Improving written language performance of adolescents with Asperger syndrome

The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested.     

Dialogical journal writing as ‘self‐therapy’: ‘I matter’

Aim: This case study of one woman's (Jane's) experience of dialogical journal writing presents a way of finding a ‘compassionate image’ for self‐therapy. Various theoretical analyses are indicated with Mindfulness‐based conceptualisations at the forefront. Methodology: Based on three recorded interviews, the narrative inquiry took place over a year. Methodologically, this paper is also one contribution to an ongoing debate about different research approaches in therapeutic writing research. Participants: This study took place in Aotearoa New Zealand, where both Jane and I are migrants. Discussion: This account draws on a report of self‐directed writing for well‐being, seen as an alternative to counselling or medication for depression and anxiety. It focuses on how a particular style of writing evolved and how the motivation to write continues.     

语词分析下结构式写作在应对负性生活事件中的作用

对以结构式写作处理负性生活事件的90份写作文本进行语词分析,以语词分析类别中心理历程四个维度的语词数为自变量,以被试写作后SF-36量表总分、社会功能、躯体功能和情感职能得分为因变量进行的回归分析表明,对写作文本的认知历程对被试总体身心健康、社会功能和躯体功能状况均有正向作用,社会历程对躯体功能状况呈负向作用．感知历程中的特征因素对被试情绪职能呈负向作用。研究证实了书面叙述对负性生活事件的积极处理效应,并对认知与社会互动因素的作用机制进行了初步探索。     

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

Maltese counsellors working in schools are, at times, just making ends meet due to lack of human resources and work schedules. ‘Why do our students/children have to repeat the same story to so many professionals?’ teachers/parents angrily query. This autoethnographic study voices our professional experiences as authors and participants. This empowers us to be advocates for our young clients. Collaborative autoethnography (CAE) methodology best fits our research question as we ‘seek to discover and systemically analyze (graphy) personal experience (auto)…understand cultural experience (ethno)’ (Ellis, Adams, & Brochner, 2011, p. 273). Our writing and reflections conclude that best practices include counsellors who work, at least, in pairs within transdisciplinary teams at one school for cycles of five years, with clarity of roles across professionals.     

小学四年级学生写作构思技能培养的实验研究

本研究运用心理模拟法创立了写作构思活动模式,并根据心智技能按阶段形成的理论对构思技能进行了分阶段培养。结果表明：①写作构思活动的实践模式可以有效地提高学生的写作构思技能水平,并能进而促进其写作水平的整体提高;②小学四年级学生在写作构思水平上不存在明显的性别差异,男女学生可以同等程度地接受构思技能的培训;③学生原有的写作技能水平和智力水平对于当前的写作活动有明显影响。     

小学生写作元认知的问卷编制

该研究采用分层随机抽样的方法,对小学四五六年级学生的写作元认知情况进行了调查,然后利用因素分析的方法,根据心理测量学的原理自行编制了一套小学生写作元认知问卷。因素分析的结果表明,小学生写作元认知包括三个大的因素:写作元认知监控和体验、写作元认知知识和策略以及写作元认知评估。     

自由目标效应与样例效应对学生写作成绩影响

“自由目标效应”和“样例效应”是认知负荷理论为解决学习者的认知资源限制而提出的两个重要的教学设计原则。通过两个实验,研究“自由目标效应”和“样例效应”对不同写作水平学生写作成绩的影响。被试为406名初中一年级学生。结果表明,“自由目标效应”和“样例效应”受学生写作水平的影响。“自由目标效应”对高水平写作者有促进作用,但会降低低水平写作者的成绩;“样例效应”对低水平写作者有促进作用,但对高水平写作者的写作成绩无显著影响。     

Using Creative Techniques With Children Who Have Experienced Trauma

Verbal and emotional forms of expression can be difficult for young children who have experienced trauma. Creative methods and approaches such as puppets, sandtray, letter writing, and art are therapeutic mediums that provide an outlet for a young client’s story of trauma to be told. Children can use puppets to depersonalize and share feelings with a counselor that would provide insight into their coping strategies. Similarly, sandtray is another nonverbal approach that gives children the opportunity to externalize their feelings safely and can be easily used with extroverted and introverted clients. Letter writing and art can empower children and give them hope for the future. In summary, creative techniques can allow counselors to help explore stories of trauma with young clients.