The Role of Race and Severity of Abuse in Teachers' Recognition or Reporting of Child Abuse

In the United States, reported child abuse rates vary dramatically with race. We employed a scenario methodology to examine whether teachers, whose professional obligations include reporting suspected instances of abuse, exhibit bias in evaluating a possibly abused child. Each teacher (180 White, 180 Black, and 180 Hispanic) read one of six profiles about a hypothetical elementary school student and then expressed extent of agreement with either a statement that the child is being physically abused or a statement that the child should be reported as being physically abused. Within the set of profiles, race of the child and severity of abuse were manipulated. When the child in the profile was severely abused, responses for the two judgmental tasks were comparable. However, when the child was moderately abused, teachers asked whether the child was abused gave higher responses than their counterparts who were asked whether the child should be reported. No effects of race of the child or race of the teacher were observed.     

聋生汉字加工的自由回忆与词序位置记忆实验研究

本研究采用韵母相同、声母相同、音异形似和音同形似四类汉字字组,对使用手语聋生、使用口语聋生和听力正常大学生进行了自由回忆和词序位置记忆两个实验。结果表明,聋生不论在汉字字组的自由回忆中还是在汉字次序信息的记忆中,对汉字的记忆效果不仅都与字组类型有关,而且都受到了语音干扰,存在语音混淆现象。这就证明,聋生在汉字加工过程中使用了语音编码,语音编码在聋生汉字加工过程中确实起到了非常重要的作用。     

Reflective practice framework for TESOL teachers: one teacher’s reflective journey

Just as in the field of general education, scholars within the field of teaching English to speakers of other languages (TESOL) have also struggled to come to a consensus as to how reflective practice should be operationalized with many different approaches suggesting a retrospective approach to questioning about practice. As a result, many of these approaches have led to a type of routinization of reflection. Worried about such routinization of reflection, Farrell developed a more holistic approach to reflective practice that recognizes the spiritual, moral, and emotional aspects of reflection, as well as the usual retrospective questions about practice. This paper outlines a case study of the reflections of one experienced TESOL teacher teaching in South Korea using Farrell’s framework for reflecting on practice that included reflections on his philosophy, principles, theory, practice, and beyond practice. The results revealed three common themes of approachability, art-oriented conceptions, and curiosity that emerged in all aspects of his reflection as uniquely influential parts of a larger whole. Thus, Farrell’s holistic framework for teacher reflection employed in this study provided multiple filters through which these various parts could be viewed.     

Sleep disturbances and depression are bidirectionally associated among college student athletes across COVID-19 pandemic exposure classes

College athletes may be vulnerable to sleep disturbances and depression during the COVID-19 pandemic as a result of large shifts in social and athletic obligations. In a national sample of college athletes, we examined the associations between sleep disturbances and depression across two timepoints, using COVID-19 exposure as a moderator. Data were collected from 2098 NCAA Division I, II, and III college athletes during two timepoints, from April 10 to May 23, and from August 4 to September 15, 2020. First, a latent class analysis was conducted with five indicators of levels of COVID-19 exposure to determine different exposure profiles. Second, to examine the directionality of associations between sleep disturbance and depression, a cross-lagged panel model was added to the latent class membership structural equation model; this allowed for testing of moderation by COVID exposure class membership. Four highly homogeneous, well-separated classes of COVID-19 exposure were enumerated: Low Exposure (57%); Quarantine Only (21%); High Other, Low Self Exposure (14%); and High Exposure (8%). COVID-19 exposure class membership did not significantly moderate associations between sleep disturbances and depression. However, student athletes significantly differed in T2 depression by their COVID-19 exposure class membership. Depression and sleep disturbances were positively correlated at both timepoints (r_T1 = 0.39; r_T2 = 0.30). Additionally, cross-lagged associations were found such that T2 depression was associated with T1 sleep disturbances (β = 0.14) and vice versa (β = 0.11). These cross-lagged associations were not significantly affected by athletes’ level of COVID-19 exposure during the beginning of the pandemic.     

Student counsellors’ experiences of mindfulness as a component of their person-centred counselling training: An interpretative phenomenological analysis

Aim

Mindfulness is increasingly integrated into counselling and psychotherapy practices, as well as being introduced to students in academic institutes with the aim of supporting them to balance the responsibilities of academic study, placements and other commitments alongside university life. Despite mindfulness routinely finding its way into counselling settings and being incorporated into counsellor training, there has yet to be any research conducted to explore the experience of student counsellors who have received mindfulness as a part of their undergraduate person-centred training. This study explored the reflections of counsellors who had attended a mindfulness module during the first year of a counselling degree.

