“Theology of Presence” in African Christianity: A Transforming Missiological Factor for Women in Contemporary Pentecostal Churches in Africa

Following the independence of many African countries, Christianity has been gaining freedom through indigenizing the church. Christian churches in Africa are self‐indigenizing, self‐innovating, and self‐criticizing their practices and theologies. However, women in African churches remain in an uncomfortable zone. African, biblical, and missionary cultures have been named as sources of discrimination of women in the church. This paper deploys a “theology of presence” to claim that contemporary Pentecostal Christianity (CPC) in Africa, with some continuity in African worldview and biblical cultures, has touched upon and answered women's complex and challenging questions that for a long time have been denied by Christian missionaries. The paper shows how theology of presence, in the “witnessing” and “healing” practised by CPC, has been transforming the missiological factor for women. The paper suggests learning from other models for transformation than policies and gender mainstreaming tools, since these have had little impact. The paper recommends research on hermeneutical reading of the Bible and providing more innovative skills to help women break the silence of being violated.     

Teaching Helping Skills Courses: Creative Activities to Reduce Anxiety

Helping skills courses play a vital role in counseling curriculum, but also tend to bring excessive anxiety for students, to the point of impeding their ability to successfully implement skills. This article describes specific creative and experiential activities, aimed at reducing anxiety in a helping skills course for counselors-in-training.     

Predicting changes in children's self-perceptions of academic competence: a naturalistic examination of evaluative discourse among classmates

Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd years. Analyses revealed that changes over time in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by classmates. Examining sequences of child and classmate statements proved helpful in explaining the observed changes in children's perceptions of competence.     

Age-related differences in the course of cognitive skill acquisition: the role of regional cortical shrinkage and cognitive resources

This study examined the impact of age-related differences in regional cerebral volumes and cognitive resources on acquisition of a cognitive skill. Volumes of brain regions were measured on magnetic resonance images of healthy adults (aged 22-80). At the early stage of learning to solve the Tower of Hanoi puzzle, speed and efficiency were associated with age, prefrontal cortex volume, and working memory. A similar pattern of brain-behavior associations was observed with perseveration measured on the Wisconsin Card Sorting Test. None of the examined structural brain variables were important at the later stages of skill acquisition. When hypertensive participants were excluded, the effect of prefrontal shrinkage on executive aspects of performance was no longer significant, but the effect of working memory remained.     

After the Facts: Alternative Student Evaluation for Active Learning Pedagogies in the Undergraduate Biblical Studies Classroom

After laying a theoretical basis for an active learning orientation in the classroom, the co‐authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio‐based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.