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1.
Upward appraisal 总被引：1，自引：1，他引：0
Keith Diffey 《School Leadership & Management》2013,33(2):271-276
Listening is the most used of the communication skills, yet it is rarely taught. School principals can model or emphasize the various important behaviors they want their staff to emulate, who, in turn, can transmit them to their students. This study determined the extent to which principals perceived their listening behaviors and surveyed their staff members about the principals' listening. Principals felt they listened moderately well. The results also indicated several behaviors which appeared to be the strongest indicators of listening. 相似文献
2.
非英语专业学生听力焦虑现状的调查与研究 总被引：2，自引：0，他引：2
外语学习焦虑是外语学习中的一种复杂心理现象,在听和说的过程中表现得尤为显著。本研究从负评价焦虑、听力考试焦虑和听力课堂焦虑三个纬度,调查分析了非英语专业学生的听力焦虑状况。结果显示,多数非英语专业学生处于低度焦虑状态;听力成绩与听力焦虑呈负相关,中高度焦虑抑制听力学习;听力焦虑与性格相关;听力课堂焦虑与性别呈弱相关,而负面评价焦虑及听力考试焦虑与性别无关。 相似文献
3.
Mordechai Gordon 《Educational theory》2011,61(2):207-219
In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of dialogue. More specifically, his contention is that closely examining Buber's notion of embracing the other is critical to making sense of his conception of listening. Gordon's analysis suggests that, in Buber's model, listening involves a kind of active attentiveness to another's words or actions, engaging them as though they are directed specifically at us. Gordon's discussion of dialogue and listening also indicates that the relation between speaking and listening is one of reciprocity and mutual dependence and that listening plays an essential role in initiating many dialogues by creating a space in which two people can embrace each other as complete individuals. 相似文献
4.
Psychological distress is prevalent in doctoral degree training and affects students' completion time. It is crucial to monitor the amount of distress experienced and understand the causes for it to inform the type of support most needed. This mixed method study explored challenges related to candidature, self-reported progress and measures of perceived and actual psychological distress with a convenience sample of 81 doctoral candidates in an Australian university. Using validated survey instruments, participants reported higher levels of depression, anxiety and stress than age-matched general population normative data. Additionally, those who self-reported being behind or exceeding their study schedule had significantly higher scores for depression, anxiety and stress than those who reported they were meeting schedule. Conversely, stage of candidature did not affect any of these attribute scores. The responses to open-ended questions about challenges associated with doctoral study were coded and explored with an existing typology. The most frequent challenge reported in doctoral study is related to the development of generic skills, followed by management of self, including motivation. Given that not all challenges could be included in the existing typology, we recommend expansion to the typology. 相似文献
5.
《Studying Teacher Education》2013,9(1):25-41
This paper reports a study of preservice teachers who investigated their own teaching during a field-based component of a mathematics education methods course. The course was designed to engage the preservice teachers in both mathematical and pedagogical inquiry. Analysis of video recordings of course discussions, audiotaped interviews with preservice teachers, audiotaped discussions of instructor's planning meetings, and copies of the instructor's and preservice teachers' journals identified two critical incidents that depict students' resistance to the course directions. Analysis of these critical incidents suggests that prospective teachers' interactions with their students can become the mirror through which we can investigate their interactions with us, as teacher educators, and with our course activities. In this way we might reframe the problem of resistance to one of listening—listening to the students, to each other, and to ourselves. 相似文献
6.
《Parenting, science and practice》2013,13(2):105-126
Objective. This study explored the emotional experiences of mothers in interacting with their 2-year-old children and examined interrelations among maternal emotion, family distress, and observations of parenting sensitivity. Design. Sixty mothers and their 2-year-old children were observed interacting during both enjoyable (free play) and challenging (waiting) interaction tasks, and mothers provided self-report information about their emotional experiences during each task. Mothers also completed self-report measures to assess family distress. Results. Mothers experienced and expressed a range of positive and negative emotions during interactions with their toddlers, however, mothers' expressed (observed) and experienced (self-reported) emotions were generally uncorrelated. Mothers reported experiencing more positive emotion during interactions characterized by less child negativity and less negative emotion during interactions characterized by child expressions of positive emotion. Mothers' self-reported emotional experiences during interactions with their children moderated the associations between family distress (as reported by mothers) and sensitive parenting behaviors (as observed during parent-child interaction). Conclusions. Findings support a conceptualization of parenting as multiply determined by child, parent, and family contextual factors, with emotion serving an integral role. Results are also discussed with regard to parenting emotion as a potential target for intervention in distressed families. 相似文献
7.
