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Shaywanna Harris Michelle D. Mitchell Saundra M. Tabet Gulnora Hundley 《Journal of counseling and development : JCD》2020,98(1):74-82
The purpose of this study was to investigate how symptom distress, social role, interpersonal relationships, gender, age, number of supports, and education level predict client attrition in a community sample. Using binary logistic regression and cross-sectional data, the authors examined the predictive impact of 8 variables on adult client attrition in a university-based community counseling clinic. Results indicated that education level, interpersonal relationships, and number of supports significantly predicted attrition. In this sample, gender, age, symptom distress, social role, and race did not significantly predict attrition. Implications for clinical assessment and counseling practice are discussed. 相似文献
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The Role of Religious Coping and Resilience in Individuals With Dissociative Identity Disorder
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Hope Bell Lamerial Jacobson Melissa Zeligman Jesse Fox Gulnora Hundley 《Counseling and values》2015,60(2):151-163
Survivors with dissociative identity disorder (DID) often report a history of traumatic events in their lives. Past studies indicated a link between trauma, resilience, and spiritual coping in both positive and negative aspects of a survivor's life. This article includes a review of existing literature salient to these constructs in relation to i ndividuals with DID, as well as results from a study examining the relationships between these constructs and individuals with DID (N = 52). Implications are discussed based on the findings for counselors treating individuals with DID. 相似文献
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Dodie Limberg Jonathan H. Ohrt Sejal M. Barden Yo‐Sang Ha Gulnora Hundley Andrew W. Wood 《Counseling and values》2015,60(2):201-217
This study explored altruistic development as perceived by counselors‐in‐training from diverse cultures. Twenty‐two counselors‐in‐training from 4 countries participated in semistructured interviews about altruism. Using consensual qualitative research methodology, the authors identified 6 domains: biological, cognitive, social learning, religious/spiritual, counseling, and empathy. Findings and implications for counselor education are discussed. 相似文献
4.
A single instrument: Engineering and engineering technology students demonstrating competence in ethics and professional standards 总被引:1,自引:0,他引:1
This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis
(IUPUI) to create a single instrument for honors science, technology, engineering and mathematics (STEM) students wishing
to demonstrate competence in the IUPUI Principles of Undergraduate Learning (PUL’s) and Accreditation Board for Engineering
and Technology (ABET) Engineering Accreditation Criterion (EAC) and Technology Accreditation Criterion (TAC) 2, a through
k. Honors courses in Human Behavior, Ethical Decision-Making, Applied Leadership, International Issues and Leadership Theories
and Processes were created along with a specific menu of activities and an assessment rubric based on PUL’s and ABET criteria
to evaluate student performance in the aforementioned courses. Students who complete the series of 18 Honors Credit hours
are eligible for an Honors Certificate in Leadership Studies from the Department of Organizational Leadership and Supervision.
Finally, an accounting of how various university assessment criteria, in this case the IUPUI Principles of Undergraduate Learning,
can be linked to ABET outcomes and prove student competence in both, using the aforementioned courses, menu of items, and
assessment rubrics; these will be analyzed and discussed.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005.
Timothy Diemer is a visiting assistant professor in the Dept. of Organizational Leadership and Supervision and director of
international services in the Purdue School of Engineering and Technology at IUPUI.
Stephen P. Hundley is an Associate Professor of Organizational Leadership and Supervision in the Purdue School of Engineering
and Technology at IUPUI.
Robert M. Wolter is a lecturer in the Dept. of Organizational Leadership and Supervision at IUPUI and teaches ‘Human Behavior
in Organizations’ and ‘Applied Leadership’. 相似文献
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Jeff?SigafoosEmail author Mark?O’Reilly Helen?Cannella Megha?Upadhyaya Chaturi?Edrisinha Giulio?E.?Lancioni Anna?Hundley Alonzo?Andrews Carolyn?Garver David?Young 《Journal of Behavioral Education》2005,14(3):189-201
We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant’s vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting consisted of first watching a video clip of a step being performed and then giving participants the opportunity to imitate that step. This prompting procedure was introduced in a delayed multiple-probe across subjects design. Following acquisition, video prompting was removed and maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and performed at 80–100% correct during follow-up sessions. These data suggest that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities. 相似文献
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To investigate if mothers and their aggressive children share the tendency to infer hostile motives from others' behavior in ambiguous social situations, 100 pairs of mothers and their clinic-referred or comparison children (50 boys and 50 girls) were asked to interpret hypothetical situations involving both overtly and relationally provocative scenarios. Results replicated previous findings of studies on social information processing of aggressive children and extended the findings to mothers of aggressive children. Findings were generally consistent with the hypothesis that mothers of aggressive children tend to view others' ambiguous actions as hostile, increasing the probability of responding with aggression and, in effect, modeling a hostile attributional bias for their children. Examinations of mothers' and their children's attributional and behavioral intentions suggested that mothers' and daughters' attributions and behavioral intentions were significantly correlated, whereas mothers' and sons' were not. Gender effects with regard to provocation type are also discussed. 相似文献
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Melissa Zeligman Jennifer H. Greene Gulnora Hundley Joseph M. Graham Jr. Sarah Spann Erin Bickley Zachary Bloom 《Adultspan: Theory Research & Practice》2017,16(2):65-79
Dissociative disorders affect 29% of the clinical population, with women diagnosed 9 times more often than men. For this study, the authors used a phenomenological approach to uncover experiences of 5 men with dissociative identity disorder. Findings revealed 5 themes: history, alters, male gender expectations and identity, challenges, and strengths and support. Implications for practitioners are discussed. 相似文献
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以554名3~6年级的小学生为被试,采用量表法、同伴提名法探讨童年中期儿童社交地位、社交自我知觉与孤独感的关系。结果表明:(1)3~6年级小学生的孤独感有显著的性别差异,男生的孤独感显著高于女生。(2)不同社交地位的儿童其孤独感也不同,低接纳组儿童的孤独感显著高于一般接纳组和高接纳组,而一般接纳组与高接纳组儿童的孤独感差异不显著。(3)在高接纳组儿童中,社交自我知觉消极的儿童其孤独感显著高于社交自我知觉一般的儿童,社交自我知觉一般的儿童其孤独感显著高于社交自我知觉积极的儿童;但是在一般接纳组和低接纳组中,社交自我知觉不同的儿童其孤独感并没有显著差异。 相似文献
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Jeff Sigafoos Mark O’Reilly Helen Cannella Chaturi Edrisinha Berenice de la Cruz Megha Upadhyaya Giulio E. Lancioni Anna Hundley Alonzo Andrews Carolyn Garver David Young 《Journal of Behavioral Education》2007,16(2):93-109
We evaluated a video prompting and fading procedure for teaching three adults with developmental disabilities to wash dishes.
Video prompting involved showing video clips depicting each step of the task. All three adults reached 90–100% correct when
video prompting was implemented. Following acquisition, video prompting was withdrawn, but performance deteriorated. Subsequently,
a 3-step fading procedure was implemented in which the separate video clips were merged to form larger, multi-step segments
of video. Performance reached 80–100% correct as the video prompts were re-applied and then faded. Performance decreased at
the 3-month follow-up when prompting was removed, but stabilized at 80–90% correct when the third step in the fading sequence
was reinstated. These data suggest a promising approach for fading video prompts. 相似文献
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