Introducing the “Basic Needs Genogram” in Reality Therapy-based Marriage and Family Counseling

The purpose of this article is to address how a genogram can be incorporated in Reality Therapy based family counseling. We will review the core tenets of Reality Therapy, the general therapeutic use of genograms, while introducing the Basic Needs Genogram. Secondly, we will provide a case example to illustrate the use of the Basic Needs Genogram to a family. Finally, we will offer our final thoughts about the therapeutic implications of this intervention tool

That’s more like they know me as a person": one primary pre-service teacher’s stories of her personal and ‘professional’ digital practices

In contributing to debates about how student-teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student-teacher told of her digital practices during a larger study of the role of digital literacy in student-teachers' lives. The paper investigates the 'recognition work' this student-teacher did as she aligned herself with different discourses and notes how themes of 'control' and 'professionalism' seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student-teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre-service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them

The Times of Our Lives

I recall a remark Anna Freud once gave around the age of 85. She said there are two ages that are most challenging for the human and require the most strength: the times of early childhood and the times of old age (Sandler, with A. Freud, 1985). Within these bookends of life, Anna Freud exchanged the ideality of strength as might for that of care for vulnerability. Strength becomes the capacity for tolerating, as in living with bodily fragility, care, and dependency. Here, perception of time, or our feelings in time, are other to the function of time. It is, after all, no small act of courage to link together early and late time

Recognising Desire: A psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positionings, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable

Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses

Studies on the Limiting Amino Acids in Laying Hen Diets

Experiments were conducted over a period of two years to study the effects of amino acid supplementation of low and high energy and low and high protein diets on the performance of SCWL laying hens. This research was conducted in two different environmental conditions; one a litter floor, cold-wall poultry house, the other a warm-wall poultry house with individual cages. In the litter floor, cold-wall environment, methionine and lysine were added singly and in combination to a 16 percent protein diet containing 1414 Calories of metabolizable energy per pound and methionine singly and a combination of methionine and lysine to a 16 percent protein diet containing 1340 Calories of metabolizable energy per pound. These were corn-soybean oil meal type diets. The dietary treatments did not beneficially affect egg-production, feed efficiency, body weight, egg weight, Haugh Units, fertility or hatchability of fertile eggs. In one experiment, the addition of 0.1 percent L-lysine did improve the Haugh Units significantly over the basal control group. With an 11 percent corn-soybean oil meal type ration containing 0.2 percent added DL-methionine the addition of 0.3 percent L-lysine slightly improved, though not significantly, egg production, feed efficiency and egg weight. Haugh Units, fertility, and hatchability of fertile eggs were not affected. Egg production and feed efficiency for the methionine plus lysine supplemented 11 percent protein diet were inferior to that obtained with the 16 percent protein diet. In addition, the low protein groups lost body weight during the experimental periods while the high protein groups gained weight. Fertility and hatchability of fertile eggs were not affected by the protein levels. In the warm-wall, individual cage environment, the effect of amino acid supplementation of low protein diets upon laying hen performance was studied. No benefit from the addition of methionine singly to a low protein, high energy diet (mostly corn) was observed. However, egg production and feed efficiency were improved with combined additions of 0.2 percent DL-methionine and 0.3 percent L-lysine to this diet. Body weight, egg weight, and Haugh Units were not affected by the amino acid additions. Egg production and feed efficiency of the methionine plus lysine supplemented 11 percent diet were inferior to that obtained from hens receiving a 16 percent protein diet containing approximately the same level of energy. This indicated that other amino acids might also be limiting in the low protein diet. Cumulative additions of methionine, lysine, glycine, valine, arginine, isoleucine, and tryptophan were made to a 10 percent protein, low energy diet containing 1001 Calories of metabolizable energy per pound. Similarly, in another experiment, methionine, lysine, tryptophan, isoleucine, arginine, and valine were cumulatively added to an 11 percent protein diet containing 1004 Calories of metabolizable energy per pound. In both of these experiments, methionine improved egg production and feed efficiency. None of the other amino acids affected the laying hen performance. The low protein groups lost body weight in both of the experiments while hens receiving a 16 percent protein diet gained weight. The low energy, low protein diets used in these experiments had a calorie-protein ratio and an amino acid make-up similar to that of the 16 percent protein diet discussed earlier. Since the addition of methionine to the low protein, low energy resulted in a response by improving egg production, a similar response might be expected from the addition of methionine to the 16 percent protein diet. However, the research results discussed earlier did not indicate such a response. Perhaps, the hens overconsumed on energy in order to meet their amino acid requirements. When amino acids were added to an 11 percent protein, high energy diet containing 0.2 percent and 0.3 percent added DL-methionine and L-lysine respectively, responses of improved egg production, feed efficiency and body weight maintenance were obtained from the addition of 0.05 percent DL-tryptophan. Egg weight and Haugh Units were not significantly affected. This indicates that, in addition to methionine and lysine, tryptophan was also limiting in the high energy, low protein diet

Reality and ritual : an ethnographic study of student teachers.

EducationDoctor of Education (Ed.D.

Emotions and ethics: A Foucauldian framework for becoming an ethical educator

This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four-part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four-part framework of ethical practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions