Comprehensive employment preparation for adolescents with developmental disabilities: an empirical paradigm

This paper presents a comprehensive employment preparation intervention for adolescents with developmental disabilities. Vocational preparation is viewed in terms of the development of job and related psychosocial skills. The Comprehensive Employment Preparation program is designed to help youth and young adults with developmental disabilities acquire the skills necessary to prepare them for effective functioning as self-sustaining, working members of society. Substantial research indicates that social, problem-solving and employment-seeking skills are significant factors in attaining and maintaining employment. At this time, relevant literature clearly reveals that progress is being made in assessing individual deficiencies and programs for development of improved social competency. Future policy and research issues are reviewed.     

Cognitive-behavioural predictors of children's tolerance of laboratory-induced pain: implications for clinical assessment and future directions

This study sought to investigate cognitive-behavioural predictors of children's tolerance for laboratory-induced cold-pressor pain. It was hypothesised that pain tolerance, as measured by immersion time, would be greater in children who were high in self-efficacy for pain, high in self-reported use of cognitive-coping strategies, and low in emotion-focused coping strategies such as catastrophising. Age and sex differences were also examined in post hoc analyses. Children between the ages of 7 and 14 years (N = 53) participated in the study. Offering partial support for the hypotheses, use of cognitive distraction was found to be associated with greater pain tolerance, while use of internalising/catastrophising was associated with lower pain tolerance. Older boys tended to have greater pain tolerance than younger boys, whereas younger and older girls had intermediate pain tolerance levels. Self-efficacy for pain, in general, was found to be positively correlated with age. The results support efforts to identify children who, because they have lower confidence or lower skills in coping with distress, may need extra support and preparation for painful procedures. Further research is needed to investigate these findings within a clinical pain context.     

Functions of Career Resilience Against Reality Shock,Focusing on Full‐time Employees During Their First Year of Work

The purpose of this study was to examine the role of career resilience in coping with reality shock. Career resilience was defined as psychological traits that help individuals to cope with career risks and promote their own career development. It consisted of five factors: (a) ability to cope with problems and changes; (b) social skills; (c) interest in novelty; (d) optimism about the future; and (e) willingness to help others. Full‐time employees in their first year of employment (N = 233) participated in an online survey to measure career resilience, reality shock, and the degree of career development. The study found that coping with changes and being optimistic about the future could prevent the experience of reality shock. The result also suggested that good social skills prevented experience of reality shock from inhibiting career development.     

Children's concept of word

The development of the concept of word as a unit of speech is a metalinguistic insight that usually corresponds to the acquisition of literacy skills. Further, as a fundamental aspect of language structure, it converges as well with skills involved in bilingualism. A framework that describes the structure of metalinguistic awareness is applied to this task in order to relate the development of word concept to literacy and bilingualism. Children between 4 and 6 years old who are prereaders or early readers, and bilingual or monolingual, are given three tests of word concept. The results show that concept of word emerges gradually and is evident to some extent even in the 4-year-olds. Further, literacy and bilingualism are shown to promote specific aspects of its developmentThe research reported in this paper was unded by grant No. A2559 from the Natural Sciences and Engineering Research Council of Canada. I am indebted to Sandra Owston, who assisted in conducting the study.     

Comme réponse à la précarité du lien mère–bébé, les « Petits Pas » : un réseau en périnatalité…

The “Baby Steps” network includes a multi-disciplinary team and aims to accompany parents-to-be and young parents as they meet their newborns. The exchange and development relationships that professionals develop among themselves help to support the notion of parenthood and circumscribe any potential risk. The professionals in the network hail from a variety of backgrounds but they are all involved in perinatal care and by grouping their skills can adapt and optimise the assistance and care they offer to parents. The “Parent Island” reception area and the mother-baby therapy group with a separate father oriented structure are the truly original aspects of the network. Prevention is vital, as is providing therapeutic care for disturbances related to early parent-child relationships. With a strong “group psychology focus” the network creates a sufficiently solid structure to receive any unconscious negative projections from momentarily or deeply distressed parents.     

Exploring the life skills needs of British adolescent athletes

ObjectivesYouth sport programs have been designed to facilitate positive development of young sports people by teaching life skills. It is unclear which life skills are needed by adolescent athletes and which life skills should be included in youth sport programs. Therefore, the purpose of this study was to explore how life skills are defined, which life skills British adolescent athletes need, and which life skills are the most important.Design and methodNineteen adolescent athletes, 10 coaches, 4 experts in sport psychology (pilot group) and 5 graduate students (pilot group) participated in a series of focus groups. An inductive analysis revealed how life skills are defined, which life skills British adolescent athletes need, and of these skills which are the most important.ResultsLife skills were defined as ranges of transferable skills needed for everyday life, by everybody, that help people thrive. Participants described the need for interpersonal skills including social skills, respect, leadership, family interactions, and communication. Personal skills including self-organization, discipline, self-reliance, goal setting, managing performance outcomes, and motivation, were also reported. Social skills were identified as the most important life skills.ConclusionsIn conclusion, findings add support to existing positive youth development research while adding an insight into which life skills should be built into youth sport programs in the United Kingdom.     

