Batterer intervention programs (BIPs) were developed to address high recidivism rates and low treatment completion rates in domestic violence offenders. Segregation between these offenders and their victims has been traditional in BIPs, but there has been no research exploring if this separation is related to treatment outcome. This research explored the relation between offender contact with their children or victims and outcomes including recidivism and treatment completion. Most domestic violence interventions are psychoeducational in nature and are based on the cognitive behavioral theory premise that if an individual'€™s thinking process can be changed, a change in actions can result. This was a quasi-experimental study using archived data including 213 individuals who participated in a BIP in Oregon between 2010 and 2012. Nonparametric analyses were used to investigate the relations between categorical variables. There were no significant associations between victim-partner contact and/or child contact and treatment outcomes. There was also no statistically significant association between victim-partner and/or child contact and the treatment outcomes of general recidivism, person-on-person recidivism, or treatment completion. The null hypothesis was retained for all of the research questions, as there was no apparent relation between victim family contact and any of the dependent variables. The findings may be used to guide social change in that they may help inspire future research on the topic and may also be used to help BIPs re-examine policies of segregating domestic violence perpetrators from their victim families.

Title: Effects of short-term parkour training programme on selected components of physical fitness in adolescents Objective: The aim of this work was to assess the influence of parkour on selected components of physical fitness - body composition, muscle fitness, aerobic fitness, flexibility - in a short-term programme. Methods: The ten-week experimental study dealt with the possibilities of using parkour to influence the parameters of physical fitness in boys age 16±2 years (N=10). Subjects went through measurement of bioelectrical analysis of body composition, muscle strength and endurance field tests, cardiopulmonary testing, sit-and-reach test. One-way analysis of variance with repeated measures (ANOVA) was used for statistical analysis. The strength of relationship between dependent and independent variables was expressed as unbiased effect size measure omega squared (ω2 ). Pearson two-tailed correlations were used to determine associations between measured parameters. Results: No significant changes in any body composition variables were observed with the parkour intervention. Fat mass increased by 0.18 %, fat free mass (FFM) decreased by 0.07 kg and the extracellular mass-body cell mass ratio (ECM/BCM) decreased by 0.02. Participants significantly improved standing broad jump distance (p <...

Abundant research describes the prevalence of parenting stress among parents of children with disabilities. Children with disabilities requiring specialized instruction receive special education programming, but this factor can exacerbate stress in parents and interfere with positive mental health and family relationships. In school settings, intervention is directed at the student but fails to address the contextual day-to-day needs of parents experiencing greater stressors. There is scant evidence of the use or presence of structured, manualized intervention programs in schools to address the intense needs of parents of children with disabilities or of occupational therapy-led interventions on behalf of the parent as they emotionally process new special education programming territory. A strong sense of coherence (SOC) is important in positive parenting, health, and wellness. Low SOC has been associated with depression and stress and low parental coping capability. The SOC theory is valuable in explaining differences in individuals’ capacities to positively adapt to life challenges. A school-based, educational parent-intervention program, framed by a salutogenic SOC theory approach, which occurs during the school year, may prove useful to address parents’ diminished meaningful life occupations resulting from increased stress or lowered SOC. This inquiry aims to examine the relevance, need, and benefit of a school-based parental-intervention program for parents of children with disabilities, the Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER) program. Its intended purpose is to provide a special-education-based, parent-support and -empowerment group for parents of children receiving special education programming and supports.

Traumatic brain injury (TBI) contributes to global mortality and disability more than any other traumatic injury. Individuals who sustained a TBI undergo profound changes in their cognitive, physical, and emotional functions. Noticeable behavioral changes include irritability, aggression, low self-awareness, impulsivity, rumination, and more. These contribute to the individual's inability to control emotions and thus participate in interactions and activities, naturally influencing the person, their environment, and the community. While traditional therapy approaches are beneficial for some of the mentioned challenges, extensive evidence shows that emotional regulation is not effectively addressed, often resulting in behavioral outcomes in the therapeutic environment alone. Mindfulness interventions focus on the present moment's thoughts, sensations, and surroundings with an open and curious mindset, helping participants cope with stressors that often lead to anxiety and problematic behavioral patterns. Nevertheless, the standard Mindfulness does not accommodate the TBI-related challenges. Cultivating Awareness by Living Mindfully (CALM), is a Mindfulness-based group intervention for adults who sustained a TBI. It aims to increase self-awareness and improve emotional regulation by practicing mindfulness techniques and implementing them in everyday activities and interactions. This 12-week program is low-cost and easily applicable to a variety of practice and community settings. The program incorporates principles from the latest evidence-based therapy approaches and is designed specifically to accommodate TBI-related challenges. The theoretical foundations consist of complementing knowledge bases including Mindfulness, the occupational therapy framework - the multi-context approach, and brain-based learning, which are principles from the latest research on optimizing learning for this population. This combination of frameworks aims to makes Mindfulness and its many associated health benefits accessible for individuals post-TBI. This doctoral paper includes a plan for program evaluation, funding, and dissemination

