Thinking About the Future Cognitive Remediation Therapy—What Works and Could We Do Better?

This article reviews progress in the development of effective cognitive remediation therapy (CRT) and its translational process. There is now enough evidence that cognitive difficulties experienced by people with schizophrenia can change and that the agenda for the next generation of studies is to increase these effects systematically through cognitive remediation. We examine the necessary steps and challenges of moving CRT to treatment dissemination. Theories which have been designed to explain the effects of cognitive remediation, are important but we conclude that they are not essential for dissemination which could progress in an empirical fashion. One apparent barrier is that cognitive remediation therapies look different on the surface. However, they still tend to use many of the same training procedures. The only important marker for outcome identified in the current studies seems to be the training emphasis. Some therapies concentrate on massed practice of cognitive functions, whereas others also use direct training of strategies. These may produce differing effects as noted in the most recent meta-analyses. We recommend attention to several critical issues in the next generation of empirical studies. These include developing more complex models of the therapy effects that take into account participant characteristics, specific and broad cognitive outcomes, the study design, as well as the specific and nonspecific effects of treatment, which have rarely been investigated in this empirical programme

Assessment, Evaluations and Definitions of Research Impact: A Review

This article aims to explore what is understood by the term ‘research impact’ and to provide a comprehensive assimilation of available literature and information, drawing on global experiences to understand the potential for methods and frameworks of impact assessment being implemented for UK impact assessment. We take a more focused look at the impact component of the UK Research Excellence Framework taking place in 2014 and some of the challenges to evaluating impact and the role that systems might play in the future for capturing the links between research and impact and the requirements we have for these systems.Jisc [DIINN10

Morale of mental health professionals in Community Mental Health Services of a Northern Italian Province.

Publisher version: http://journals.cambridge.org/action/displayJournal?jid=EPSAIMS: To explore morale of psychiatrists and psychiatric nurses working in Community Mental Health Centres (CMHC) in an Italian Province, and identify influential factors. METHODS: Thirty psychiatrists and 30 nurses working in CMHCs in Modena completed questionnaires on burnout, team identity and job satisfaction. They also answered open questions about different aspects of their work. Answers were subjected to content analysis. Regression analyses were used to identify factors that predicted morale across groups. RESULTS: Psychiatrists had higher scores on emotional exhaustion and depersonalisation. There were no significant differences between the two groups in job satisfaction and job or role perception. Professionals reported positive relationships with patients as the most enjoyable aspects of their job, whilst team conflicts and high workloads were seen as most difficult to cope with. Multivariate analyses showed that being a psychiatrist and perceiving team conflicts as a main cause of pressure in the job predicted higher burnout. CONCLUSIONS: Simple open questions coupled with quantitative measures appear a promising tool to investigate morale of mental health professionals and identify factors determining morale. Research, training and service development should focus on relationship aspects both with patients and within teams to reduce burnout in CMHCs

Effective instruction for limited english proficiency students in the mainstream classroom

Includes bibliographical references.The percentage of Limited English proficiency Students in American elementary schools is rapidly increasing. [Some] districts deal with this Challenge with a variety of programs but the ultimate goal is the mainstreaming of the LEP student into the regular classroom. Thus, the mainstream teacher must be prepared to develop and implement instruction for students with different levels of English proficiency. This thesis examines the elements involved in effective instruction for LEP students in the mainstream classroom. First, the classroom teacher's role in this process is outlined. Second, strategies and activities for specific curricular areas are offered for use by classroom teachers when they are planning instruction for LEP students. Despite language barriers, mainstream classroom teachers can plan effective instruction to efiable LEP students to be successful in the mainstream classroom.B.S.Ed. (Bachelor of Science in Education

Teaching Primary Aged Students Impacted By Trauma Through Interactive Read Alouds

The research question investigated in this project was: How can read-alouds support the learning of primary-aged students who have been affected by early childhood trauma? The experiences of teaching students affected by trauma without a social-emotional curriculum led the author to research how interactive read alouds help students become familiar with social-emotional skills. The research showed how social-emotional learning linked with interactive read alouds can be successful in assisting students in regulating their emotions. The author created ten interactive read-aloud lessons that introduce key social-emotional skills. The topics included in the lessons are self-awareness and self-management. There are six subskills under these two topics: identifying emotions, recognizing strengths, self-confidence, impulse control, stress management, and self-motivation. The author used Understanding by Design to create the curriculum. This curriculum aims to provide teachers with social-emotional lessons to teach during literacy to expose students to these important skills. Word Count

Behold the Beasts Beside You: The Adaptation and Alteration of Animals in LXX-Job

“Behold the beasts beside you; they eat grass like cattle” (LXX-Job 40:15). The first translator for the book of Job into Greek was faced with a difficult text, replete with archaisms, corruptions, and convoluted Hebrew. He produced a distinctive – and often misunderstood – translation. Though its central characteristic is one of omission, its general approach to the text has proven hard to categorize. This study continues this trend by following one feature of Job that a casual reader cannot overlook: the book of Job’s zoological panoply. The LXX-translator handles these creatures in a variety of ways, often contextually-sensitive and quite creative. Furthermore, he brings in external material, from other LXX books and Greek literature, to translate other passages. Most surprisingly, he displays a remarkably “inclusive” approach to canonicity and “exclusive” ideas about animals and wisdom. At the end, the individual character of the translator is much more visible in the translation than what it would appear at first. “Beholding the beasts” in LXX-Job tells us as much about the translator as the translation itself

Modern Theories of the Function of the Novel

The purpose of this thesis is to examine some of the current theories of the function of the novel so that the author and the reader may find some insight into the reasons for writing or reading.The theories which will be discussed dominate the period covering the years from the end of the first World War to the present. This thesis will discuss seven theories of the novel which dominate this period. These theories may be divided into two groups. The theories in the first group discuss the the relation of the novel to society. The five theories which fall under the first classification include two which suggest that the function of the novel is to change society, one which views the novel as an element in the preservation of civilization and of tradition, another which sees the novel as a reflection of society, and one which insists that the function of the novel is to protect society from the dangers of specific ideologies. Two theories which suggest that the function of the novel is to change society are the Marxist and the non-Marxist theories. The advocates of the latter theory insist that the function of the novel is to change society, but they are very careful to clear the novel of an exclusively Marxist function. The theory which views the novel as a reflection of society is a theory which utilizes humanist values but which emphasizes the objective reflection of life. The theory which views the novel as an element in the preservation of civilization and tradition is called here the humanistic theory. The theory which insists that the function of the novel is to protect society will be called the devil\u27s advocate theory because its exponents see that the duty of the novel lies in its making a protest against the ideologies favored by society. The second group of theories which discusses the function of the novel in relation to the individual comprises the cathartic and the contemplative theories