Adapting Basic Skills to Counsel Children

The purpose of this article is to help counselors modify basic adult interviewing skills, often the focus of the skill development component in counselor education programs, for more effective application with elementary-age children. In particular, 4 specific areas regarding counseling skills are presented: (a) establishing the appropriate physical environment, (b) building trust, (c) maintaining the counselor's facilitative attitude, and (d) using questions appropriately. Recommendations on how these skills can be modified are also discussed.     

Teacher-Coaches’ Perceptions of Life Skills Transfer from High School Sport to the Classroom

Positive youth development is one of the primary goals of high school sport participation, yet the process of how youth transfer life skills from sport to other life domains is in need of greater examination. To offer a unique perspective, the purpose of the study explored teacher-coaches’ perceptions of the process of life skills transfer for student-athletes from high school sport to the classroom. Using a constructivist approach, 12 teacher-coaches (9 male, 3 female) with an average of 13?years (SD?=?5.7) experience as a teacher-coach completed in-person, semistructured interviews. Using model for life skills transfer as a guiding framework, the theoretical thematic analysis revealed specific student-athlete characteristics (e.g., internal assets, external assets), high school sport factors (e.g., inherent demands, coaching characteristics), and high school classroom factors (e.g., classroom contextual factors, student-athlete psychological processes) that helped or hindered the process of life skills transfer. The critical influences of individual awareness and agency and of congruence between contexts highlighted the value of understanding life skills transfer through a developmental systems lens. Results are discussed with specific recommendations for researchers and practitioners related to understanding life skills transfer.

Lay Summary: Positive youth development is a primary goal of high school sport participation, yet researchers can do more to understand the developmental outcomes from high school sport. In this study, teacher-coaches identified specific factors that can help and hinder student-athletes’ ability and likelihood of transferring life skills from high school sport to the classroom.     

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills

The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two authentic narratives. We measured their comprehension of these narratives as well as vocabulary and skills associated with word decoding. The results revealed that even the younger children were sensitive to the underlying structure of the narratives and that this sensitivity increased with age. Measures of narrative comprehension were not consistently correlated with skills associated with word decoding, such as phonological awareness. The results are discussed in terms of theoretical models of comprehension and of reading development. Practical implications of the findings are also explored.     

Breast cancer: a manual for a proposed group treatment integrating evidence based resilience factors

The paper presents the structure and content of a manual for a proposed treatment of breast cancer patients in groups. The proposed treatment is structured, time limited, and integrates elements from 1995 work of Spiegel and the Yalom 1995 theory of group therapy as well as empirically derived resilience factors. Addressing the psychological specificity of breast cancer, the overall treatment goals are to help patients to acquire new coping skills for relieving stress, to increase their personal and social competence and their use of available social support, to increase family coherence, to enhance optimism and quality of life, and to help patients develop new values and priorities that comply with their current and future life situation.     

先天聋人的语音、正字法意识和概念知识结构

先天聋人对书面词语基本没有语音意识。他们主要采用视知觉策略识别书面词语,其词语词法技能发展滞后。由于缺乏语音经验,他们大脑皮层的发育受到严重影响,概念知识结构也呈现不对称性。尽早实施手语教育和正字法教育,不仅有助于提高聋儿童的手语语音意识和书面词语识别技能,也能促进他们的认知能力正常发展     

Enhancing Athletic Performance Using Digital Video in Consulting

Video has been used successfully in psychosocial interventions to help train communication skills, document behaviors, and as a feedback tool for behavior modification strategies. The need for equipment portability, together with editing expertise, has limited video use in sport psychology. Newer digital video systems help overcome these problems, meaning that sport psychologists can readily use this technology in the field. We discuss and provide experiential observations of how digital video can be used to improve player, coach, and team performance. Also reviewed are new consultation opportunities for sport psychologists with video skills. These new areas center on perceptual skills training and talent identification using perceptual skills testing.     

Teaching Students as Shapers of the Traditions that Shape Them

An undergraduate liberal arts education can help students be not simply shaped by tradition but also shapers of tradition. Specifically, undergraduate theological education, aimed at ministry preparation in a liberal arts setting, can seek to graduate students who are responsible shapers of the traditions that shape them, that is, who are tradents. The work of a tradent involves active engagement that requires skills and capacities well beyond simply passing on the past formulations of a tradition. The pedagogical question, then, is how to engage in undergraduate theological education if this image of the tradent is what we have in mind for our students. Three aspects of this image can serve as pervasive or recurrent themes across the structure of a major or program. One aspect is the interpretive nature of the tradent's work, a second is facility with traditions, and a third is the creative, constructive work of thinking theologically. Whatever particular traditions characterize a department's context, the image of students as tradents can help focus pedagogical reflection on the department's work: teaching students as shapers of the traditions that shape them.     

