An evaluation of a group CBT programme for children with a diagnosis of autism spectrum disorder in a school age disability service

Research has shown that rates of clinical anxiety levels are higher among young people with an ASD than their typically developing peers. This study conducted an exploratory investigation into the impact of a specifically tailored CBT group programme on anxiety levels in young people with ASD. The 12 week CBT programme was delivered to 12 children with a diagnosis of ASD in a children’s disability team in Ireland. An embedded mixed methods design was utilised and inferences were drawn by collecting and analysing quantitative and qualitative data separately. Findings indicate CBT can be delivered successfully to a group of children with ASD. As is the nature of an embedded design, quantitative findings are reported as supportive evidence for the qualitative findings of this study. The positive preliminary findings suggest a rigorous, large scale evaluation is needed to determine the overall effectiveness of the programme with this population.     

Culturally Appropriate Context: Unlocking the Potential of Response to Intervention for English Language Learners

The number of young children whose home language is not English continues to increase every year in the United States. Challenges for English language learners (ELL) involve low academic achievement related to low expectations and inappropriate instruction, and inappropriate assessment instruments or procedures resulting in overrepresentation of ELL students in higher incidence disabilities. In addition, the lack of effective instructional strategies for teaching ELL students often lead to behavioral problems and poor social interaction skills. The purpose of this article is to examine the learning context of young ELLs relative to culturally and linguistically responsive intervention. Components and potentials of response to intervention model were investigated. Essential factors involved in culturally and linguistically responsive intervention were identified. Finally, challenges in preparing culturally appropriate context were discussed.     

专家-教练-教师相结合的创伤干预模式的建构-基于汶川地震后心理援助的经验

"5·12"汶川特大地震发生之后,来自社会各界的灾后心理援助工作对学生的心理康复起到了一定的支持与帮助作用,但对这些心理援助工作进行回顾与总结时发现,相关的心理干预都忽略了教师在学校心理重建工作中的重要作用。教师与中小学生朝夕相处,是灾后学校重建和学生心理健康维护的重要力量。为此,本课题组基于我国灾后学校工作的现实情况,以学生帮助计划、教练技术、教师作为治疗师的干预理念为理论基础,以促进教师心理疏导能力为核心目标,创建了一套完整的灾后心理疏导的教师培训体系,即专家—教练—教师相整合的创伤干预模式。这一模式有力地促进了灾后心理疏导的长久开展,并在之后的灾后干预与援助工作中得到了较好的应用与推广,对灾后教师及学生的心理健康发展具有重要意义。     

浅议我国的抽象行政行为司法审查

司法审查抽象行政行为既是司法监督行政的重要方式,也是司法权制约行政权的具体体现。抽象行政行为的特点以及我国行政机关实施抽象行政行为的现状,决定了在我国建立完善的抽象行政行为司法审查制度的现实必要性,正确构建司法权和行政权之间的关系,明确司法审查的权限和效力,应当作为促进我国的司法审查制度的完备的制度方案加以实施,由此谋求立法、行政、司法三权之间的平衡。     

浅析罪刑法定原则的司法适用

法治精神不仅要求立法上科学地规定犯罪与量刑,也要求司法上实现罪刑法定化,以体现人权保障的时代精神。对罪刑法定的理解因人而异,但都应当客观公允地对“法”作全面理解,对“法定”准确把握, 处理好罪刑法定原则与罪刑相适应原则的矛盾;罪刑法定取代类推制度,但是有利于被告人的类推解释还应当主张;罪刑法定并不当然否定自由裁量权,自由裁量权在量刑和定罪方面同样适用,司法体制改革中应当限定基层法院法官的自由裁量权。     

仲裁公正与仲裁裁决的司法审查

公正是仲裁的灵魂所在，亦为当事人所期待。对公正的追求使当事人倾向于选择仲裁解决其财产纠纷。并且，如果仲裁的公正性尤其是程序公正受到质疑，当事人可以诉诸法院寻求救济。如是，仲裁公正性得到双重保证。法律赋予法院的有限的司法审查权包括对仲裁裁决的撤销和对仲裁裁决的不予执行。章着重比较对仲裁(含涉外仲裁)裁决的司法审查的这两种形式并探讨其具体范围。     

Developing a postgraduate work-based curriculum using an Intervention Mapping Approach

Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes.     

大学生心理危机干预对策初探

大学生心理危机干预是高校心理健康教育工作的一个重要方面。阐述加强大学生心理危机干预的必要性,对大学生的心理危机干预策略进行了研究,提出了一些有针对性的干预措施。     

自主性大学英语教学模式中教师的支架作用

自主性的大学英语教学模式将是今后我国大学英语教学改革的方向,但是自主是相对于完全依赖教师指导而言的一定程度上的独立,在大学英语教学阶段,绝对的学习者自主并不现实。教师合理有效地介入,是促使学习者自主的可能性向现实性转化的重要且必要的条件,是真正保障学习者自主学习并提高自主能力的重要前提。“支架式”教学可以很好地解释在自主性大学英语教学模式下,教师应该承担的职责。本文阐释了“支架式”教学对大学英语教学的适切性和支架式大学英语教学的基本环节。