排序方式: 共有140条查询结果,搜索用时 15 毫秒
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Rachel R. Ouellette Stacy L. Frazier Elisa S. Shernoff Elise Cappella Tara G. Mehta Ané Maríñez-Lora Grace Cua Marc S. Atkins 《Behavior Therapy》2018,49(4):494-508
Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts. 相似文献
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在实物图片或轮廓图先期呈现的条件下研究了6岁、9岁、12岁及成人被试对两可图形的命名或相似判断。结果表明:(1)命名项目或相似判断与线索项目有关时,各年龄被试对判断项的命名或相似判断均表现出与线索项目一致的倾向。(2)轮廓图作为线索项目时.命名或相似判断反应时较长;实物作为线索项目时,命名或相似判断反应时较短。无关项目作为为线索项目时.被试命名或相似判断的反应时居中;命名项目或相似判断项目均与线索项目一致时反应时较短;命名项目或相似判断项目均与线索项目不一致时反应时延长。(3)被试命名或相似判断的反应时随其年龄的增长而下降,6岁和9岁儿童的反应时较长;12岁儿童的反应时较短;成人的反应时最短。 相似文献
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对273名男性戒毒劳教人员进行测量,探讨了人格、非理性信念、社会支持3因素对戒毒者药物渴求的影响,并对戒毒劳教人员的药物渴求作了初步预测。结果表明:(1)戒毒劳教人员的人格和非理性信念得分均高于普通人,社会支持得分均低于普通人;(2)对吸毒行为持有的效果期待和自贬依毒的非理性信念,精神质的人格特征以及主观社会支持感对戒毒劳教人员的毒品渴求感存在正向预测作用,解释力为61.9%;(3)结构模型分析发现,人格不能直接影响药物渴求,社会支持和非理性信念对人格起到完全的中介作用,人格、社会支持和非理性信念3因素共同解释男性戒毒劳教人员药物渴求85%的变异。 相似文献
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Aníbal Torres Bernal 《Contemporary Family Therapy》2009,31(4):280-293
Marriage and Family Therapy (MFT) education programs are not immune to the financial pressures associated with providing quality educational programs. In this article, the author discusses the current higher education economic environment, explores contemporary trends in higher education management, and considers their effect on MFT educational programs, an area that is virtually unaddressed in the literature. Finally, the author describes how one MFT training program is responding to the challenges brought forth by the fiscal complexities embedded in the contemporary higher education economic environment. The discussion offers useful and practical administrative policy information to MFT educational programs and their leaders. 相似文献
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Vincent Hoogerheide Marleen Vink Bridgid Finn An K. Raes Fred Paas 《Cognition & emotion》2018,32(5):1114-1121
The retrospective evaluation of an event tends to be based on how the experience felt during the most intense moment and the last moment. Two experiments tested whether this so-called peak-end effect influences how primary school students are affected by peer assessments. In both experiments, children (ages 7–12) assessed two classmates on their behaviour in school and then received two manipulated assessments. In Experiment 1 (N ?=?30), one assessment consisted of four negative ratings and the other of four negative ratings with an extra moderately negative rating added to the end. In Experiment 2 (N ?=?44), one assessment consisted of four positive ratings, and the other added an extra moderately positive rating to the end. Consistent with the peak-end effect, the extended assessment in Experiment 1 and the short assessment in Experiment 2 were remembered as more pleasant and less difficult to deal with, which shaped children’s peer assessment preferences and prospective choices of which assessment to repeat. These findings indicate that the process of peer assessment can be improved by ending the feedback with the most positive part of the assessment. 相似文献
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Aníbal Torres Bernal William F. Vásquez Lindsay L. Edwards Madison Giles 《Contemporary Family Therapy》2018,40(4):372-379
This study tested whether there was a significant salary difference between women and men working as faculty in Marriage and Family Therapy (MFT) programs within public universities. Additionally, we evaluated whether there were significant differences in academic attributes and how these academic attributes related to gender differences in salary. Results from our Oaxaca decomposition of salary differentials showed academic attributes like the number of peer-reviewed publications and years in academia could be used to explain the $9000 gap found between women and men in our sample of MFT academics. Our results indicated no evidence of salary discrimination against women working as MFT faculty members but showed that women were shown to have significantly less time in academia and to publish significantly fewer peer-reviewed journal articles than men. Implications of the current study findings include developing effective mechanisms for helping women persist in and advance through pathways of MFT academic promotion as well as for helping increase their scholarly productivity. 相似文献
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