A bodily and co-creative approach to teaching literary translation

Over the last decades, embodiment has been posing great challenges to education, and several studies show that an embodied perspective has much to offer to researchers, educational practitioners, as well as policy-makers, as evidenced by the emergence of paradigms such as Embodied Learning and Embodied Education. However, reflection on the educational implications of an embodied perspective is still at a very early stage and there are few educational interventions designed after the principles of embodied cognition so far. Drawing on recent empirical research that explore the integration of body in various learning contexts, the contribution addresses the didactic implications of an embodied understanding of translating. The authors describe a series of activities and tasks they proposed in the context of German-Italian literary translation courses held at the University of Bologna. They focus on the question how a bodily approach can be implemented in teaching literary translation – that is, how a corporeal dimension is to be integrated in the academic education of translators to such an extent that students can learn to use the body as a resource for their translating. In this way, they aim to promote a broader reflection on the educational/didactic implications of embodied cognition as well as of a phenomenological view on language

A mixed-method investigation of patient monitoring and enhanced feedback in routine practice: Barriers and facilitators

Objective: To investigate the barriers and facilitators of an effective implementation of an outcome monitoring and feedback system in a UK National Health Service psychological therapy service. Method: An outcome monitoring system was introduced in two services. Enhanced feedback was given to therapists after session 4. Qualitative and quantitative methods were used, including questionnaires for therapists and patients. Thematic analysis was carried out on written and verbal feedback from therapists. Analysis of patient outcomes for 202 episodes of therapy was compared with benchmark data of 136 episodes of therapy for which feedback was not given to therapists. Results: Themes influencing the feasibility and acceptability of the feedback system were the extent to which therapists integrated the measures and feedback into the therapy, availability of administrative support, information technology, and complexity of the service. There were low levels of therapist actions resulting from the feedback, including discussing the feedback in supervision and with patients. Conclusions: The findings support the feasibility and acceptability of setting up a routine system in a complex service, but a number of challenges and barriers have to be overcome and therapist differences are apparent. More research on implementation and effectiveness is needed in diverse clinical settings

Report of the superintending school committee of Keene, N.H. also the financial report of the selectmen, report of the overseer of the poor, and the report of the chief engineer, for the year ending March 14, 1865.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire

Effectiveness of Religious Cognitive Behavior Therapy for the Treatment of Clinical Depression in Religious People: A Single-Case Research Design Analysis

This study used a single-case research design analysis to investigate the efficacy and effectiveness of the Duke University Center for Spirituality, Theology and Health (Duke Center)’s religious cognitive behavior therapy (RCBT) with four deeply religious Christians reporting moderate to severe depression. Literature suggests that religious individuals prefer interventions that reflect their religiosity and experience at least equal recovery rates compared to the use of conventional cognitive behavior therapy (CBT); however, they may not have access to effective religious treatments in customary religious venues, and there is a lack of understanding of why such individuals respond to religious treatments. The four participants received the Duke Center RCBT in a Christian clinical setting from a licensed counselor and were measured for depression, attachment to God, religious coping, and the perceived usefulness of the therapeutic materials. Results indicate that the protocol is transportable to a nonmedical Christian setting, as all participants responded to treatment and three of the four scored within the normal range on the Beck Depression Inventory II at the end of treatment. Attachment to God and religious coping improved in concert with reduced depression, suggesting a correlation between attachment and coping as mediatory features of change. It appears that all participants reported reduced depression due to cognitive and behavioral components of the RCBT material. Further studies may indicate how the Duke therapy may be used in other religious settings and how religion functions as a mechanism of change in treating depression. This study contributes to positive social change by helping clinicians to better understand and treat depression in religious people and expanding the availability of useful treatments for religious people

Relationships between Parental Socialization Styles, Empathy and Connectedness with Nature: Their Implications in Environmentalism

Parents exert a strong influence on several adjustment outcomes. However, little is known about their influence on adolescents’ connectedness with the environment. This study examined the relationships between parenting styles, empathy and connectedness with the environment. The two-dimensional socialization model was used with four resulting styles: Indulgent, authoritative, neglectful and authoritarian. The sample comprised 797 adolescents (52.7% girls) from six public secondary schools who were aged between 12 and 16 years (M = 13.94, SD = 1.28). The results showed significant relationships between parental socialization styles, empathy and connectedness with nature. It was also observed that adolescents from indulgent and authoritative families showed higher levels of empathy and connectedness with the environment than adolescents raised by authoritarian and neglectful parents, with males from such families consistently presenting the lowest levels of empathy and connectedness, which was not the case among women. Additionally, women, regardless of the parental style in which they had been educated, showed greater cognitive and emotional empathy with the natural environment, while adolescents raised in indulgent and authoritative families displayed higher levels of empathy and connectedness than those with authoritarian and neglectful parents. These results suggest that indulgent and authoritative styles are stronger enablers of empathy and connectedness with nature

Treatment Acceptability of a Well-Established Cognitive Behavioral Therapy for Panic Disorder in a Passamaqyoddy Community