Group psychotherapy with the aging gay male: Treatment of choice

This article summarizes many issues facing gay men as they age. Aging for gay men is a complex phenomenon involving identity, self-esteem, internalized homophobia, stereotypes about older gay men, and the paucity of positive gay male images or role models to help direct their development. In this article, I will attempt to illuminate some of the complex variables of aging, as well as illustrate through case examples that group psychotherapy is a particularly helpful forum for skills development for middle age and older gay men. The themes covered include: 1) commitment struggles—especially anxiety management and conflict resolution, 2) self-esteem regulation, 3) projections and internalizations, 4) capacity for intimacy, and 5) unresolved grief and loss due to the impact of AIDS: Alone vs. Lonely.     

The structure of workplace adaptive skill in a career inexperienced group

Adaptive skill is a central concept to understanding vocational behavior. In this study, a theory of behavioral functionality is proposed that describes the underlying structure of workplace adaptive skill. The propositions of the theory are formalized in a facet theory mapping sentence, then 12 adaptive skills are assessed on a group of career inexperienced individuals using a structured interview methodology. Smallest space analysis applied to the interview ratings reveals a three-dimensional structure of behavioral functionality. After refinements are made to the theoretical framework, we explore the implications of our findings for understanding the development of adaptive skills in the workplace and for contributing knowledge to the field of vocational behavior.     

VR-based conversation training program for patients with schizophrenia: a preliminary clinical trial.

Schizophrenia is a devastating mental illness and is characterized by hallucinations and delusions as well as social skills deficits. Generally, social skills training designed to help patients develop social skills includes role-playing, but this form of training has typical shortcomings, which are largely due to a trainer's difficulties to project emotion. Virtual reality (VR)-based techniques have the potential to solve these difficulties, because they provide a computer-generated but realistic three-dimensional world and humanlike avatars that can provide emotional stimuli. In this paper, we report on a method of implementing virtual environments (VEs) in order to train people with schizophrenia to develop conversational skills in specific situations, which could overcome the shortcomings of or complement conventional role-playing techniques. The paper reports the efficacy of the proposed approach in a preliminary clinical trial with 10 patients with schizophrenia.     

Prospective associations between friendship adjustment and social strategies: friendship as a context for building social skills

The proposal that friendships provide a context for the development of social skills is widely accepted. Yet little research exists to support this claim. In the present study, children and adolescents (N = 912) were presented with vignettes in which a friend encountered a social stressor and they could help the friend and vignettes in which they encountered a stressor and could seek help from the friend. Social strategies in response to these vignettes were assessed in the fall and spring of the school year. Different indicators of friendship adjustment had unique effects on youths' strategies in response to helping tasks. Whereas having more friends predicted decreases in avoidant or hostile strategies, having high-quality friendships predicted emotionally engaged strategies that involved talking about the problem. Moreover, whereas having more friends predicted increases in relatively disengaged strategies, like distraction and acting like the problem never happened, having high-quality friendships predicted decreases in these strategies. The present study also tested whether youths' strategies in the fall predicted changes in friendship adjustment by the spring. Only strategies which may be seen as major friendship transgressions (i.e., avoiding or blaming the friend when the friend encounters a problem) predicted changes in friendship over time. Collectively, these results provide important new information on the interplay between social competencies and friendship experiences and suggest that friendships may provide a critical venue for the development of important relationship skills.     

Assessment of mothers' concerns about infants,toddlers, and preschoolers

Only recently has determining the child-rearing concerns of parents been considered an important research objective. Existing efforts have, for the most part, either employed small sample sizes or surveyed parents already in the process of seeking help or advice. It was, therefore, felt that additional, more representative data were needed. In the present study, 583 mothers with children aged 59 months or younger were surveyed regarding their concerns about their children's development. On the „Specific Needs Assessment Report”︁ (SNAR) (copyright © 1975, by Karl F. Riem, J. Jeffrey Crisco, and Kathy Willms), mothers rated their concerns for 60 developmental-behavioral items about their children's health, attending skills, problem behaviors, communication skills, motor skills, cognitive skills, self-help skills, and social skills. Mothers were most frequently concerned to a moderate or major degree about at least one item of the problem behavior category. For this category, parent-child management, crying-whining, and temper tantrums were the individual items of greatest concern. Mothers of girls more frequently indicated health concerns than mothers of boys. These results support those of previous investigations, which suggested the need for parent education programs to help parents manage their children.     

Diagnosis and Treatment of Adults With Attention Deficit Hyperactivity Disorder

It is estimated that between 30% and 50% of children diagnosed with attention deficit hyperactivity disorder (ADHD) will continue to exhibit symptomatology that is disruptive throughout their adult lives. Identification and diagnosis of adult ADHD, as well as primary and secondary characteristics and comorbid disorders, are discussed in this article. Counseling strategies are suggested to help clinicians treat adults with ADHD, such as educating the client about the disorder and providing training in attention management techniques, self-management skills, interpersonal and social skills, stress and time management, anger management, and problem-solving skills. Clinicians are encouraged to prepare themselves for understanding, identifying, diagnosing, and treating the adult population with ADHD.