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451.
Shelley A. Francis Wendy K. Lam Jessica D. Cance Vijaya K. Hogan 《Journal of religion and health》2009,48(2):164-177
This study examines African American faith based leaders’ attitudes and beliefs about providing HIV prevention education and
services to adolescents. Using a convenience sample, we identified priority adolescent health issues, attitudes about abstinence
messages, and willingness to provide and participate in HIV prevention. Leaders identified drugs, gangs, alcohol, sex, and
pregnancy as priority health issues affecting youth in their institutions. Leaders’ strongly preferred to emphasize abstinence
messages. Although leaders were willing to provide youth with health education, they were not willing to discuss specific
behaviors associated with HIV transmission. African American churches provide a venue to reach African American youth; however,
there are limitations to relying on faith-based HIV prevention services. HIV prevention education should continue to be supplemented
via parents, schools, and public health agencies.
相似文献
Shelley A. FrancisEmail: |
452.
In this article an overview is presented of the emergence of medical psychology in the care of somatically ill patients. The
situation in the Netherlands can be considered as prototypical. For 60 years, clinical psychologists have been working in
general, teaching and academic hospitals. Nowadays, they are an integrated non-medical specialism working in the medical setting
of hospitals in the Netherlands, and are a full-member of the medical board. This paper discusses several topics: the position
of the general hospital in the health care system in the Netherlands, the emergence of medical psychology in Dutch hospitals,
the role of the professional association of medical psychologists, and the characteristics of patients seen by clinical psychologists.
Following the discussion about the situation of medical psychology in other countries, recommendations are formulated for
the further development of medical psychology in the Netherlands as well as in other countries. 相似文献
453.
The ability of parents to forge harmonious coparenting relationships following divorce is an important predictor of their children's long-term well-being. However, there is no convincing evidence that this relationship can be modified through intervention. A preventive intervention that we developed, Dads for Life (DFL), which targeted noncustodial parents as participants, has previously been shown in a randomized field trial to favorably impact child well-being. We explore here whether it also has an impact on mothers' and fathers' perceptions of coparenting and interparental conflict in the 2 years following divorce. Results of the latent growth curve models we evaluated showed that both mothers and fathers reported less conflict when the father participated in DFL as compared with controls. For the fathers, perceptions of coparenting did not change over time in either the DFL or control conditions. Alternatively, mothers' perceptions of support declined over time in the control group, whereas those whose ex-husbands participated in the DFL program reported significant positive growth change toward healthier coparenting. The positive findings for mothers' reports are particularly compelling because mothers were not the participants, and thus common alternative explanations are ruled out. The DFL intervention, then, offers courts a promising program to improve families' functioning after divorce. 相似文献
454.
Dimitris Gavalas 《Studies in Philosophy and Education》2007,26(2):127-146
Employing Searle’s views, I begin by arguing that students of Mathematics behave similarly to machines that manage symbols
using a set of rules. I then consider two types of Mathematics, which I call Cognitive Mathematics and Technical Mathematics respectively. The former type relates to concepts and meanings, logic and sense, whilst the latter relates to algorithms,
heuristics, rules and application of various techniques. I claim that an upgrade in the school teaching of Cognitive Mathematics
is necessary. The aim is to change the current mentality of the stakeholders so as to compensate for the undue value presently
attached to Technical Mathematics, due to advances in technology and its applications, and thus render the two sides of Mathematics
equal. Furthermore, I suggest a reorganization/systematization of School Mathematics into a cognitive network to facilitate
students’ understanding of the subject. The final goal is the transition from mechanical execution of rules to better understanding
and in-depth knowledge of Mathematics.
相似文献
Dimitris GavalasEmail: |
455.
Habermas,lifelong learning and citizenship education 总被引:1,自引:0,他引:1
Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example
to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply
that significant attention be given to the moral and social development of the learner over time, to the active engagement
of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets
out a theoretical framework that offers a perspective on learning suitable for these far-reaching aims. We argue that schools
need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make
room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework
that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical
and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint
an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes
necessary for lifelong learning with a view to developing ongoing communicative action.