As a step towards evaluating the cross-cultural effectiveness of cognitive behavioral therapy for panic disorder, treatment acceptability was used in the current study to gain an understanding of the treatment utility and social validity of that treatment with a group of Passamaquoddy individuals. American Indian communities face substantial psychosocial challenges (e-g., poverty, discrimination, and high rates of violent deaths), which are associated with increased risk for psychopathology, and there is little empirical evidence of the effectiveness of cognitive behavioral therapy within these communities. The current study addressed these issues in two phases. In phase 1, qualitative methodology was used to develop the culturally-modified treatment description. In phase 2, a quasi-experimental design was used to examine the effect of Passamaquoddy or European American cultural group on treatment acceptability of the original (CBT) and culturally-modified (CST) versions of the cognitive behavioral treatment rationale. The effect of culturally-relevant variables (e.g., mental health values and cultural identification) on treatment acceptability was also examined. How a treatment is described affects its acceptability in complex ways, considering cultural variables, gender, and previous treatment. It was not found that cultural group had the expected effect, however European American individuals without previous treatment favored the CST, whereas individuals living in a Passamaquoddy cultural group with a history of treatment preferred the CST. Within the Passamaquoddy group, bicultural or European American identifying individuals, compared to the Native American or marginalized individuals, found both the CBT and CST more acceptable. The Passamaquoddy group found the CST more acceptable for their community compared to the CBT, whereas their European American counterparts did not find one type of treatment more acceptable for their community. Unexpectedly, mental health values did not affect the relationship between cultural group and treatment acceptability, and women preferred the CST, while men did not have a preference. The current study is the first to assess an aspect of social validity and culturallyrelevant factors of a cognitive behavioral intervention for panic disorder in an American Indian community. In addition, it fills a gap in the literature reporting social validity of cognitive behavioral interventions more generally

Building Capacity in K-12 Educational Leaders to Address the Opportunity Gap

While there is a niche of students who benefit from alternate education programs, there is a growing concern with the exclusionary nature of these programs and the limited research published regarding the effectiveness of these programs meeting the needs of students they serve (Smith et al., 2007). There is also concern that alternate programs contain a large percentage of students from marginalized groups, and that they are reinforcing and perpetuating some of the challenges they were meant to address through the process of othering students. Othering is an incident where groups or an individual are labeled as not fitting in with the norm, it is the us vs. them mentality (Cherry, 2020; Spencer-Iiams & Flosi, 2021). This Organizational Improvement Plan (OIP), rooted in social justice and equity, investigates how to build educational leaders’ capacity to proactively address the opportunity gap for students considered marginalized and eliminate exclusionary practices in their neighborhood school. Using transformative and inclusive leadership approaches, a change intervention plan incorporating a diagnostic framework, the Change Path model (Deszca et al., 2020) and a dialogic framework, the Dialogic Change model (Kuenkel et al., 2021) are presented. It is suggested that by developing a leadership development series that incorporates lead learner teams (LLTs), presented by Katz et al. (2018), educational leaders will gain the capacity to address the opportunity gap and eliminate exclusionary practices in schools

A self-determination theory approach to depressive symptoms after marriage: a causal model

This study examined post marriage depressive symptoms as related to basic psychological needs satisfaction and frustration, as well as significant life stressors. The mediating roles of general purpose in life and marital self-efficacy were also examined. A total of 350 women fulfilling both inclusion and exclusion criteria participated in this research. To collect the data five surveys were used, as well as a demographic questionnaire. Participants responded to the Basic Psychological Needs Satisfaction and Frustration Scale (Chen et al., 2015); Stressful Life Events Questionnaire (Bergman et al., 2007), Marital Self-Efficacy Scale (Caprara et al., 2004), General Purpose in Life Questionnaire (Byron and Miller-Perrin, 2009), and Center for Epidemiologic Studies Depression Scale, Revised (Eaton et al., 2004). Results from structural equation modeling analysis indicated that general purpose in life fully mediated the relationship between basic psychological needs satisfaction, basic psychological needs frustration, and the depressive symptoms. Basic psychological needs frustration has shown the strongest direct effect on depressive symptoms. Additionally, although marital self-efficacy showed a significant relationship with basic psychological needs satisfaction and frustration, it did not mediate their relationship with depressive symptoms. Surprisingly, the significant life stressors were found not to be correlated with any of the key variables. The combination of basic psychological needs satisfaction and basic psychological needs frustration accounted for 60% of the variance in General purpose in life. Also, the combination of the variances explained 21% variance of marital self-efficacy. Overall, the model accounted for 67% of the variance in depressive symptoms after marriage. Results suggest that self-determination theory, as it claims, explains both well-being and psychopathology, as well as the interpersonal context reasonably. Also, the prevalence of depressive symptoms after marriage is a factor worth considering while studying the psychopathology of interpersonal relationships

Evaluating the Effectiveness of Therapeutic Assessment with Depressed Adult Clients Using Case-Based Time-Series Design

Therapeutic Assessment (TA) is a collaborative model of psychological assessment developed by Finn and colleagues (Finn & Tonsager 1992, 1997; Finn 2007) that is guided by the client’s questions and concerns. Although promising evidence is accumulating for the effectiveness of TA, the available empirical research does not rise to the bar set by the American Psychological Association Division 12 Task Force on Promotion and Dissemination of Psychological Procedure (APA, Chambless & Ollendick, 2001). The current investigation uses case-based time-series design, a method endorsed by the Division 12 task force (Borchardt, Nash, Murphy, Moore, Shaw & O’Neil, 2008), to evaluate whether Therapeutic Assessment is an effective, stand-alone treatment for depression. Daily, periodic, and pre/post measurement of hopefulness/wellbeing and symptom status were collected from three adult clients with depression; the data collection spanned three phases: 2-week baseline, 5-8 week intervention, and 4-week follow-up. Descriptive case material is presented for each individual, alongside quantitative findings. The quantitative data is as follows: one participant showed a statistically significant improvement in the daily hopefulness/wellbeing measure. Two of the three participants showed a statistically significant reduction in the daily measure of symptom status. All three of the participants showed a meaningful improvement in the periodic measures of wellbeing and depression. Only one participant showed an improvement in one of three pre/post measures of symptom status. The findings support the therapeutic values of TA as psychological treatment for depression. The results underscore the importance of the Assessment Intervention and Summary/Discussion sessions in the observed therapeutic gains