Relationships among Field Dependent/Independent, Convergent/Divergent Cognitive Styles and Academic Achievement of Secondary School Students in Rivers State- Nigeria

This correlational study particularly investigated the relationships among field dependent/independent and convergent/divergent cognitive styles and students’ academic achievement. A sample of 1048 JSS3 students in secondary schools in Rivers State participated in the study. Three research questions and three hypotheses were designed to guide the study. The instruments for data collection were Group Embedded Figures Test and Convergent/Divergent Test. The Group Embedded Figures Test is a standard instrument used to measure field dependent/independent cognitive style. It has a coefficient of correlation of 0.75 which was established using test-retest method and Pearson product moment correlation technique. Convergent/Divergent Test is also a standard instrument for measuring convergent/divergent cognitive style of the students. Its coefficient of correlation established by test-retest method and Pearson product moment correlation technique is 0.86.The data generated from these instruments were subjected to analysis using SPSS. The results of the study revealed that (1) There was no significant relationship between field dependent/independent cognitive style and students’ academic achievement (r= 0.062; P>0.05). (2) Significant relationship between convergent/divergent cognitive style and students’ academic achievement existed (r=0.886; P<0.05). (3) There was a significant joint influence of field dependent/independent and convergent/divergent cognitive styles on the academic achievement of students (r=0.886; P<0.05). It was therefore recommended that teachers should recognize the cognitive styles of the students which impact on their academic performance with a view to tailoring their instructions in line with the students’ cognitive styles for optimum performance. Keywords: Field dependent/independent, convergent/divergent, cognitive, learning styles, mode of information processing, academic achievement

Psychological Effect of Attitude on the Dyslexic Child: A Critic of the film’ Like Stars on Earth. (Every Child is Special)

This work analyses the film ‘Like Stars on Earth. (every child is special), an Aamir Khan production, discussing major characters and how their attitudes contribute to the marring/making of the life of the main charater- Ishan Navasti (Darsheel Safary), a boy with dyslexia. The analysis shows that public disgrace, verbal abuse, rejection, mockery, impatience from parents, teachers and friends are just a few of the challenges a child with dyslexia faces aside the main struggle of difficulty in learning. This makes the child develop traits like extreme stubbornness and truancy as a survival shield, low self-esteem, frustration, fear and total lack of interest in learning. However, relationship of Ishan Navasti with the character Mr. Nicole (Aamir Khan), the temporary Art Teacher, whose consistent show of love, concern, care, encouragement, friendliness, acceptance, appraisals, extra elementary teachings using sensual and participatory methods amongst others built back the boy’s self-esteem, confidence and attitude towards learning. Over time, Ishan got hold of his academic and endowed strengths, he became the school’s icon. The researcher recommends this film for every teacher and parents of children with special needs. Keywords: dyslexia, attitude and effect

Civil Commitment and the Mental Health Care Continuum: Historical Trends and Principles for Law and Practice

An apparent shortage of psychiatric beds in many areas has created a situation in which involuntary commitment may be seen as a virtual entitlement—a way to prioritize intensive mental health services for individuals who would have difficulty accessing these services otherwise. Constraints on access greatly influence involuntary commitment practice and policy. Outpatient commitment, commonly termed “Assisted Outpatient Treatment” (AOT), may serve as a portal to services in some communities, using the legal leverage of commitment law. To meet these challenges in a shifting policy landscape, some guidance is needed to assist state policymakers and practitioners in reforming, implementing, and appropriately targeting commitment law and practice—both inpatient and outpatient—to the small proportion of adults who require and may benefit from its use. Part I of this report reviews the history and current status of involuntary commitment in the United States. Part II sets forth expert consensus principles to guide the optimal, ethical use of commitment. Part III provides practical tools— briefly stated guidelines and a checklist of requirements—to assist policy makers and others responsible for reforming or implementing civil commitment laws or systems

Gathering of Native Americans (GONA) Trainer Guide

The Federal government through the Center for Substance Abuse Prevention (CSAP) has initiated a Community Partnership Training (CCPT) Project to assist Community Partnership grantees in support of community efforts to reduce and prevent alcohol and other drug abuse. Approximately 250 Community Partnerships across the country and Pueno Rico were funded, including approximately 15 American Indian specific Community Partnerships. Under contract with CSAP, Macro International Inc., and Circle Solutions, Inc., were tasked to develop and deliver a variety of training activities to the Community Partnerships. These include a 5-day Community Partnership Institute; the Multicultural Leadership Institute; The Institute for Partnership Development (!PD); a variety of 1-and 2-day Community Training Workshops; also underway are four culturally specific institutes. The Native American component of the culturally specific institutes is called the Gathering of Native Americans (GONA)

Hancock County Needs, Resources, and Readiness Assessment on Older Adult Alcohol Abuse

This tip-sheet will provide you with key project recommendations and action steps to utilize within your community to implement project findings. It includes tips for many distinct groups, such as healthcare providers and administrators, advocates, local leaders and officials, researchers, program planners, administrators and policymakers, and practitioners. They include implementation of models for healthcare strategies, open discussions, system changes, funding, decision making, intervention, and education. Resources include the Office of Substance Abuse Information Resource Center, the Substance Abuse and Mental Health Service Agency, the Centers for Disease Control, and the recovery community. It identifies key partners and crucial aspects of prevention and treatment of the issue of substance abuse in older individuals