The Case for Dynamic Models of Learners' Ontologies in Physics

In a series of well-known papers, Chi and Slotta (Chi, 1992; Chi & Slotta, 1993; Chi, Slotta & de Leeuw, 1994; Slotta, Chi & Joram, 1995; Chi, 2005; Slotta & Chi, 2006) have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than as processes, and that there is a significant barrier between these two ontological categories. We contest this view, arguing that expert and novice reasoning often and productively traverses ontological categories. We cite examples from everyday, classroom, and professional contexts to illustrate this. We agree with Chi and Slotta that instruction should attend to learners' ontologies; but we find these ontologies are better understood as dynamic and context-dependent, rather than as static constraints. To promote one ontological description in physics instruction, as suggested by Slotta and Chi, could undermine novices' access to productive cognitive resources they bring to their studies and inhibit their transition to the dynamic ontological flexibility required of experts.Comment: The Journal of the Learning Sciences (In Press

The study of play therapy on the emotions of young children

There are many people involved in the evolution of play therapy. First a look at Jean Piaget and Erik Erickson\u27s view of play in the stages of childhood development. Piaget (cited in Bruner, Jolly, and Sylva, 1976) felt that children learned through accommodation, experimenting with toys and assimilation, deduction/incorporation of objects into logical schema. Piaget expressed when accommodation and assimilation dissociate, play begins (cited in Bruner, Jolly, Sylva, 1976). In other words, a child experiments with a toy or activity, learns how to use the toy or do the activity, and then does it for happiness and display of knowledge. Piaget developed stages of development for children, in which play is involved

Psychosocial interventions for survivors of rape and sexual assault experienced during adulthood

