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William Penn, the Quaker who founded Pennsylvania, set out to found a ‘Holy Experiment’ based on Quaker ideals. While he regarded the Native American Indians whose land he purchased as spiritual equals, he still expected them to convert to Christianity and live under British law. Later, Quakers continued to follow this goal, eventually becoming leaders, under President Grant, in the residential school system for Native American Indian children. They supported assimilation, contributing to the destruction of native culture and society, in contradiction to their principles of equality and integrity. This paper explores the process by which Quakers came to feel it necessary to pursue such measures in spite of their egalitarian beliefs. 相似文献
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《Journal Of Applied School Psychology》2013,29(2):9-24
SUMMARY The purpose of this article is to introduce psychologists and counselors who work in schools to the field of applied sport psychology. We begin with a brief history of how applied sport psychology developed in North America and other parts of the world. Landmark events such as the development of conferences, professional organizations and scholarly publications are described. This is followed by a discussion of the breadth of services that are typically provided by sport psychologists. The third section examines some of the current issues related to the training of sport psychologists. The final section introduces the reader to organizations, journals, texts, and on-line resources so they may learn more about the theory, research, and practice of Sport psychology. 相似文献
135.
《Child & family behavior therapy》2013,35(3):7-21
ABSTRACT Although anger management programs often promote the use of anger logs as an alternative to aggressive behavior, researchers have not studied whether or not these programs actually increase anger log use. Thus, this study examines the impact of In Control, a classroom-based curriculum with 10 weekly 30-minute sessions, on the frequency of anger log use between sessions. Study participants were all of the students attending a middle school for emotional/behavioral disorders. Twenty-seven students received the In Control program, and 19 equivalent students did not. While anger logs were visibly available in all of the classrooms, the students who received the In Control program completed significantly more logs between sessions than did the nonprogram students. During a 4-month follow-up, the 19 program students who received monthly booster sessions continued to fill out significantly more logs than did the nonprogram students. These findings suggest that In Control can increase the use of a log to record anger-provoking episodes by middle school students with serious emotional/behavioral disorders, both in between training sessions and during follow-up, if booster sessions are provided. 相似文献
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Yasmin Hassen 《Islam & Christian-Muslim Relations》2013,24(4):501-517
Islamic schools in Australia have become a subject of notable societal and academic interest, but discussions on the purpose of these schools are often approached from the perspective of concerns about national security or the integration of ethnic minorities. Given the growing popularity of Islamic schools in the Australian educational landscape, critics of such schools often assume that their pedagogical climate, curriculum and “separatist” environment does not foster the formation of cultural citizenship. This essay analyses the complex interplay between religion, Islamic identity formation and the politics of schooling in diasporic settings on the basis of an analysis of the experiences of graduates of Islamic schools in Victoria. It provides an insight into the multidimensional role Victoria's Islamic schools play and enables a better understanding of how the schooling of Muslim students in Victoria's Islamic schools relates to the development of an Islamic identity, which is critical to a conceptualizing of how Islamic schools are considered sites for religious identity construction. 相似文献
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Rachel R. Ouellette Stacy L. Frazier Elisa S. Shernoff Elise Cappella Tara G. Mehta Ané Maríñez-Lora Grace Cua Marc S. Atkins 《Behavior Therapy》2018,49(4):494-508
Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts. 相似文献
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Giulia Zucchetti Filippo Candela Beatrice Sacconi Emanuela Rabaglietti 《Journal Of Applied School Psychology》2015,31(4):297-314
This study examined the longitudinal relationship between friendship quality (positive and negative) and school achievement among 228 school-age children (51% girls, M = 8.09, SD = 0.41). A three-wave cross-lagged analysis was used to determine the direction of influence between these domains across school years. Findings revealed that: (a) school achievement in second grade decreased negative friendship quality in third grade; (b) school achievement in second grade predicted positive friendship quality in third grade; (c) positive friendship quality in third grade predicted school achievement in fourth grade. The protective role of school achievement against peer relationship impairment and the reciprocal relationship between positive friendship quality and school achievement were underlined. Implications for educational practices for Italian primary schools are discussed. 相似文献
140.
Patrick J. Morrissette Alanaise Goodwill 《Journal of aggression, maltreatment & trauma》2013,22(5):541-558
This article describes intervention with Indian residential school survivors during the Canadian government financial compensation process. This highly charged and multifaceted process requires a systemic perspective when considering context, culture, and intervention. Following a brief historical overview of the Canadian Indian residential school era, this article outlines the independent assessment process, reviews implications associated with abuse disclosure, and discusses stages of supportive intervention. 相似文献