Situating Portfolios: Four Perspectives

Yancey and Weiser bring together thirty-one writing teachers from diverse levels of instruction, institutional settings, and regions to create a stimulating volume on the current practice in portfolio writing assessment. Contributors reflect on the explosion in portfolio practice over the last decade, why it happened, what comes next; discuss portfolios in hypertext, the web, and other electronic spaces; and consider emerging trends and issues that are involving portfolios in teacher assessment, faculty development, and graduate student experience.https://digitalcommons.usu.edu/usupress_pubs/1117/thumbnail.jp

Teaching Dog Safety Skills to Children via Remote Technology

Behavior analysts have been effective in teaching various safety skills (e.g., Dancho et al., 2008; Himle et al., 2004; Miltenberger et al., 2009); however, few studies have evaluated dog safety skills. Over 4.5 million people are bitten by dogs each year and more than half are children (American Humane, 2019). Additionally, children often engage in behaviors that may increase the likelihood of dog bites and injuries (Patronek et al., 2013). Therefore, it is important to develop effective dog safety skills trainings. In Study 1, we conducted a survey to identify the prevalence of dog bites, common behavior of children around known and unknown dogs, and the importance of teaching dog safety skills to children as reported by their caregivers. Results of the survey suggest that children are more likely to sustain bites and injuries from known dogs, engage in behaviors that increase the likelihood of bites and injuries, and caregivers find dog safety skills important. In Study 2, we evaluated the effects of remote behavioral skills training in teaching three children to engage in safe behavior in the presence of unknown, off-leash dog videos. Remote behavioral skills training was effective for all three participants, and generalization occurred for two of the three participants to novel videos of unknown, off-leash dog videos

2011 Bluestone

The Bluestone is the yearbook of James Madison University.https://commons.lib.jmu.edu/allyearbooks/1104/thumbnail.jp

Animal-Assisted Interventions in Supervision: A Collective Case Study

Animal-assisted interventions (AAIs) have been discussed in recent conceptual literature as having potential for positive implications when applied in supervision (Chandler, 2017; Jackson, 2020; Owenby, 2017; Stewart et al., 2015). However, there was limited empirical foundation or guidance for the integration of two distinct specializations (AAIs and supervision). The purpose of this qualitative collective case study (Stake, 2006) was to explore and understand the experiences of supervisors who have been implementing AAIs within the context of supervision. Specifically, this study addressed the following overarching research question and two sub-questions were addressed: Q1 Why are supervisors integrating AAIs into supervision? Q1a What are the experiences of supervisors who have been integrating AAIs into supervision? Q1b How are supervisors integrating AAIs into clinical supervision? Three doctoral-level counseling professionals with extensive training and experience in AAIs participated, representing three cases of animal-assisted interventions in supervision (AAI-S). Participants had been practicing AAI-S between 7 and 10 years. Two cases existed within university-based, graduate-level AAI training programs and one case existed in the context of a private-practice. Five sources of data were collected for each participant (demographic questionnaire, professional documents [e.g., informed consent, supervisory disclosure statement], multiple interviews per participant [average of six hours per participant], which included a virtual tour of the AAI-S environment and introductions to animal partners). Data were analyzed using thematic analysis within and across cases (Braun & Clarke, 2009, 2021). Cross-case analysis suggested themes related to need for supportive context for implementation of AAI-S, professionals’ personal experiences associated with AAIs, common guiding frameworks for understanding the process of AAI-S, welfare and competency concerns, and the compelling rationale for AAI-S. The final report presented the findings as a holistic account of AAI-S. Based on the findings of this study, implications recommendations for counselor educators, supervisors, and professionals were provided as well as directions for future research