Aaron Kindsvatter Darcy Haag Granello Jill Duba 《Counselor Education & Supervision》2008,47(3):179-192
During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes. 相似文献
8.
《教育心理学家》2013,48(4):493-511
Luria's (1973) brain functioning theory is offered as a model for cognitive psychophysiological research. It may be used to predict brain processing patterns both for constructive tasks of various levels of complexity and for high and low performance on these tasks. Brain mapping research is reported that shows how brain processing patterns for tasks of varying cornp1exit:y are associated with Luria's theory. As a model for research, Luria's model offers several potential contributions to educational psychology. First, it may help bridge the current gap between mainstream educational psychology and cognitive psychophysiology. Second, it may be used to associate student performance on cognitive tasks with brain processing patterns. For example, differences have been demonstrated between high and low task performance and brain processing patterns. Finally, the model proposed is potentially very useful because it is empirically testable. The weight of the evidence to date clearly supports the proposition that brain processing patterns and performance in higher order, constructive cognitive tasks are related in a consistent and predictable manner to Luria's brain functioning theory. 相似文献
9.
This study examines the relationship between levels of psychological distress in substance-dependent mothers and their differential response to a dyadic parent–child intervention. A sample of 66 mothers who were receiving treatment for substance abuse, as well as a simultaneous parenting intervention, were interviewed pre and post-treatment on measures of psychological distress, adult and child trauma history, parental reflective functioning, and child social–emotional development. Additionally, clinicians provided assessments of the parent–child relationships. As anticipated, trauma histories for mothers and children, children's social emotional development, and parental reflective functioning were associated with aspects of maternal psychological distress. Kruskal–Wallis and subsequent Wilcoxson signed rank tests revealed that women with highest levels of baseline psychological distress showed significant improvements in psychological functioning post-treatment while women with moderately elevated levels of psychological distress did not. Women who were most distressed at baseline showed increased levels of parental reflective functioning post-treatment while women with moderate and lower levels of baseline psychological distress showed improvements on clinician-rated assessments of parent–child relationships. Chi Square analyses showed that parents who endorsed the highest levels of distress at baseline reported that their children's risk status regarding social–emotional development decreased post-treatment. Despite similarities in substance dependence, mothers in this sample had different needs and outcomes in the context of this parenting intervention due to variation in mental health. Given this variation, parenting interventions for substance-dependent mothers need to account for the individual differences in levels of psychological distress. 相似文献
10.
《Child abuse & neglect》2014,38(12):2062-2071
This article presents an exploratory assessment of whether children's perceptions of caseworker support (e.g. feeling listened to) moderates the relationship between the type of maltreatment and problematic behaviors. Relying on data collected for the National Survey of Child and Adolescent Well-Being (NSCAW I), this research measures how often children felt listened to by their caseworkers and the effect on the relationship between two types of maltreatment (e.g. physical abuse and neglect) and problematic child behaviors. Results indicate that whereas children reported feeling listened to most of the time, there are significant differences in the probabilities of problematic behavior scores between physically abused and neglected children according to how often they felt listened to. With the exception of those children who felt listened to all of the time, physically abused children have a higher probability of problematic behaviors than neglected children. Comparisons between the two maltreatment types indicate a greater impact of listening on physically abused children across the continuum of feeling listened to (e.g. never to all of the time), than for neglected children, except for at the highest level of listening, as results indicate a small, but significant difference indicating neglected children are more positively impacted by listening than physically abused kids. Implications for practice are that children's perceptions of support from caseworkers may influence behavioral outcomes differently according to maltreatment type. Additionally, these findings encourage the inclusion of children's perspectives regarding the relationships they have with caseworkers. 相似文献
11.
