一类HIV模型的T-S模糊控制

通过对HIV感染者在潜伏期的情况进行分析,讨论心理因素对艾滋病传播的影响.利用模糊控制对感染人群作心理社会干预,延缓其转化为AIDS的速度.     

体育司法何以促进立法完善——兼论《体育法(修订草案)》相关条款

法律的生命在于实践,体育司法实践可以检视体育立法的不足并促进法律的修订和完善。通过对近十年217份体育司法裁判文书的实证分析发现,体育司法判例呈现数量逐年递增、涉案范围广泛、法条援引集中和法条适用不均衡等特点,在体育司法实践中存在仲裁与司法受案范围设置不合理,部分法律条款可操作性不强,体育组织主体权责不明晰以及纠纷解决机制不畅等问题。《中华人民共和国体育法》修订应进一步明确仲裁与司法的受案范围,科学设置体育法律内容,划清体育组织权责范围及行为边界,构建多元体育纠纷解决机制,建立服务于体育强国建设的法治保障体系。     

运动干预对吸食不同种类毒品女性强制隔离戒毒人员情绪及体适能的影响

目的:本研究对吸食不同种类毒品的女性强制戒毒人员的情绪和体适能进行中等强度的运动干预,旨在探析中等强度运动干预对吸食不同种类毒品的女性强戒人员的干预成效,为女性生理戒毒期康复手段的选取和应用提供参考和依据。方法:本研究以68名女性强戒人员为研究对象,其中吸食传统毒品的35名,吸食新型毒品的33名。按照吸食毒品的种类的不同,将其分成两组,按事先制定的中等强度的运动干预方案,对这两组进行相同的12周运动干预,每周3次,每次80分钟。结果:12周运动干预后,传统组与新型组TMD得分的时间主效应无显著变化(F=2.898,P=0.62),未发现TMD得分的测试时间与组别存在交互作用(F=0.716,P=0.492);传统组与新型组在心肺耐力势能、身体成分、肌肉力量、肌肉耐力、柔韧势能、平衡性及反应时等方面时间主效应均显著(F=17.380、28.361、8.235、4.172、6.109、15.092、4.941、5.532,P<0.01)。结论:12周中等强度的运动干预对吸食不同种类毒品的女性强戒人员的情绪和体适能改善均有成效且成效相近,该方法可以进行推广。     

Skills training to avoid inadvertent plagiarism: results from a randomised control study

Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students' overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students' practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism.     

Service family support – a small-scale project of educational psychologists working with parents

Being in a Service family can be a difficult position for children and parents alike due to high levels of mobility, parental separation, and the remaining parent’s stress and emotional well-being. A Service family is defined as a family with one or both parents employed by the Ministry of Defence (MOD). The current project looked at the under-researched area of supporting parents in Service families with an intervention funded by the MOD. Work carried out involved inviting parents of primary aged children to take part in consultation sessions and parent discussion groups, facilitated by educational psychologists (EPs). These looked at the psychological concepts of separation, anxiety, self esteem and friendship as well as positive psychology. Outcomes indicated that parents experienced an increase in confidence and a decrease in concern following the consultation sessions. Parents valued the support of the group and found the sessions practical and informative. This intervention filled a gap in support for Service parents and indicates a role for EPs in terms of further input and research.     

School staff perceptions of well-being and experience of an intervention to promote well-being

An intervention was carried out with primary school staff to promote well-being with weekly sessions of a project which became known as Chill and Chat. Data were gathered via questionnaires completed before and after the project and from three focus groups (before, during and after the intervention), and were analysed using thematic analysis. Results suggested that well-being was seen as important; however, colleagues with poor mental well-being were “pathologised”, with “learning” to cope and maintaining positive well-being perceived as the sole responsibility of the staff member. Staff perceived the informality of provision to promote well-being as important and valued time to develop better relationships with colleagues rather than just “working relationships”. Staff also reported perceptions of greater classroom efficacy, increased job satisfaction and feeling calmer. Implications for educational psychologist (EP) practice in helping school staff reflect on their well-being and actions to work as a team to promote well-being in school are discussed.     

Reducing test anxiety among school-aged adolescents: a field experiment

This paper evaluates the effectiveness of a multimodal and information technology (IT)-delivered intervention for test anxiety. Participants were randomly allocated to an intervention or waiting list group. Test anxiety was measured pre- and post-intervention and academic buoyancy, a construct that refers to students’ capacity to withstand academic challenge and pressure, as a covariate. In the intervention group, 13.7% of participants completed the full intervention programme comprising six sessions; 25.5% partially completed the programme (one or more sessions); and 60.8% of participants chose not to complete any sessions. Results showed that, after completing the intervention and when controlling for academic buoyancy, highly test anxious students showed a reduction in the worry and tension components of test anxiety, relative to those who did not complete the intervention. The findings suggest that the intervention may offer highly test anxious students a means of reducing their anxiety that does not rely on face-to-face delivery.     

The impact of a Caribbean home-visiting child development program on cognitive skills

This paper provides a short-term impact evaluation of a home-visiting Early Child Development (ECD) program in the Caribbean aimed at vulnerable children from birth to three years. The analysis is based on a quasi-experimental research design including approximately four hundred children in treatment and comparable control communities. The differences-in-differences methodology estimates intention-to-treat effects. One year after implementation, we find no significant effects on the cognitive development of the average child, but pronounced differences by birth cohort. The program has significantly improved Fine Motor Skills and Visual Reception scores, related to early reading and writing abilities, of the youngest children aged below 18 months at program start. There is no program impact on the older cohort, whose cognitive development appears to be more strongly correlated with center-based ECD services. Language development has not improved for either cohort. The findings suggest that an early window of opportunities may exist for home-based programs.     

Identifying and remediating dyslexia in the Reception year,a new possibility?

Research has shown that dyslexics have an inability to establish sound‐symbol correspondence, phonological awareness and alphabetic knowledge by the normal teaching methods used in schools. In new research with Reception year children, ages 4 and 5 years, it was found that 90 per cent on entry to 8 Reception classes had not established sound to symbol correspondence. Five months later, despite the normal daily teaching of reading and writing skills, one third of children had still not ‘cracked the alphabetic code’. Reports were sent to the teachers identifying each child's level of skill in handwriting and spelling with suggestions for specific interventions to promote the learning of sounds and their symbols. On entry into Year 2, in a 10 minute writing test, it was found that all the shildren had now developed sound‐symbol knowledge. At the end of Key Stage 1 the national SATs results showed that the disadvantaged groups in the project schools had raised their performance by 30 per cent in literacy above previous years and the already high perfoorming group had improved by 10 per cent. One dyslexic was identified in the Year 2 test by a need for word‐building teaching.     

Research on interventions for children and young people on the autistic spectrum: a critical perspective

Developing, implementing and evaluating programmes of intervention for children and young people on the autistic spectrum are challenging endeavours. In this paper, we adopt a critical approach to research in this area, and attempt to offer an alternative perspective for understanding and interpreting empirical evaluations. We outline and discuss theoretical, methodological and practical issues and limitations associated with the current research body, and provide illustrative examples of gaps in the current literature.