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1.
Theresa A. Gordon Holly Nelson-Becker Rosemary K. Chapin Sarah Landry 《Educational gerontology》2013,39(12):1037-1052
This article reports an evaluation of a GeroRich effort to increase age-specific content throughout bachelor and master-level social work curricula. A total of 426 students (128 BSWs and 298 MSWs) completed pre and posttests in 2004–2005, self-rating their aging competency using the Social Work with Aging Skill Competency Scale II (New York Academy of Medicine, 2005). Additional outcome questions were included to assess elements of the specific strategy. Findings indicate that both groups showed improved aging competency, but policy and human behavior courses were key to competency for BSW students, while practice and field classes predicted competency for MSWs. 相似文献
2.
浙江省白血病患儿父母应对方式的调查研究 总被引：1，自引：0，他引：1
目的：调查浙江省白血病患儿父母在患儿病程中的主要应对方式,筛选出白血病患儿父母在应对方式上有异常的父母,为护理干预提供依据。方法：用McCubbin的CHIP调查表面对面访谈白血病患儿父母,将调查结果使用SPSS 13.0软件处理。结果：66例患儿父母中有1例父亲和13例母亲在社会支持﹑自尊和稳定（Social Support,Esteem,and Stability,简写S）异常,1例母亲在家庭的完整﹑合作和乐观程度（family Intergration,Cooperation,and Optimism,简写F）异常,最有效应对方式在F方面,而最无效的应对方式是在S方面。结论：浙江省白血病患儿父母应对方式主要采用家庭的支持和合作,与家庭乐观程度有很大关系,而在社会支持方面的应对方式十分欠缺。 相似文献
3.
Previous research has indicated that there is a strong relationship between the approaches to studying adopted by individual students and their qualitative perceptions of the context in which learning takes place. This study identified students who were considered to be academically at risk and involved them in an intervention programme whose aim was to produce a qualitative change in perceptions of certain key elements of the learning context.The intervention programme consisted of five forty-five minute sessions in which the focus was on three elements of the learning context, namely, the teacher/student relationship, perceptions of textbooks and notes, and the nature and role of tests and examinations.Subsequent interviews indicated that most of the participating students had experienced a qualitative improvement in their perceptions of these contextual elements and that they perceived an attendant improvement in the quality of their learning. Quantitative analysis of the relative class positions before and after the intervention suggests that these changes were accompanied by improved performance. The implications of these findings for teaching practice in higher education are discussed. 相似文献
4.
Bonnie Ahn Lolita Boykin Corie Hebert Heidi Kulkin 《Journal of Teaching in Social Work》2013,33(5):487-501
This study explored baccalaureate social work students' self-efficacy at a rural southern university. Bandura's concept of self-efficacy is used as a theoretical base for the study. Students (N = 43) in introductory social work courses and in the field practicum course completed the Foundation Practice Self Efficacy Scale. Following The Council on Social Work Educations 2008 Educational Policy and Accreditation Standards, which recognizes field education as the signature pedagogy of social work education, field students were hypothesized to have higher levels of self-reported self-efficacy than entry-level students. Results suggest that senior level students were more confident in their abilities to practice social work than those students enrolled in an introductory social work course. Implications of this research for social work education are discussed, including the value of using self-efficacy scales in evaluating social work educational program outcomes. 相似文献
5.
The aim of this study was to explore the potential beneficial workgroup outcomes of a ropes course challenge intervention. Using three distinct samples (a military group, a medical facility workgroup, and a utility company workgroup), this study explored the systematic individual and group‐oriented outcomes achieved. Significant changes in group cohesion, group member trust, and group‐efficacy were found post‐ropes course intervention in all three samples. Two of the three samples additionally demonstrated improvement in employees’ self‐efficacy. Sample 3 examined trait coping style and demonstrated that employee social support coping predicted degree of change in group cohesion, but in an unexpected direction. Taken together, results suggest experiencing a ropes course challenge may foster improvement in group member trust, group‐ and self‐efficacy, and group cohesion—especially for individuals who are unaccustomed to seeking social support under stress. The potential gains of ropes course challenge interventions for workgroups may have been previously underestimated. 相似文献
6.
OBJECTIVE: The goal of the study was to demonstrate the efficacy of a structured group therapy intervention in reducing the negative emotional and behavioral sequelae of adolescent girls' who are survivors of sexual abuse. It was hypothesized teens would show an increase in adaptive behaviors and knowledge of positive coping strategies. METHOD: A 7-session structured group treatment protocol based on Solution Focused and Ericksonian interventions was used. Forty-one teens between the ages of 13 and 18 years old participated in the groups. Each group session included a didactic presentation. an art activity and development of a positive associational cue. Pre- and post-test assessment was done using the Solution Focused Recovery Scale, a measure of adaptive functioning; and the Skill Mastery Test, designed to evaluate teens knowledge of the concepts and strategies taught throughout the group. RESULTS: Overall, there was a significant change in pre- to post- measurements of adaptive functioning as assessed by the Recovery Scale. At this time, no statistically significant pre- to post- changes were evident for scores on the Skill Mastery Test. However, there was a trend toward improvement on visual inspection of the Skill Mastery scores. CONCLUSIONS: This study demonstrates emphasizing competence and skill development in the treatment of adolescent abuse survivors can aid teens in improving their daily functioning and positive recovery behaviors. In addition, early findings regarding the efficacy of this intervention suggest theory driven research methodology can be applied in a clinical setting with standardized treatment protocols. 相似文献
7.