OBJECTIVE: This study compared perceptions of personal distress, interpersonal and marital problems, and aspects of family climate of maltreating fathers and mothers. METHODS: Subjects were 2841 offenders (1918 of whom were fathers or father-figures) who were identified and treated by the USAF Family Advocacy Program between 1988 and 1996. Independent variables for the analysis were parent sex (mother vs. father) as well as type and severity of maltreatment, history of repeat offenses, and history of abuse in childhood. RESULTS: Maltreating mothers were more distressed and reported more problems from individuals outside the family than maltreating fathers; fathers reported more rigid expectations for children, less cohesive families, and less organized families than did maltreating mothers. Regardless of parental sex, victimization in the family of origin was related to distress and unhappiness. Similarly, both victimization in the family of origin and history of repeated offenses were powerful predictors of a more negative family climate regardless of the offending parent's sex. No significant statistical interactions between parental sex and other independent variables were found when predicting personal and interpersonal distress, marital problems, or family climate. CONCLUSIONS: Studies rarely examine maltreating fathers except in the context of sexual abuse. Fewer still compare maltreating mothers and fathers. This study identified meaningful, though generally small, differences between maltreating mothers and fathers. Patterns suggest that maltreating mothers may tend to cope more poorly with personal distress, whereas maltreating fathers tend to operate in a family climate that is both distant and rigid, while holding inappropriate expectations for children's behavior. The absence of interactions between parental sex and the other independent variables included in the analysis indicate that these patterns do not vary by the history of victimization in the family of origin, the type or severity of child maltreatment, or the history of prior maltreatment in the family. 相似文献
12.
Michael P. Hayes David S. McLaughlin Valerie A. Allison-Roan 《Studying Teacher Education》2014,10(2):130-145
This collaborative self-study examines the impact of taking a listening stance in the collegial relationships and practices of three early-career teacher educators within a small, private liberal arts institution. We consider the consequences of a listening stance on students' experiences of our practices and their education program. In addition, we explore how our individual histories influence our practices, our efforts to model listening, and our collegial relationships. Data sources include our journaling and in-class observations, feedback gathered from students on anonymous questionnaires and through focus-group discussions, and regular conversations with colleagues. Our findings illuminate the paradoxical nature of modeling a listening stance with pre-service teachers as listening to a multiplicity of voices challenged our ability to remain true to self in the midst of others' expressed needs and imperatives. 相似文献
13.
《Child abuse & neglect》2014,38(12):2044-2052
Childhood maltreatment represents an important public health concern, as it is often associated with a host of negative outcomes across development. In recent years, researchers have begun to examine the link between negative health-related behaviors and history of childhood maltreatment. The current study considers the relationship between history of childhood maltreatment and sleep disturbances in adolescence. Further, the role of psychological distress is considered as an explanatory link between childhood maltreatment and adolescent sleep disturbances. The current study is a secondary analysis using a subsample (N = 73) of child welfare-involved youth who participated in the initial and 2-year time-point of the Maltreatment and Adolescent Pathways (MAP) Longitudinal Study on the variables of interest. Youth reported on lifetime maltreatment experiences, psychological distress, and sleep disturbances, in addition to the other measures administered as part of the larger MAP study protocol. More severe childhood maltreatment was related to increased sleep disturbances during adolescence, and psychological distress was a significant mediator of the childhood maltreatment-adolescent sleep disturbance association. The results demonstrate that a history of childhood maltreatment represents a risk factor for sleep disturbances in adolescence. The findings highlight the importance of inquiring about health-related behaviors in child welfare youth and the need to promote psychological well-being within this population. 相似文献
14.
OBJECTIVE: To evaluate a model in which chronic emotional inhibition mediates the relationship between a history of childhood emotional invalidation or abuse and adult psychological distress. METHOD: One hundred and twenty-seven participants completed a series of self-report questionnaires, and a subset of this group (n=88) completed an additional measure of current avoidant coping in response to a laboratory stressor. Structural equation modeling was used to evaluate and compare a full and partial mediational model. RESULTS: Findings strongly supported a model in which a history of childhood emotional invalidation (i.e., psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was associated with chronic emotional inhibition in adulthood (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). In turn, emotional inhibition significantly predicted psychological distress, including depression and anxiety symptoms. CONCLUSION: This study found support for a model in which the relation between recollected negative emotion socialization in childhood and adult psychological distress was fully mediated by a style of inhibiting emotional experience and expression. Although it is likely that childhood emotional inhibition is functional (e.g., reduces parental distress and rejection), results suggest that chronic emotional inhibition may have long-term negative consequences for the inhibitor. 相似文献
15.
《师资教育杂志》2012,38(2):117-126
This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102), those who were seriously considering teaching (N = 40), and those who were undecided (N = 155). All three groups rated 'a job that I will find enjoyable' as the most important factor influencing their choice of career. However, as we move from the 'definitely not considering teaching' group towards the 'seriously considering teaching' group, there was a shift towards rating as important in their choice of a career those factors which teaching more evidently offers and a more favourable rating that teaching offers these factors (e.g. 'a job which gives me responsibility', 'a job where I can contribute to society' and 'job mobility'). The students who reported that they could be encouraged to consider teaching as a career were also asked to consider measures that might do so. The most highly rated measure was 'an increase in the quality of resources for teaching'. 相似文献
16.
