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51.
Ashley O’Connor Ellen Herbst Shannon McCaslin Keith Armstrong Bridget Leach Brandina Jersky 《Community College Journal of Research & Practice》2018,42(5):305-315
In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed. 相似文献
52.
Elizabeth C. Paul Rena Pazienza Kieran J. Maestro Ashley Flye Paula Mueller Jessica L. Martin 《Journal of College Counseling》2018,21(2):139-152
The authors explored how college students’ disordered eating behaviors affect their peers. Participants were 8 undergraduate students from a northeastern university with a peer who currently or previously engaged in eating disorder (ED) behaviors. Results from a consensual qualitative analysis provided preliminary evidence that students’ EDs negatively affect peers. Outreach and interventions such as cognitive behavior therapy could be used to assist peers of students with EDs. Researchers should investigate the impact of students’ ED behaviors on peers’ health and academic performance. 相似文献
53.
Paolo M. Cunha Crisieli M. Tomeleri Matheus A. do Nascimento João Pedro Nunes Melissa Antunes Hellen C. G. Nabuco 《Journal of sports sciences》2013,31(24):2843-2848
ABSTRACTThe main purpose of this study was to compare the effects of resistance training (RT) performed with different training volumes on phase angle (PhA), body water components, and muscle quality (MQ) in untrained older adult women. A second purpose was to assess the relationship between PhA and MQ. Sixty-two older adult women (68.6 ± 5.0 years, 65.2 ± 13.3 kg, 156.1 ± 6.2 cm) were randomly assigned into one of the three groups: two training groups performed either 1 set (G1S) or 3 sets (G3S), or a control group (CG). Body water components and PhA were estimated by bioelectrical impedance (BIA). MQ was determined by dividing skeletal muscle mass estimated by dual-energy absorptiometry (DXA) by total muscle strength from three exercises. After the intervention period, both training groups demonstrated improvements (P < 0.05) when compared with CON for intracellular water, total body water, PhA, and MQ. These results suggest that RT can improve PhA, body water components, and MQ after 12 weeks of RT in untrained older women, regardless of training volume. Furthermore, changes in MQ were positively correlated with changes in PhA (r = 0.60, P < 0.01). 相似文献
54.
AbstractSeveral researchers have demonstrated that an external focus of attention (about movement’s effects) during movement execution allowed better performances and learning of various motor tasks than an internal focus of attention (about movement itself). However, attentional focus effects have not been studied in tasks requiring explosive actions preceded by fast reaction time to a signal, such as a sprint start. We hypothesised that the beneficial effect of external focus of attention would be observed in the different stages of the sprint start (i.e. reaction time, block clearance and running) for both expert and novice sprinters. Novice and expert sprinters performed sprint starts followed by a 10 m sprint under three conditions: external focus instructions; internal focus instructions; and neutral instructions. The reaction time and the running time were significantly shorter in the external focus condition than in the internal focus condition, for both expert and novice participants. These results confirm the beneficial effect of an external focus of attention on the speed of movement execution. Moreover, they revealed that attentional focus influences movement preparation. Several hypotheses are proposed to account for these results, with reference to the processes that could be responsible for the observed effects. 相似文献
55.
Janeé R. Avent Harris Derek L. Roberston Brenda Jones Ashley M. Prado 《Counselor Education & Supervision》2017,56(2):145-158
In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance. 相似文献
56.
Ashley M. Mayworm Jill D. Sharkey Kayleigh L. Hunnicutt K. Chris Schiedel 《Journal of educational and psychological consultation》2016,26(4):385-412
ABSTRACTRestorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice. 相似文献
57.
Professional development to increase teacher behavior‐specific praise: A single‐case design replication 下载免费PDF全文
Nicholas A. Gage Nicolette M. Grasley‐Boy Ashley S. MacSuga‐Gage 《Psychology in the schools》2018,55(3):264-277
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches. 相似文献
58.
Anthony L. Riley Cora Lee Wetherington Ashley M. Wachsman Harris A. Fishman Mary A. Kautz 《Learning & behavior》1988,16(3):292-298
Animals poisoned following the schedule-induced consumption of saccharin initially continued to drink following spaced pellet deliveries. Neither the initiation of postpellet drinking (i.e., bout, initiation) nor the size and duration of the bouts was effected by the conditioned aversion procedure. With repeated conditioning trials (i.e., repeated pairings of saccharin and LiCl), schedule induced drinking was eventually reduced. The specific components underlying schedule-induced consumption, however, were differentially affected by the aversion training. Specifically, the decrease in schedule-induced drinking was effected primarily by a decrease in licking occurring between 10 and 60 sec after pellet delivery. Bout initiation and licking immediately postpellet (i.e., within the first 10 sec following pellet delivery) were most resistant to suppression and appeared to be responsible for the relative insensitivity of schedule-induced drinking to conditioned taste aversions. The differential effects of taste aversion conditioning on individual components of elicited behavior are discussed. 相似文献
59.