Family counselor interaction patterns as related to client gender: Differences in treatment of school-age girls and boys

The purpose of this study was to investigate whether counselors differed in their interaction patterns when counseling school-age girls as compared to school-age boys when measured by the communication categories of indirect-statements (feeling statements), direct statements (information statements), interrupting the client, and being interrupted by the client. Videotapes of counseling sessions were made from existing videotapes of counseling sessions conducted by the staff of the PACES Family Counseling Center at The College of William and Mary. Sections of 50 counseling sessions were used, plus two more sections to determine inter-rater reliability.;Five videotapes were made, each consisting of ten different five-minute sections of counseling sessions, and two five-minute sections that were identical on each of the five videotapes. Volunteers who were familiar with the Interaction Analysis (IA), Adapted Flanders for Counseling, used the IA to assess the interaction patterns between counselors and their school-age clients.;Measures of the differences in the use of indirect statements, direct statements, the counselor interrupting the client, and the client interrupting the counselor were statistically analyzed to determine if counselors had interaction patterns that differed when working with school-age girls when compared to working with school-age boys. Statistically significant differences were found between the use of indirect statements with school-age boys and girls, the use of direct statements with school-age girls and boys, the counselor interrupting the client, and the client interrupting the counselor. In addition, statistically significant differences were found between the amount of talking done by school-age girls and school-age boys during counseling sessions. Statistically significant differences were found between the amount of talking done by counselors during counseling sessions with school-age girls as compared to sessions with school-age boys.;The results of the study indicate that counselors use more indirect statements with school-age girls, and more direct statements with school-age boys during counseling sessions. Counselors interrupt school-age girls more often during counseling sessions than they do school-age boys. School-age boys interrupt counselors more often during counseling sessions than school-age girls do. School-age girls talk more during counseling sessions than school-age boys do. Counselors talk more during sessions with school-age girls than they do during sessions with school-age boys

Dialogue on Campus: An Overview of Promising Practices

Higher education institutions are recognizing the value of dialogue in engaging diverse perspectives and experiences while providing the necessary skills and knowledge for students to become effective citizens. Colleges and universities are incorporating the theory and practice of dialogue across different dimensions of the curriculum, co-curriculum, pedagogy, and administration and governance. Examples include nation-wide intergroup dialogue programs, community standards processes in residence halls, and institution-wide decision making on curricula. Seen as a whole, these and other examples provide a vision for a comprehensive approach to integrating dialogue on campuses

The Structured Process Modeling Method (SPMM) : what is the best way for me to construct a process model?

More and more organizations turn to the construction of process models to support strategical and operational tasks. At the same time, reports indicate quality issues for a considerable part of these models, caused by modeling errors. Therefore, the research described in this paper investigates the development of a practical method to determine and train an optimal process modeling strategy that aims to decrease the number of cognitive errors made during modeling. Such cognitive errors originate in inadequate cognitive processing caused by the inherent complexity of constructing process models. The method helps modelers to derive their personal cognitive profile and the related optimal cognitive strategy that minimizes these cognitive failures. The contribution of the research consists of the conceptual method and an automated modeling strategy selection and training instrument. These two artefacts are positively evaluated by a laboratory experiment covering multiple modeling sessions and involving a total of 149 master students at Ghent University

Listening comprehension and strategy use: a longitudinal exploration

This paper examines the development of strategy use over 6 months in two lower-intermediate learners of L2 French in secondary schools in England. These learners were selected from a larger sample on the basis of their scores on a recall protocol completed after listening to short passages at two time points: one was consistently a high scorer; the other one, a low scorer. Qualitative data on these two learners’ strategic behaviour were gathered at the two time points from verbal reports made by learners while they were completing a multiple-choice listening task. Our results show a high degree of stability of strategy use over the time period, with pre-existing differences between the high and low scorer persisting. The theoretical and pedagogical implications of these findings are discussed

Polyvictimization: Children\u27s Exposure to Multiple Types of Violence, Crime, and Abuse.

Presents the findings of the National Survey of Children\u27s Exposure to Violence (NatSCEV) regarding children\u27s direct exposure to multiple types of violence, crime, and abuse, also known as polyvictimization. Children and youth who are exposed to multiple types of violence are at particularly high risk for lasting physical, mental, and emotional harm, even compared with children who experience repeated exposures to a single type of violence. Among the key findings: 8 percent of all youth in the nationally representative NatSCEV sample had seven or more different kinds of exposures to violence, crime, and abuse in the past year. These youth also had a disproportionate share of the most serious kinds of victimizations, such as sexual victimization and parental maltreatment. Polyvictimization was most likely to start near the beginning of grade school and the beginning of high school and tended to persist over time. It was associated with a cluster of four prior circumstances or pathways: living in a violent family, living in a distressed and chaotic family, living in a violent neighborhood, and having preexisting psychological symptoms. In addition, polyvictims are overrepresented among certain demographic groups, including boys, African American children, and children in single-parent, stepparent, and other adult caregiver families. This is the third in a series of bulletins that present findings from NatSCEV, the most comprehensive nationwide survey to date of the incidence and prevalence of children\u27s exposure to violence across all ages, settings, and timeframes

Going beyond defining: Preschool educators\u27 use of knowledge in their pedagogical reasoning about vocabulary instruction

Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children\u27s early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators\u27 knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children\u27s vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children\u27s vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed

Evaluating the Impact of Catastrophic Health Payments on School Interruption: The case of Mexico

Catastrophic health disbursements produce numerous injuries in the families experiencing them. Increasing the level of impoverishment and reducing the expenditure on basic needs such as education, are expected to be the most disastrous consequences in which uncovered families may be involved. Through the use of a matching procedure and a diff-in-diff method, the impact of out-of-pocket health expenditures on school interruption is measured for the case of Mexico. Consistent with the theory and recent empirical evidence, the findings expose that households experiencing an unexpected health shocks with disturbing effects on financial stability, have a negative impact on youth living within the affected family to finish schooling on time. Besides, it is found that initial endowments and parental background are determinant factors in the decision-making process when economic hardship is present