Sheila Makeham 《Assessment & Evaluation in Higher Education》2012,37(2):237-243
Where a student can benefit from having an examination paper presented aurally, the traditional method is to provide a reader. This can be socially uncomfortable for students, and offers of readers are frequently declined. A trial is reported in which examinations were presented on an Apple iPod. This is a medium with which many students are comfortable, which facilitates easy exploration of the examination paper and repetitive listening and which is both socially acceptable and practical in a normal examination room. The findings indicate that it removes one of the significant barriers to greater take‐up of aural presentation. 相似文献
17.
Anthony Marker 《Performance Improvement》2007,46(1):26-32
Performance technology has many analysis models and selecting which to use can be challenging. Arguably, the most prestigious and most used HPT model—a cause analysis model—is Gilbert's behavior engineering model (BEM). However, even this powerful cause analysis model has its limits; although it does examine environmental symptoms in general, it doesn't account for the organizational or environmental levels at which performance problems occur. For data on such levels the practitioner may turn to environmental analysis models such as those developed by Kaufman, Langdon, Rummler & Brache, or Rothwell. But the practitioner who uses both a cause analysis model and an environmental analysis model will be left with two sets of data that do not easily integrate into a useful guide to action. The model presented here—the synchronized analysis model (SAM)— is an effort to remedy this situation. By integrating the cause analysis model of Gilbert's BEM with levels derived from the environmental analysis models, the SAM offers the practitioner an enhanced tool for resolving performance problems. 相似文献
18.
《International Journal of Research & Method in Education》2013,36(2):206-222
Assumptions about a child's competence to voice an opinion often inhibit efforts to find effective methods for participation. Answers to questions are sought from the significant adults who surround a child [Morris, J. 2003. “Including All Children: Finding Out about the Experiences of Children with Communication and/or Cognitive Impairments.” Children and Society 17: 337–348.]. Indeed, methods that ask adults rather than children about children's lives have often been justified as the only way in which a ‘truth’ [Westcott, H. L., and K. S. Littleton. 2005. “Exploring Meaning in Interviews with Children.” In Researching Children's Experience: Approaches and Methods. London: Sage] may be established as to how it feels to be that child, whatever their age. This stance has been increasingly challenged [Clark, A., and P. Moss 2001. Listening to Young Children the Mosaic Approach. Norwich: National Children's Bureau] with the argument that only by ‘giving them a direct and unfettered voice’ [Winter, K. 2006. “Widening Our Knowledge Concerning Young Looked After Children: The Case for Research Using Sociological Models of Childhood.” Child and Family Social Work 11: 55–64; Winter, K. 2010. “Ascertaining the Perspectives of Young Children in Care: Case Studies using Reality Boxes.” Children and Society: The International Journal of Childhood and Children's Services 61] can children's views be properly sought and represented. Research looking at the experiences of children when they were taken into the care of the local authority meant that some difficult, complex, sometimes painful questions may be asked. In this paper, I explore the development and use of creative, interactive methods with children aged 4–13 that facilitated their participation and avoided causing undue distress. I also debate the importance of engaging with children where their circumstances and past experiences are distressful arguing that a relationship where listening carefully is paramount enables the child's voice to be heard. 相似文献
19.
Parental coping with children's negative emotions: relations with children's emotional and social responding 总被引：2，自引：0，他引：2
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner. 相似文献
20.
J. M. Wober 《Learning, Media and Technology》1992,18(1):23-34
A survey answered by 842 respondents representing British children aged from 7 to 15 measured their amounts of television viewing, listening to music, serious reading and outdoor games playing, and their attitudes to leisure activities, such as television viewing. Children said whether they did school homework and if so, with or without the television switched on, and if so, whether they regarded it as a help or not. About a quarter of those aged 10 and over said they did work along with television, accepting its presence, and another one in six did so, actually welcoming it. Attitude measures showed clearly different stereotypes of the heavy viewer, reader and music listener. This children's sample had a broadly positive image of a heavy television viewer of their own age. A process of rationalisation is detectable in which those who reported heavy viewing themselves, were more likely to do homework with the television on, to say it helped them and that it was linked with good achievement at school. Reported behaviour and stereotypes were somewhat similar among those who were heavy music users, but noticeably different among those who claimed to read a lot. 相似文献