Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments

This study investigated how instructionalstrategies can support learners' knowledgeacquisition and metacomprehension of complexsystems in a computer-based trainingenvironment, and how individual characteristicsinteract with these manipulations. Incorporating diagrams into the trainingfacilitated performance on measures ofintegrative knowledge (i.e., the integrationand application of task-relevant knowledge),but had no significant effect on measures ofdeclarative knowledge (i.e., mastery of basicfactual knowledge). Diagrams additionallyfacilitated the development of accurate mentalmodels (as measured via a card sorting task)and significantly improved the instructionalefficiency of the training (i.e., higher levelof performance was achieved with less mentaleffort). Finally, diagrams effectivelyscaffolded participants' metacognition,improving their metacomprehension accuracy(i.e., their ability to accurately monitortheir comprehension). These beneficial effectsof diagrams on learners' cognitive andmetacognitive processes were found to bestrongest for participants with low verbalability. Results are discussed in terms ofimplications for the design of adaptivelearning systems.     

School and Community Wellness: Transforming Achievement Using a Holistic Orientation to Learning

A comprehensive school and community wellness plan was developed and implemented to transform Lemon Grove Academy for the Sciences and Humanities, an urban school, where student achievement and faculty satisfaction has soared. The school has become the center for the local neighborhood where culture, language, and equity are valued. The school's Comprehensive Wellness Plan includes student wellness, family wellness, staff/faculty wellness, and environmental wellness.     

A Preliminary Examination of Burnout Among Counselor Trainees Treating Clients With Recent Suicidal Ideation and Borderline Traits

Treating suicidal clients with borderline traits can be conducive to burnout. Dialectical behavior therapy (DBT) may assuage this burnout in counselors. As part of a DBT treatment outcome study, 6 counselors in training collected their own salivary cortisol samples and completed self‐report measures of burnout and well‐being for 1 year. Findings indicate a significant interaction for cortisol levels by treatment condition, such that DBT counselors experienced less physiological stress over time relative to a control group of counselors. There were no group differences in self‐reported burnout or well‐being. DBT may have a salutary effect on trainees' physiological stress levels over time.