相似文献
Clarence W. Joldersma (Corresponding author)Email: |
456.
In this experimental study, effects of age and education on switching focal attention in working memory were investigated among 44 young (20-30 years) and 40 middle-aged individuals (50-60 years). To this end, a numeric n-back task comprising two lag conditions (1- and 2-back) was administered within groups. The results revealed a comparable increase of reaction time as a function of lag across age groups, but a disproportionate decrease of accuracy in the middle-aged relative to the young group. The latter effect did not interact with education, which challenges the cognitive reserve hypothesis. Moreover, the high-educated middle-aged participants showed a greater increase of reaction time as a function of lag than their low-educated counterparts. Apparently, they were not able to sustain their relatively high response speed across conditions. These results suggest that education does not protect against age-related decline of switching focal attention in working memory. 相似文献
457.
Gregory S. Chasson Gerald E. Harris Wendy J. Neely 《Journal of child and family studies》2007,16(3):401-413
The financial implications of the increased prevalence of autism, though rarely discussed, will be extremely important to
society. We compared the costs associated with 18 years of special education to the costs associated with the implementation
of an average of 3 years of Discrete Trial Training as an Early Intensive Behavioral Intervention (EIBI) in an effort to minimize
the need for special education. Our results indicate that the state of Texas would save $208,500 per child across eighteen
years of education with EIBI. When applied to the conservative estimate of 10,000 children with autism in Texas, the State
would save a total of $2.09 billion with EIBI. Implications for taxpayers, policymakers, and treatment are discussed. 相似文献
458.
This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon the reinstatement of civil liberties and democracy. Indeed,attention to the circumstances and that normative orientation have foundtheir best fit in a practical Aristotelian-based philosophy meant toendow Philosophy of Education with a normative character that do notshun the educator's need for reflection, practical decision-making, andresponsibility. Since the 1990s, new directions have been marked by thechallenge of postmodernism, inasmuch as it affects not only thetechnological positivist model but also the reflective educator's modelof a practical Philosophy of Education. The new directions spread out invarious ways, yet they all fall into a common denominator of narrativetrends. The problem posed by these new languages lies in the extent towhich they are consistent with pedagogic intent. In turn, the answerstake on different profiles depending on whether the stance leans moretowards the philosophical or the pedagogical point of view withinPhilosophy of Education. The complementary nature of both perspectivescharacterizes the current state of the field in Spain. 相似文献
459.
Lynne Andonian 《Occupational Therapy in Mental Health》2017,33(4):299-307
Emotional intelligence theory developed within the psychology and business fields and is described as an ability to monitor emotions and to use the information to guide thinking and problem solving. Emotional intelligence skills are needed by occupational therapy practitioners to support therapeutic use of self, promote client-centered care, and foster communication skills within the workplace. A scenario illustrates how emotional intelligence supports the therapeutic use of self during a clinical interaction. The Mayer Salovey Caruso Emotional Intelligence Test is introduced as a resource for occupational therapy practitioners to measure and develop therapeutic relationship skills based upon emotional intelligence research. 相似文献
460.
In the present study our aim was to compare dual-task performance in thirteen adolescents and fifteen young adults while concurrently performing a cognitive and a motor task. The postural control variables were obtained under three different conditions: i) bipedal stance, ii) tandem stance and iii) unipedal stance. The cognitive task consisted of a backward digit span test in which the participants were asked to memorize a sequence of numbers and then repeat the number in reverse order at three different difficulty levels (i.e. with 3, 4 and 5 digits). The difficulty of the cognitive task was seen to have different effects on adolescents and young adults. Adolescents seem to prioritize postural control during high difficulty postural conditions while a cross-domain competition model appeared in easy postural conditions. 相似文献