Play therapy with emotionally damaged adolescents     

Kate Wilson  Virginia Ryan 《Emotional and Behavioural Difficulties》2013,18(3):178-192

Abstract

Adolescence is a critical period of development for all individuals, but particularly for those who have suffered earlier emotional difficulties or abuse. If these problems go unresolved, patterns of behaviour which become established during this period may be more difficult to change later on. However, more traditional talk therapies may be resisted by adolescents. This article argues that non-directive play therapy, given age-appropriate adaptations, offers an approach which, since it encompasses both play and verbal communication, is well suited to addressing adolescent concerns, particularly those of early adolescence.This argument is illustrated by two accounts of therapy with a boy and a girl, both in early adolescence, which show how a more traditional non-directive counselling approach was combined with play therapy by the adolescents themselves, allowing exploration of emotional difficulties on all levels of mental functioning. The cases show how traumatic or painful early memories may be reworked on a bodily and emotional level, without the feeling of over-intrusion risked by a directive or interpretive stance.  相似文献   

Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context     

Khara Pence Turnbull  Angela Beckman Anthony  Laura Justice  Ryan Bowles 《Early education and development》2013,24(1):53-79

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From Log Files to Assessment Metrics: Measuring Students' Science Inquiry Skills Using Educational Data Mining     

Janice D. Gobert  Michael Sao Pedro  Juelaila Raziuddin  Ryan S. Baker 《学习科学杂志》2013,22(4):521-563

We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density.  相似文献   

Standards-Based Grading: History Adjusted True Score     

Jay Hooper  Ryan Cowell 《Educational Assessment》2013,18(1):58-76

There has been much research and discussion on the principles of standards-based grading, and there is a growing consensus of best practice. Even so, the actual process of implementing standards-based grading at a school or district level can be a significant challenge. There are very practical questions that remain unclear, such as how the grades should be calculated. Common methods include a simple average, averaging only the more recent scores, mathematical models of growth over time, and basic teacher judgment. It is difficult to choose a single method that is justifiable in all circumstances. This article proposes a new method, the history-adjusted true score, that can be applied in a wide variety of situations. A rigorous method of evaluating each grading method is also described.  相似文献   

Prediction from Latent Classes: A Demonstration of Different Approaches to Include Distal Outcomes in Mixture Models     

Karen Nylund-Gibson  Ryan P. Grimm  Katherine E. Masyn 《Structural equation modeling》2013,20(6):967-985

Including auxiliary variables such as antecedent and consequent variables in mixture models provides valuable insight in understanding the population heterogeneity embodied by a latent class variable. The model building process regarding how to include predictors/correlates and outcomes of the latent class variables into mixture models is an area of active research. As such, new methods of including these variables continue to emerge and best practices for the application of these methods in real data settings (including simple guidelines for choosing amongst them) are still not well established. This paper focuses on one type of auxiliary variable—distal outcomes—providing an overview of the methods currently available for estimating the effects of latent class membership on subsequent distal outcomes. We illustrate the recommended methods in the software packages Mplus and Latent Gold using a latent class model to capture population heterogeneity in students’ mathematics attitudes, linking latent class membership to two distal outcomes.  相似文献   

All Things Being Equal: The Development and Functionality of Occam's Reader     

Ryan Litsey  Kenny Ketner 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):59-62

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“Transforming” the Conversation: Rethinking Fair Use in Academic Course Reserves     

Ryan F. Buller 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-4):91-98

The Association of Research Libraries' 2012 publication, Code of Best Practices in Fair Use for Academic and Research Libraries, focuses heavily on the concept of transformative use within the fair use analysis. In some cases, the Association of Research Libraries advocates for using the entire work in an electronic format for course reserves. However, current approaches to electronic course reserves and fair use/transformative use arguments are not conducive to utilizing the Association of Research Libraries' recommendations. This article attempts to reframe the conversation by examining fair use in a broad context and the role of the class in the fair use analysis.  相似文献   

Testing the persuasiveness of evidence: Combining narrative and statistical forms     

Mike Allen  Rebecca Bruflat  Renée Fucilla  Michael Kramer  Steve McKellips  Daniel J. Ryan 《Communication Research Reports》2013,30(4):331-336

This study provides an experimental test for the conclusions of the Allen and Preiss (1997) meta‐analysis that statistical evidence is more persuasive than narrative evidence. This investigation extends that finding to consider the case where a message combines statistical and narrative evidence to determine if a combination of evidence is more effective than a single form of support. This investigation using 15 messages and 1,270 participants finds that a message combining narrative and statistical evidence is more persuasive than a message using either narrative or statistical evidence alone.  相似文献   

Factors that Predict Married Partners' Disclosures about Infertility to Social Network Members     

Keli Ryan Steuber  Denise Haunani Solomon 《Journal of Applied Communication Research》2013,41(3):250-270

This study draws upon the revelation risk model and the disclosure decision-making model to deduce hypotheses linking perceived stigma, communication efficacy, and relational closeness to married partners’ tendencies to disclose information about their infertility experiences to members of the couple's social network. Data from 50 couples reporting on disclosures to a total of 250 social network members were analyzed using multilevel modeling. Results indicated that aspects of stigma, communication efficacy, and closeness impact infertility-related disclosures. The discussion highlights how the application of these theories sheds light on the multiple factors that influence the extent to which husbands and wives engage their social network when coping with infertility.  相似文献   

Research abstracts     

W. Robinson Crosby  Maynard Matteson  Robert Stafford  William C. Farlow  Lyle E. Grooters  Irving L. Maranz  Chester C. Sutton  Ronald Ashby  Pat Ryan  Jack Fruman  William E. Crosby  Elwood H. Beaver  W. E. Mellown  Frank Manzi  William H. Allen 《Educational technology research and development : ETR & D》1966,14(2):273-281

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