Ethical Concerns About Virtual Schools

Abstract

The emergence of a diverse range of virtual schools in recent times raises ethical concerns. The paper considers historical antecedents, and reflects on the contribution that virtual schools might make to individuals and to society. Despite their potential, virtual schools are seen as unsuitable for some students, and there are indications that they have sometimes been supported for inappropriate reasons. Concerns are also raised about the effectiveness of socialization, communications in a virtual school, and the moral distancing effect of educational technologies. Suggestions related to ethical issues are offered for parents who are considering virtual schools for their children.     

Changing the Past,Present, and Future

Abstract

There has recently been a growing movement within psychology toward placing a greater emphasis on the positive aspects of human nature. This movement, known as positive psychology, focuses on the scientific study of human strengths and virtues as well as the variables that promote positive traits, emotions, and institutions. The purpose of this article is to discuss selected topics of research in positive psychology and the potential psychotherapeutic application of this research for children and youth, particularly in school settings. Interventions are presented for altering and enhancing children's and adolescents' perspectives regarding their past, their experience of the present, and their hopes for the future.     

Families in Crisis

Abstract

Families are in crisis. With an increasing array of problems affecting children in the home, from child abuse to familial alcoholism, schools are facing a vast array of behavioral and emotional concerns affecting childhood behavior. Unfortunately, many negative behaviors are learned at home. Violent and aggressive behaviors, for example, as well as drug and alcohol abuse, are often demonstrated by parents. From a community perspective, schools are in a pivotal position from which to intervene. Yet, many school-based mental health professionals, including school psychologists, school counselors, and school social workers, lack the knowledge to provide direct interventions. This article examines contemporary problems facing families, considers the home-school linkage, and explores interventions for schools and school-based mental health professionals.     

A category mistake: why contemporary Australian religious education in Catholic schools may be doomed to failure

Assuming religious education to be the same as other subject areas of a Catholic school’s curriculum by, for example, applying the outcomes based philosophy and language of other subject areas to religious education renders a category mistake. A prominent notion in the work of metaphysical philosopher Gilbert Ryle, a category mistake arises when facts of one kind are presented as if they belong to another. This is significant. When Australian Catholic diocesan syllabus documents treat and describe religious education as being like other subjects comprising the curriculum, a category mistake is made, the effects of which may be damaging for student learning. Following an examination of relevant Church documents to describe its purpose, a brief analysis of contemporary Australian Catholic diocesan religious education syllabi (cases in point) indicates that a series of category mistakes have been made. These findings have significance in informing the development and refinement of theory, policy and practice in religious education.     

Private psychotherapy training in Italy: A systematic analysis

This paper examines the results of a systematic analysis, organised by the Italian Ministry of Education, University and Research, of private psychotherapy training in Italy. Since 1989, training in psychotherapy in Italy has been governed by a national law which recognises both public and private institutions. While the public system usually comprises approximately 150 students, the private system has grown significantly over time, registering thousands of students in hundreds of schools (for example, 19,123 students in 212 schools in 2011). Systematic analysis variables included geographical distribution, theoretical approaches, training methods, student and teacher characteristics, student’s personal psychotherapy, supervision and apprenticeships. Data were obtained from 92% of the schools. The primary issues discussed in this paper are as follows: the uneven geographical distribution of the schools; the disorderly amalgamation of traditional scientific paradigms; programmes which concentrate on theory and fail to meet international guidelines. One key issue is the excess supply with regard to demand, meaning that recently graduated psychotherapists (especially women) risk underemployment and financial hardship. Student enrolment is also increasingly problematic. This is the first paper to present an in-depth analysis of one European country’s situation in this field. The authors believe it will foster comparison and discussion internationally.     

The Challenges of HIV/AIDS Counselling in Nigerian Secondary Schools: A Case Study of Kwara State

The study investigated the challenges of HIV/AIDS counselling in Nigerian secondary schools as expressed by school counsellors in Kwara state, Nigeria. The respondents comprised 132 purposively selected counsellors in Kwara state public secondary schools (Male=85; Female=47). Data were collected with the use of a survey instrument and the data were quantitatively analyzed. The study identified the challenges hindering effective implementation of HIV/AIDS counselling in Nigerian secondary schools as ignorance, non-existence of governmental policy on HIV/AIDS counselling in schools and negative attitudes of school administrators, students and teachers to HIV/AIDS. Geographical location and job status had significant influence on the respondents' views of the challenges facing HIV/AIDS counselling in Nigerian secondary schools. The Counselling Association of Nigeria (CASSON) should enlighten Nigerians on the importance of HIV/AIDS counselling in schools.     

Group work in general practice

In this article, consideration is given to a problem often experienced in relation to courses offering psychodynamic understanding to front-line workers with troubled clients – the complexity for the student in taking the learning ‘home’ in a productive manner and the potential isolation of the student in, or alienation from, their workplace. A model of course delivery is described in which an active three-way partnership between student, course and workplace is fostered which enhances the students' learning, enables the workplace to benefit more fully from the course and enhances the effectiveness of the course in improving service to the ultimate client – the service user.     

Mindfulness-based interventions in secondary education: a qualitative systematic review / Intervenciones basadas en mindfulness en educación secundaria: una revisión sistemática cualitativa

Abstract

In order to study the effects of mindfulness meditation interventions administered to adolescents within their educational institutions, a qualitative systematic review was conducted. Sixteen studies published in main databases were analysed. The results show that mindfulness, as a prevention strategy in educational contexts, resulted in significant changes in the followings variables: (a) psychological (e.g., reduction in depressive symptoms); (b) psychosocial (e.g., increased social skills); and (c) physiological (e.g., improvement of blood pressure). Although the results were conclusive, their interpretation and generalization should be carefully analysed as there were no medium- and long-term follow-up evaluations, in addition to the fact that there has been a minimal assessment of the psychological mechanisms involved in the change processes.     

Improving oral reading fluency: a brief experimental analysis of combining an antecedent intervention with consequences

A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.