Design

Six students completing a university-based undergraduate degree in Counselling and Psychotherapy in the North-West of England, in the UK, participated in the research. The study consisted of two students from each of the three years of the programme. Participants individually attended a semi-structured interview to explore their experiences of mindfulness as a mandatory module of their training in person-centred counselling. Interpretative phenomenological analysis (IPA) was used to analyse the generated data.

Findings

Four superordinate themes were generated: 1) becoming a counsellor, 2) person-centred mindfulness, 3) time, and 4) learning and development.

Discussion

Experiential themes were explored including the process of professionalism, vulnerability, embodiment of person-centred theory and the core conditions and the conflict of approach.

Conclusion

Recommendations are made for mindfulness to be included in counselling training programmes with a person-centred focus. Suggestions for further research include longitudinal studies to follow the development of trainees over time.     

Relationship between COVID-19-related stress and social inhibition among university students in China: The mediating role of psychological richness

Throughout the COVID-19 pandemic, the mental health issues of university students received increasing attention. However, little is known about the effect of COVID-19-related stress on social inhibition among Chinese university students and its psychological mechanism in the context of the COVID-19 pandemic. This study aimed to explore the relationship between COVID-19-related stress and social inhibition as well as the mediating role of psychological richness. In late 2022, 1250 Chinese university students were recruited for participation in an online survey. Modified SARS-Stress Scale, Social Inhibition Questionnaire, and Psychologically Rich Life Questionnaire were used to assess participants' COVID-19-related stress, social inhibition, and psychological richness. The Results indicate that COVID-19-related stress positively predicts social inhibition and negatively predicts psychological richness. Meanwhile, Psychological richness negatively predicts social inhibition. Mediation analysis shows that the relationship between COVID-19-related stress and social inhibition was partially mediated by psychological richness. The results indicate the significant predictive value of psychological richness when studying mental health issues.     

Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies

This study examined two strategies for increasing the accuracy with which general education teachers implemented a peer tutoring intervention for reading comprehension. The intervention was implemented for 5 elementary school students who had been referred for consultation services. Initial implementation of the intervention by the teachers was variable, and the data exhibited a downward trend. When consultants held brief daily meetings with the teachers to discuss the intervention, implementation improved for 2 of 5 participants. Four of the teachers implemented the intervention at levels substantially above baseline during the performance feedback condition, whereas implementation for 1 teacher increased following discussion of an upcoming follow-up meeting with the principal. Student reading comprehension scores improved markedly during the peer tutoring intervention. Three students maintained these gains 4 weeks after the intervention ended. The implications of these findings for the maintenance of accurate treatment implementation in applied settings are discussed.     

中学生物理学科问题分类表征层次的研究

以三套分别含有按照解题方法可以分为二类、三类、四类的物理学科问题分类实验材料,对济南市6所中学3个年级766名中学生进行研究,结果表明:不同年级、不同学业水平学生分类表征层次的差异显著,呈现随年级升高而升高的趋势,学优生的水平明显高于学困生,学优生更多地倾向内在分类表征;随着分类任务的类别数量增多,更多学生倾向外在分类表征;不同性别学生的分类表征层次没有显著差异;不同物理学科问题分类表征层次学生的物理成绩之间存在显著差异。     

Perceived positive teacher–student relationship as a protective factor for Chinese left‐behind children's emotional and behavioural adjustment

Using cross‐sectional data collected in rural communities of two provinces of China, this study examined the protective role of perceived positive teacher–student relationship for Chinese left‐behind children. The participants included 1442 children with a mean age of 14.13 classified into two groups: a left‐behind group (104 boys and 110 girls) and a comparison group (588 boys and 640 girls). Self‐reported questionnaires concerning self‐esteem, depression, problem behaviours and the teacher–student relationship were administered. Relative to the comparison group, after controlling for age, gender and family socioeconomic status, the left‐behind group was disadvantaged in terms of self‐esteem and depression but not in problem behaviours. As hypothesised, the results of regression analyses indicated that teacher–student relationship positively predicted self‐esteem and negatively predicted depression and problem behaviours for both groups. Moreover, the association between teacher–student relationship and depression was stronger among the left‐behind group, suggesting that left‐behind children were more responsive to the positive effect of a desired teacher–student relationship. Taken together, the results of our study support the idea that perceived positive teacher–student relationship may serve as a protective factor for left‐behind children. Practical implications and limitations of the present study are discussed.