探讨开展社会工作专业本科教育的几个基本问题 总被引：1，自引：1，他引：1
林霞 《北京城市学院学报》2003,(3):12-17
随着我国社会主义市场经济体制的逐步确立,社会转型期涌现出的大量问题为“以解决社会问题为己任”的社会工作专业提供了广阔的发展空间。但社工专业的人才教育问题一直是此专业发展的瓶颈。如何在现有的条件下,紧密结合社会需求,发挥北京城市学院培养“应用型”人才的专长,为社会输送紧缺的优秀社会工作专业本科人才,是北京城市学院顺利升本后对社会工作专业提出的首要课题。本文尝试从社会需求特点、社会工作专业特性出发,结合本专业四年来从事社工专业专科教育的经验教训,指出培养社工专业本科人才的重要性和紧迫性,并试图从课程设置、教学管理、实习实训等环节入手,初步构建“应用型”、“复合型”社工本科人才的培养方案。 相似文献
8.
David Pérez-Cruzado 《欧洲特需教育杂志》2016,31(4):553-564
Background: People with intellectual disability have poor levels of physical activity, quality of life, fitness condition and self-efficacy and social support when they want to undertake physical activity so it is very important to improve these parameters in this population.
Method: A prospective study was conducted. Data were measured before and after the multimodal intervention. Participants were 40 people with mild intellectual disability. The intervention was carried out over 8 weeks (2 h weekly).
Results: The results of this study show that after the multimodal intervention, there was significant improvement: quality of life, professional and peers’ support for activity, abdominal strength and walking METS (Metabolic equivalent of tasks). Conclusions: There are few studies that have carried out an intervention that combines physical activity and education in people with intellectual disability; these interventions are very important because they can improve some parameters that are difficult to improve with only a single intervention.
Conclusions: There are few studies that have carried out an intervention that combines physical activity and education in people with intellectual disability; these interventions are very important because they can improve some parameters that are difficult to improve with only a single intervention. 相似文献
9.
10.
《Journal of Teaching in Social Work》2013,33(2):187-194
Social work students, field instructors, and faculty members in liasion roles frequently create misery in themselves and each other in spite of their commitment to the highest professional standards. Development of a Social Work Field Code of Transgressions is an attempt to codify the directives which give structure to these misery generating behaviors. The codified misery generating directives in this paper were inferred from actual observations by the authors in their social work student, practice, and training roles. Each problematic field experience represents an opportunity to contribute to an emerging, "Social Work Field Code of Transgressions." Your support in this development is encouraged. 相似文献
11.
The study of family variables has become increasingly critical in understanding outcomes typically considered program driven. Research linking family variables to parental involvement in early intervention programs for young children with disabilities is generally lacking. The purpose of this study was to determine the combined influence and predictive ability of family characteristics on maternal and paternal involvement in early intervention programs. Service providers rated mothers' and fathers' involvement in early intervention programs Mother and fathers completed a battery of self-report questionnaires related to a variety of constructs, such as family functioning, marital adjustment, social supports, stress, coping, and parental involvement. Structural equating modeling was used to test the predictive ability of family variables. Two different models were developed for mothers and fathers. Results indicated significant outcomes for both group, largely supporting the proposed model. The coping variable emerged as a significant predictor of maternal and paternal involvement as well as a mediator variable between family functioning and parental involvement. 相似文献
12.
What parts of teaching do academics see as feasible to delegate? 总被引：1，自引：0，他引：1
Pamela M. Warton 《Higher Education》1995,29(2):129-141
This paper investigates Australian academics' views about teaching by asking them about the aspects of their job they could contract to other. In particular, it contrasts the views of 26 academics the Humanities with those of 26 in the Social Sciences. The results showed no differences as a function of level of appointment or gender but a significant difference by teaching area: academics from the Social Sciences were more likely to approve in general the practice of buying out time. When asked about contracting out specific aspects of teaching, the only area of difference was for marking (Social Sciences were more often in favour). In all other respects, the viewpoints expressed by academics from the Humanities and Social Sciences were very similar. Such approval was rarely given unconditionally, however. Concerns were expressed about the need to maintain some degree of supervision or responsibility for teaching. Academics agreed on their overall goals in teaching, on whether or not lecturing, tutorials and student consultation could be contracted to others and on the ideal amounts of time to spend on teaching, research, and administration. It is argued that this pattern of results is more likely to reflect a difference in implementation of goals rather than a difference in baseline ideas as a result of different cultures in the two teaching areas. 相似文献
13.
