Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility

One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the STOP and DARE mnemonic for persuasive writing on the writing performance (Correct Word Sequences, Essay Elements, and Essay Quality), and academic engagement of secondary students. In addition, this study extended this line of inquiry by looking at implementation of the intervention only 2 days per week, a lower treatment intensity than previous research has used to find statistically significant gains in writing. Results of a piecewise hierarchical linear model suggest statistically significant gains were made over the course of the intervention in writing and academic engagement when compared to baseline. In addition, student variables such as writing achievement, externalizing/internalizing behavior patterns, age, and attendance predicted writing and engagement. Results of generalization, fidelity, and social validity also are reported.     

A phenomenological study of spontaneous spiritual and paranormal experiences in a 21st-century sample of normal people

Summary.-This paper presents a phenomenological study using the methodology of Woodard's phenomenological and perceptual research. This method examines individuals' internal meanings during spontaneous spiritual and paranormal experiences, as described from their point of view. A group of 40 adults was phenomenologically interviewed after they responded to a newspaper announcement in New Hampshire asking for volunteers who had had spiritual and paranormal experiences. Using the method, Six Individual Situated Structures and a General Structure were identified and examined. Nine major themes were explicated during the participants' spontaneous experiencing: unexpectedness, contrariness to belief, certainty, contradictory experiencing, language as a barrier to expression, external influences, internal dialogue, evil as separateness, and some social psychological influences. Several themes observed in hypnotic experiencing, such as the characteristics of the Adequate Personality in Perceptual Psychology, are interpreted and discussed. This research illustrates how subjective experience can be adequately researched in a qualitative manner outside the confines of the laboratory setting. Limitations of the study and suggestions for further research are given.     

Response to Lynn, et al.'s "Evaluation of Woodard's theory of perceptually oriented hypnosis"

In this article some misunderstandings of Perceptually Oriented Hypnosis presented in the recent evaluation by Lynn, et al. are pointed out. Perceptually Oriented Hypnosis emphasizes individual differences naturally occurring in the experience of everyday life or being-in-the-world and differentiation as major themes to understanding hypnosis. Woodard advocates that qualitative research enhances our understanding of hypnotic experiencing and allows us to examine hypnotic phenomena that elude the laboratory and control settings.     

A preliminary phenomenological study of being hypnotized and hypnotizing

This paper presents phenomenological research conducted following Woodard's phenomenological and perceptual research methodology for understanding hypnotic experiencing. The research emphasizes examining the internal experiencings of individuals involved in hypnotic experiencing. Examples are presented of Individual Situated Structures and the General Structures from both a group of 8 participants who hypnotized their clients and another group of 17 individuals who volunteered to be hypnotized. The explicated themes identified in hypnotic experiencing (the hypnotic relationship, phenomenology of trance, use of imagination, problem with psychic energy, a gestalt of experiencing, and linear-nonlinear experiencing) are discussed. The author discusses limitations of this study and suggestions for further work.     

Peer victimization and social‐emotional outcomes: The role of teacher and peer support

The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school‐based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support did not mediate this relation. Conditional indirect effects analyses revealed that the indirect effect of peer support varied as a function of school level (i.e., intermediate and middle school). The implications and limitations of the current study are discussed, as well as directions for future research.

     

FUNCTIONAL ANALYSIS AND TREATMENT OF MULTIPLY CONTROLLED INAPPROPRIATE MEALTIME BEHAVIOR

Functional analyses identified children whose inappropriate mealtime behavior was maintained by escape and adult attention. Function‐based extinction procedures were tested individually and in combination. Attention extinction alone did not result in decreases in inappropriate mealtime behavior or a significant increase in acceptance. By contrast, escape extinction alone resulted in a decrease in inappropriate mealtime behavior and an increase in acceptance. However, inappropriate mealtime behavior did not decrease to clinically acceptable levels. A combined extinction technique (i.e., escape and attention extinction) resulted in a decrease in inappropriate mealtime behavior to clinically acceptable levels and high and stable acceptance.     

A Multi-Method,Multi-Informant Test of Maternal Emotion Socialization in Relation to Adolescent Fears of Social Evaluation

Research on Child and Adolescent Psychopathology - Fears of negative and positive social evaluation are considered potential transdiagnostic mechanisms underpinning multiple internalizing disorders...     

Body image dissatisfaction among women with scleroderma: extent and relationship to psychosocial function.

Body image dissatisfaction and its relationship to psychosocial function were investigated in 127 women with scleroderma Results indicated elevated body image dissatisfaction, with participants reporting higher levels than a sample of patients with severe burn injuries. Age, skin tightening above the elbows, and functional disability were related to heightened body image dissatisfaction, suggesting that younger patients with more severe disease may be at greatest risk for developing body image concerns. Path analysis revealed that depression mediated the relationship between body image dissatisfaction and psychosocial function. Results suggest that body image dissatisfaction is a significant concern in women with scleroderma and should be assessed routinely. Early identification and treatment of body image dissatisfaction may help prevent the development of depression and psychosocial impairment in this population.