How Counsellors Cope with Traumatized Clients: Personal, Professional and Organizational Strategies     

Sally V. Hunter  Margot J. Schofield 《International journal for the advancement of counseling》2006,28(2):121-138

This qualitative study examined the experiences of counsellors and their perceptions of resources that helped them cope with traumatized clients and difficult client sessions. The research was conducted using in-depth interviews with a purposive sample of eight counsellors working in five counselling agencies. The study identified how counsellors develop their own personal and professional strategies for coping with challenge, and the supportive structures and coping strategies provided by agencies. From these counsellors’ stories of learning to cope with traumatized clients and traumatic material, we highlight some recommendations that may facilitate the development of effective coping strategies for the prevention or amelioration of vicarious traumatization.  相似文献   

Orientational dyslexia: Notes from the field     

Howard  Marian Pack  Marek  Margot 《Annals of dyslexia》1978,28(1):225-232

Annals of Dyslexia -  相似文献   

The Cognitive and Academic Benefits of Music to Children: Facts and fiction     

Rudi Črnčec  Sarah J. Wilson  Margot Prior 《教育心理学》2006,26(4):579-594

There is considerable interest in the potential non‐musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non‐musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes.  相似文献   

V FAMILY THEOLOGIZING AND RITUALIZING: A STUDY     

Margot Hover 《Religious education (Chicago, Ill.)》2013,108(3):360-362

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The commingling of teacher researcher identities: a mediated approach to teaching action research   总被引：1，自引：1，他引：0  

Monica Miller Marsh  Margot Vagliardo 《Educational Action Research》2013,21(2):275-289

This article chronicles and discusses a two-semester graduate level action research course in which the co-authors were instructors. Evidence of prospective teachers' appropriation of a ‘teacher researcher’ identity prompted a closer look at the dynamics of the course experience. Using a theoretical foundation based on the work of Vygotsky, Wertsch, Kozulin and Bakhtin, the notions of experiential learning, shared pedagogical mediation, collaborative problem posing and problem solving, and a resultant commingling of teacher and researcher identities are explored  相似文献   

女性晚婚新理由——赚钱更多?     

Margot Peppers 《英语沙龙》2013,(5)

晚婚女人更赚钱? 最新的一项职场报告或许对单身女性带来一些安慰.美国弗吉尼亚大学发布了一篇研究报告称,受过大学教育的女性如果在三十多岁时结婚,收入平均比那些在二十多岁时就结婚的女性高出56％.与此相反,无论受教育程度如何,二十多岁就结婚的男性比那些到三十岁后才结婚的男性收入更高.美国国家婚姻项目的这一题为《尚未结婚:美国晚婚的益处和损失》,探查了晚婚的后果.  相似文献   

Perceptual organization,phonological awareness,and reading comprehension in adults with and without learning disabilities     

Margot Stothers  Perry D. Klein 《Annals of dyslexia》2010,60(2):209-237

It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study’s findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.  相似文献   

Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire     

Michael J. Roszkowski  Margot Soven 《Assessment & Evaluation in Higher Education》2010,35(1):113-130

A questionnaire used in student evaluations of interdisciplinary courses during six semesters contained two Likert items stated in a direct negative mode which were embedded in a questionnaire (14–18 items) in which the remaining items were phrased in a direct positive mode. In the seventh semester and thereafter, the two negative items were restated as direct positive stems. Item‐analysis demonstrated that in the direct negative mode, the two items had low item‐to‐total correlations and that the internal consistency reliability of the sum score could be improved by eliminating the two negatively phrased items. Also, the two negatively worded items defined a separate factor. After they were reworded into a direct positive mode, these two items showed markedly improved item‐to‐total correlations. Moreover, the unique factor disappeared, which suggests that it was a methodological artefact probably attributable to respondent carelessness. Including a few negative items in an otherwise positively stated questionnaire leads to ambiguity of results rather than controlling for response sets. We therefore recommend against the practice.  相似文献   

Classroom materials     

Mary Tausch  Margot Blersdorf  Linda Poole 《Roeper Review》2013,35(4):34-35

Social Studies for the Young Child Science for the Young Child Creative Movement for the Developing Child Telling Stories Through Movement by Dorian and Gulland Fearon Pitman Publishers, Inc. 6 Davis Drive Belmont, CA 94002

Friendly Dragons, From the Best In Children's Literature — Level 3, Edited by Dr. Walter Loban and Lillian M. Watklns, Bowmar/Noble Publications Inc., 4563 Colorado, Los Angeles, CA 90039

“Discovering Nature” “Earth Science” Published by Educational Insights. Inc., 20435 S. Tillman Ave., Carson, California 90746

Nutrition: Food and Health, Science and Mankind, Inc., Communications Park, Box 200, White Plains, New York, 10802  相似文献   

TRAINING IN SUPPORT OF THE AMERICAN INDIAN ELDERCARE CAMPAIGN: REPLICATION OF AN AMERICAN INDIAN HOME‐CARE TRAINING PROGRAM     

Robert John  Margot L. Salvini  Tracy L. Dietz  Ron Gittings  Lonnie Roy 《Educational gerontology》2013,39(8):723-734

In 1991, the federal Administration on Aging initiated the National Eldercare Campaign to broaden the base of commitment and societal involvement to assist today's vulnerable elderly. With Administration on Aging funding, the project described in this study sought to enhance services to American Indian elders by training individuals as home‐care workers. The project replicated a previously developed American Indian paraprofessional home‐care worker curriculum at Fond du Lac Tribal and Community College in Cloquet, Minnesota. This program, which is transferable to Indian and non‐Indian communities, addressed three contemporary aging issues. First, it addressed the need to incorporate diversity and minority aging knowledge into the curriculum of postsecondary education. Second, it provided more accessible and better quality community‐based in‐home care to meet the needs of frail elderly. Third, this training program confronted the pervasive lack of employment opportunities in many American Indian and other minority communities.  相似文献