and the instructor effectiveness check sheet combination

Abstract

This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching.     

Connecting to the Good Life through outdoor adventure leadership experiences designed for Indigenous youth

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE.     

便携式两轴跟踪转台结构及控制系统的设计

主要对跟踪转台的伺服控制系统进行了设计和研究,阐述了跟踪转台的工作原理及其功能。综合考虑到一些影响转台稳态精度和动态性能的因素后,采用两环反馈来设计控制系统从而完成了对整个伺服控制系统的硬件和软件的整体设计。     

音乐沙盘疗法的理论研究

音乐疗法作为艺术疗法的一种,对心理治疗的影响已毋庸置疑,而沙盘游戏作为新兴的治疗理论也广泛地得以实践。音乐治疗和沙枯游戏虽然处在不同的领域,但两者的理论背景都有相似之处。研究试图从不同的心理学理论出发,尝试分析和探索音乐治疗与沙盘游戏结合起来实践的可能性。     

一例一般心理问题的咨询案例分析

本案例中,来访者因为网恋受骗而形成了创伤,沉浸于对男朋友的憎恨之中,又因为自身性格及身边的环境而未能获得很好的疏导,从而沉浸于压抑的情感中不能自拔,严重影响了生活和工作。在咨询过程中,咨询师根据来访者的主诉及对她的观察判断,将其诊断为重大生活事件应激方面的问题。在咨询中,咨询师在精神分析理论的基础上,使用认知领悟疗法以及空椅技术、释梦等技术针对来访者进行了有效的咨询,使来访者解决了面临的问题。     

运动疗法在脑卒中康复方案中的应用研究

通过对于脑卒中的康复方案和运动疗法的研究,论述科学的治疗方案对于脑卒中康复的重要性,并根据不同患者的特点找出合理的运动康复方案。选取2012年5月至2013年5月我院收治脑卒中患者56例,随机分为观察组与对照组,每组各28例,其中观察组采用运动疗法进行康复治疗,对照组则进行常规康复治疗。实验后即对两组的运动功能及日常生活能力指数进行评定分析。结果发现,56例患者经治疗后情况均有好转,对照组经常规治疗后运动功能评分与日常生活能力指数较治疗前有所提高（P〈0．05）;观察组的运动功能评分与日常生活能力指数较治疗前则显著提高（P〈0．01）。两组间比较,观察组的评分提高较对照组明显,差异有统计学意义（P〈0．05）。因此,应用运动疗法在脑卒中患者康复治疗中能明显提高患者的生活质量与运动能力,较常规疗法具有较强优势。     

Dissecting through Barriers: A Follow-up Study on the Long-Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.     

Canine Visitors: The Influence of Therapy Dogs on Young Children's Learning and Well-Being in Classrooms and Hospitals

Trained therapy dogs are becoming an increasingly common sight in many educational and health care settings. This article, coauthored by a college professor, a Therapy Dogs International, Inc., Evaluator and local program director, and a registered nurse reviews the research on using registered therapy dogs as adjuncts in school programs and health care treatment plans for children ages 5–8. It addresses to the most commonly raised objections to allowing dogs in classrooms and patient rooms and offers practical guidelines for maximizing the positive outcomes of animal-assisted activities and therapy (AAA/T).