© 2023 The Authors. Cochrane Database of Systematic Reviews published by John Wiley & Sons, Ltd. on behalf of The Cochrane Collaboration. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/Background: Exposure to rape, sexual assault and sexual abuse has lifelong impacts for mental health and well-being. Prolonged Exposure (PE), Cognitive Processing Therapy (CPT) and Eye Movement Desensitisation and Reprocessing (EMDR) are among the most common interventions offered to survivors to alleviate post-traumatic stress disorder (PTSD) and other psychological impacts. Beyond such trauma-focused cognitive and behavioural approaches, there is a range of low-intensity interventions along with new and emerging non-exposure based approaches (trauma-sensitive yoga, Reconsolidation of Traumatic Memories and Lifespan Integration). This review presents a timely assessment of international evidence on any type of psychosocial intervention offered to individuals who experienced rape, sexual assault or sexual abuse as adults. Objectives: To assess the effects of psychosocial interventions on mental health and well-being for survivors of rape, sexual assault or sexual abuse experienced during adulthood. Search methods: In January 2022, we searched CENTRAL, MEDLINE, Embase, 12 other databases and three trials registers. We also checked reference lists of included studies, contacted authors and experts, and ran forward citation searches. Selection criteria: Any study that allocated individuals or clusters of individuals by a random or quasi-random method to a psychosocial intervention that promoted recovery and healing following exposure to rape, sexual assault or sexual abuse in those aged 18 years and above compared with no or minimal intervention, usual care, wait-list, pharmacological only or active comparison(s). We classified psychosocial interventions according to Cochrane Common Mental Disorders Group’s psychological therapies list. Data collection and analysis: We used the standard methodological procedures expected by Cochrane. Main results: We included 36 studies (1991 to 2021) with 3992 participants randomly assigned to 60 experimental groups (3014; 76%) and 23 inactive comparator conditions (978, 24%). The experimental groups consisted of: 32 Cognitive Behavioural Therapy (CBT); 10 behavioural interventions; three integrative therapies; three humanist; five other psychologically oriented interventions; and seven other psychosocial interventions. Delivery involved 1 to 20 (median 11) sessions of traditional face-to-face (41) or other individual formats (four); groups (nine); or involved computer-only interaction (six). Most studies were conducted in the USA (n = 26); two were from South Africa; two from the Democratic Republic of the Congo; with single studies from Australia, Canada, the Netherlands, Spain, Sweden and the UK. Five studies did not disclose a funding source, and all disclosed sources were public funding. Participants were invited from a range of settings: from the community, through the media, from universities and in places where people might seek help for their mental health (e.g. war veterans), in the aftermath of sexual trauma (sexual assault centres and emergency departments) or for problems that accompany the experience of sexual violence (e.g. sexual health/primary care clinics). Participants randomised were 99% women (3965 participants) with just 27 men. Half were Black, African or African-American (1889 participants); 40% White/Caucasian (1530 participants); and 10% represented a range of other ethnic backgrounds (396 participants). The weighted mean age was 35.9 years (standard deviation (SD) 9.6). Eighty-two per cent had experienced rape or sexual assault in adulthood (3260/3992). Twenty-two studies (61%) required fulfilling a measured PTSD diagnostic threshold for inclusion; however, 94% of participants (2239/2370) were reported as having clinically relevant PTSD symptoms at entry. The comparison of psychosocial interventions with inactive controls detected that there may be a beneficial effect at post-treatment favouring psychosocial interventions in reducing PTSD (standardised mean difference (SMD) -0.83, 95% confidence interval (CI) -1.22 to -0.44; 16 studies, 1130 participants; low-certainty evidence; large effect size based on Cohen’s D); and depression (SMD -0.82, 95% CI -1.17 to -0.48; 12 studies, 901 participants; low-certainty evidence; large effect size). Psychosocial interventions, however, may not increase the risk of dropout from treatment compared to controls, with a risk ratio of 0.85 (95% CI 0.51 to 1.44; 5 studies, 242 participants; low-certainty evidence). Seven of the 23 studies (with 801 participants) comparing a psychosocial intervention to an inactive control reported on adverse events, with 21 events indicated. Psychosocial interventions may not increase the risk of adverse events compared to controls, with a risk ratio of 1.92 (95% CI 0.30 to 12.41; 6 studies; 622 participants; very low-certainty evidence). We conducted an assessment of risk of bias using the RoB 2 tool on a total of 49 reported results. A high risk of bias affected 43% of PTSD results; 59% for depression symptoms; 40% for treatment dropout; and one-third for adverse events. The greatest sources of bias were problems with randomisation and missing outcome data. Heterogeneity was also high, ranging from I 2 = 30% (adverse events) to I 2 = 87% (PTSD). Authors' conclusions: Our review suggests that survivors of rape, sexual violence and sexual abuse during adulthood may experience a large reduction in post-treatment PTSD symptoms and depressive symptoms after experiencing a psychosocial intervention, relative to comparison groups. Psychosocial interventions do not seem to increase dropout from treatment or adverse events/effects compared to controls. However, the number of dropouts and study attrition were generally high, potentially missing harms of exposure to interventions and/or research participation. Also, the differential effects of specific intervention types needs further investigation. We conclude that a range of behavioural and CBT-based interventions may improve the mental health of survivors of rape, sexual assault and sexual abuse in the short term. Therefore, the needs and preferences of individuals must be considered in selecting suitable approaches to therapy and support. The primary outcome in this review focused on the post-treatment period and the question about whether benefits are sustained over time persists. However, attaining such evidence from studies that lack an active comparison may be impractical and even unethical. Thus, we suggest that studies undertake head-to-head comparisons of different intervention types; in particular, of novel, emerging therapies, with one-year plus follow-up periods. Additionally, researchers should focus on the therapeutic benefits and costs for subpopulations such as male survivors and those living with complex PTSD.Peer reviewe

Using an APN-Led Transitional Care Program to Reduce 30-Day Hospital Readmissions

Heart failure (HF) is a serious public health problem associated with high mortality rates, hospital readmissions, and health care costs. Transitional care has emerged as a disease management model used to reduce readmissions for hospital-discharged patients with HF. However, the efficacy of an advanced practice nurse (APN)-led transitional care program (TCP) in readmission reduction is under debate. The practice question for this project examined the extent to which an APN-led TCP was effective in reducing 30-day all-cause readmissions for hospital-discharged HF patients. The logic model was the framework guiding this program evaluation. An analysis of quality improvement HF data from September 2015 to August 2016 was reviewed for one hospital in southern California. The APN-led TCP included 47 patients and had 7 patients with 30-day readmissions. The physicians\u27 group included 298 patients and had 53 patients with 30-day readmissions. The results of chi-square analysis revealed a nonsignificant association between 30-day readmissions and post-discharge care providers [Ï? 2 (1, N = 345) = 0.236, p = 0.627], and the HF 30-day readmission rates were the same between two groups. The APN-led TCP served a large proportion of Medi-Cal patients (48.94%) who had less primary care access, while the majority of patients in the physicians\u27 group were Medicare (51%) who had primary care providers. This project highlights the positive social changes that advanced practice nurses affect via their critical leadership and clinical roles in increasing care access for the low-income population. Further studies on payer sources and readmissions are recommended on the efficacy of APN-led TCP in readmission reduction