James E. Taylor 《Educational gerontology》2013,39(5):423-431
This article describes an online course developed and currently offered at Middle Tennessee State University. Considering the statistics of family caregivers, their needs, and students’ and human service professionals’ education, the author demonstrates the necessity of such courses and their benefits. The author also considers the standards for online Social Work education. Because there are more than 54 million family caregivers providing 80% of all home health care, recommendations for further study into caregiving courses, their content, and usefulness are given. The article includes student testimonials, course objectives, and links to course websites and the WebCT system that provides the course's platform. 相似文献
14.
Kenneth B. Matheny David W. Aycock Christopher J. McCarthy 《Educational Psychology Review》1993,5(2):109-134
This article reviews the literature on stress in students of grades 1–12. A model to understand stress as the inequality between perceived demands and perceived resources is presented. Student stressors are identified in the family and school environments. Coping with these stressors is conceptualized as problem-focused, emotion-focused, or appraisal-focused strategies that make use of personal, social, and cognitive resources. Physical, emotional, and behavioral symptoms of ineffectual coping efforts are then identified. After gender differences in stressors and coping are noted, instruments measuring stressors, coping strategies, and coping resources in children and youth are reviewed. Finally, representative intervention programs developed for school-aged youth are described and evidence of their efficacy is presented. The article concludes that there is a paucity of research on stress in children as compared to research on stress in adults. 相似文献
15.
社会工作机构是近年来在社会管理和公共服务领域中出现的一种新型的非营利服务机构。本文认为,政府和社会工作机构之间存在着一定的互动关系,正是这种互动关系推动着社会工作机构的产生与发展,而处理好这一关系已经成为当前我国政府亟待关注的问题。 相似文献
16.
OBJECTIVE: To determine which areas of family functioning lay therapy intervention can improve in a home visitation program for first time mothers at high risk for parenting difficulties, including the potential for child abuse and neglect. METHODS: Families were assessed for risk of parenting difficulties using the Parent Readiness and Risk Assessment Checklists. Lay therapists completed the Scale of Family Functioning pre- and postintervention with 108 high risk families for whom they provided support, education, and referrals. RESULTS: Paired t tests were done to determine whether the eight categories of the Scale of Family Functioning improved from baseline to termination of the service. Four categories showed statistically significant improvement: social support (p = .001), self-esteem (p < .001), confidence as a parent (p < .001), and affective relationships (p = .003). CONCLUSIONS: Statistically significant improvement occurred in four of the eight categories on the Scale of Family Functioning indicating that home intervention programs can improve some categories of family functioning. Longer intervention and an increased focus on improving parent/infant interactions may be able to increase parental sensitivity and expectations. In this study, the categories of family conflict and stability/meeting basic needs were not amenable to change with lay therapy intervention. 相似文献
17.
Harry Anthony Patrinos 《Higher Education》1995,30(4):341-351
Engineers in Greece undergo a heavy schooling investment—five years of university study instead of the usual four. Greece is atypical in that women make up a relatively large portion of the engineering work force. Working women earn substantially less than do men and there is evidence of labor market discrimination. In this paper a recent survey (1987) of employed engineers is used to examine earnings differentials between men and women and to compare the results with an examination of the results of an earlier survey (1977). Results indicate that most of the difference in earnings between male and female engineers in Greece is not accounted for by differences in productive characteristics such as education and experience and, therefore, most of the difference may be due to discrimination. Moreover, the proportion of the earnings differential not explained by productivity has increased over time.This is a revised version of the paper presented at the 1991 Cambridge Social Stratification Research Seminar, Gender, Work and Pay, September 26–27, 1991. The views expressed in this paper are those of the author and should not be attributed to the World Bank. 相似文献
18.
Mei Kuin Lai Stuart McNaughton Helen Timperley Selena Hsiao 《Educational Assessment, Evaluation and Accountability》2009,21(1):81-100
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well
designed interventions, but there is little research into whether these gains can be sustained. The present study examines
the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based
practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition
to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were
part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning
through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning
communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal
school routines as part of a coherent instructional programme and the availability of expertise.
相似文献
| Selena HsiaoEmail: |
19.
Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services. 相似文献
20.
Shannon Wilhite 《Emotional and Behavioural Difficulties》2013,18(2):175-194
Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative campus for students identified as experiencing EBD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which the WhyTry SST program (Moore 2008, WhyTry, Salt Lake City, UT, USA) was implemented. Following the intervention, the same data were collected. Non-parametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Triangulation methods drove the qualitative data collection through observations, student interviews, and teacher interviews. Insight into motivation and perceptions was gained through the qualitative analysis. 相似文献