Higher Education Learning Trends: Selected Bibliography

The University Archives has determined that this item is of continuing value to OSU's history.The Learning Group worked to develop a strongly and pervasively learner-centered view of the Ohio State University Libraries. It examined trends in teaching and learning at Ohio State University by interviewing campus administrators, faculty, and staff closely involved with academic programs and student life; surveyed recent higher education and library publications concerned with teaching and learning; and learned from the example of other academic libraries. This bibliography partially addresses the second and third activity. The group surveyed the literature to identify current trends in higher education learning, which in the groups judgement, were applicable to the Thompson Library renovation project. The Learning Group members were: Miriam Conteh-Morgan, Karen Diaz, Anne Fields, Marty Jamison, Fred Roecker, Rocki Strader,Tom Cetwinski, Linda Gonzalez and Scott Bennett (Consultant)

Early social communication: the effectiveness of small group intervention for pre-school children with autism spectrum disorder

Children with a diagnosis of autism spectrum disorder have difficulties with social communication and interaction and with regulating their behaviour. These core impairments in sociability affect their experiences as they enter educational settings. Children are now diagnosed with ASD as early as 2-3 years allowing early intervention that targets communication skills and increases opportunities for social interaction. Early intervention studies focussing on imitation and joint attention have demonstrated positive effects. Most have been in specialist preschools. Surprisingly, given that children need to communicate with peers, few studies have looked at the effectiveness of interventions in small groups. This project evaluates a small group intervention in non-specialist preschools which aims to develop social interaction abilities through structured play routines with peers. The project uses a single subject multiple-baseline-across-subjects experimental design. Four children with ASD aged 30-40 months were observed during preschool activities. Three other children - one neurotypical, one with ASD, and one with language delay - were observed for comparison. In Study One, the target children joined a specialist social communication group following staff training. The children’s social communication pre- and post- intervention was compared in four conditions. Study Two analysed the interaction strategies used by the preschool staff to determine if the training and intervention affected the ways they supported the target children. Study Three focussed on the social referencing of the target and comparison children analysing changes in the number of looks towards adults and peers following intervention. During the intervention there was little evidence of change in the children’s social interaction levels across the six sessions. The comparison of social communication skills pre- and post-intervention was difficult to make as the context of the observations varied considerably between sessions. The effect of training on practitioner interactive styles was also difficult to assess as the nominated staff member working with the child varied from session to session. The study raises questions about the value of interventions over such a short duration – duration that is common practice for Speech and Language Therapists in existing clinical services. The study also highlights the practical difficulties faced when attempting to evaluate the effectiveness of an intervention in the context of the daily routine of a child’s regular preschool

The Impact of a South African, Family-Based HIV Prevention Intervention on Child Sexual Attitudes: Child Neuropsychological Factors as Moderators

Black South Africans account for a majority of HIV cases in South Africa, and there is thus a need for greater understanding of protective factors specific to this group. Within the HIV prevention and risk literature, little information exists regarding the familial and neuropsychological contributions to HIV prevention in youth. The current study addressed this gap. In a group of black South African parent-child dyads, we explored factors contributing to the development of pre-adolescents’ protective attitudes in the context of a family-based HIV prevention intervention, named Imbadu Ekhaya (IE), which translates to “communication in the home,” in Xhosa. As expected, the intervention increased communication practices among parents and children. However, child attitudes were not affected by the intervention through either of the two proposed mediators, parent-child communication or parent attitudes about child sexuality. Furthermore, child executive functioning did not play a role in the relationship between parent-child communication and child sexual attitudes measured 6 months post intervention. Results indicated that the intervention improved communication practices between parents and children, but the impact of such interventions on child outcomes should be explored further