This study investigated the impact of the School-Home Partnership Model at Metter Intermediate School, a small rural school in southeast Georgia. The subjects of this student were parents, students, and teachers of the school. In particular, this study investigated the impact of the School-Home Partnership Model on "at-risk" students. For the purpose of this study the term "at-risk" student is defined to mean a student identified as being below grade level in reading and/or math based on the guidelines of Georgia's Early Intervention Program (EIP). The term "at-risk" student as used in this study also means a student identified as a special education student according to the Individuals with Disabilities Education Act (IDEA). Quantitative methods and interviews were used to collect and analyze data. Theses methods consisted of document analysis, surveys, and interviews. The investigation results show that parents, students, and teachers had very positive attitudes toward the school. Extensive communication stratefies were utilized between the home and school. Children's attendance in school improved, while the number of discipline referrals to the school office increased for "at-risk" students. Quantitative data based on Criterion-Referenced Competency Tests (CRCT) showed limited changes. Report card grades showed improvements in grades for "at-risk" students in reading, math, and spelling. Parents of both non "at-risk" and "at-risk" students overwhelming believed they could better assist their children learn if teachers provided more ideas of ways they could help their children at home.

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This qualitative case study examined the Advancement via Individual Determination (AVID) program in a high-achieving, suburban high school using the foundation of social capital theory. The researcher investigated how students' participation in AVID, specifically their relationships with their AVID teacher and other AVID students, affected their behaviors and achievement in high school along with their plans for attending a post-secondary institution. Five years ago, Bill Gates called America's high schools "obsolete," and, more recently, he testified before the Congress that "every student in America should graduate from high school ready for college, career, and life. "Every child," Gates stated, "no exceptions" (Alliance for Excellent Education, 2007). This notion of preparing every child in America and overcoming their demographics, family backgrounds, and economic hardships is continuing to burden America's public high schools. In this era of accountability, high schools are faced with the monumental undertaking of graduating all of its students and preparing them for post-secondary success while at the same time meeting the requirements set forth by the federal mandate No Child Left Behind (NCLB. To achieve both of these lofty goals, high schools must provide all of its students, especially those who are labeled at-risk, with an appropriate and rigorous instructional program coupled with effective safety nets and interventions designed to provide students with the support they need to be successful academically. Many schools, even those that are high-achieving and positioned in affluent, suburban communities, have pockets of students who are in need of additional support from the school setting in order to succeed. Nationwide, high schools are implementing various programs and intervention systems to enhance student achievement, improve graduation rates, and increase college enrollment. One program that has received recent attention and documented success in numerous high schools is the Advancement via Individual Determination program or AVID. AVID was created especially for students who have historically failed in the educational system by providing them with a core of academically challenging courses and a comprehensive support system at school. The primary data source for this qualitative study was semi-structured interviews with 12th grade AVID students. Additionally, the researcher observed the students on multiple occasions in their AVID class. These interviews and observations provided an in-depth look of the AVID program and how it has influenced the students' educational experiences during high school. The purpose of this qualitative case study was to gather the perspective of the AVID program through the lens of the students who were part of the program. The goal was to investigate the AVID program with a focus on the students' acquisition of social capital in the school setting from adults and their peers. Recently, social capital is receiving educational policy attention relating to how it can be a collective resource that can facilitate the academic success of students in schools. This study analyzed the AVID program and the possibility of utilizing the ideas associated with social capital to improve educational outcomes in a high school setting. The qualitative nature of the study contributed to the body of literature about the AVID program by providing data directly from the students' perspectives and experiences. This case study was intended to provide insight to other school districts that are similar in makeup to the one that was studied. The outcome of this study, regarding the implementation of the AVID program in a high, achieving, suburban high school, can provide similar schools with information about a possible intervention program to improve the educational success of at-risk students who have historically failed in the school setting. / Educational Administration

Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-20T22:09:31Z No. of bitstreams: 1 disserta??o vers?o final_Thayane S. C. Santana.pdf: 3181871 bytes, checksum: 674b26acd6b7595bd368c75b925c90a0 (MD5) / Made available in DSpace on 2018-07-20T22:09:31Z (GMT). No. of bitstreams: 1 disserta??o vers?o final_Thayane S. C. Santana.pdf: 3181871 bytes, checksum: 674b26acd6b7595bd368c75b925c90a0 (MD5) Previous issue date: 2018-03-07 / The present study investigates the relationship between writting and phonological awareness before and after applying an intervention program in ten 6-7 year-old children,, from 1st year of Elementary School (Key stage 1 Year 1), from the same classroom of a private midsize School, located in the peripheral l zone of Feira de Santana city, Bahia state, Brazil. Phonological awareness is understood to be the ability to reflect and manipulate speech sounds, at the syllable and phoneme levels. The written was analyzed according to proposed written stages by Ferreiro and Teberosky (1998) and the misspelling was evaluated according Cagliari (1997). Phonological awareness was evaluated using the ?CONFIAS test ? Sequential Evaluated Instrument of Phonological awareness? proposed by Moojen et alii (2014). The intervention program is a CONFIAS adaptation suggested by Cardoso and Capellini (2009). The goal of this research is to describe the student performance in an isolated word dictation; to analyse the performance in CF tasks; to identify used strategies from subjects in the CF tests; to compare the results before and after the intervention program application; to verify whether there is some relationship between the results of CF tests and misspelling. As theoretical contribution, mainly, the manuscripts were used by Cagliari (1997), Ferreiro and Teberosky (1998), Morais (2000), Moreira (2013), Moojen et alii (2014) and Pepe (2014). The results found even though they were literate, children still had difficulties performing the task of phonemic segmentation; the intervention contributed, above all, to the performance of the subjects in the tasks at the phonemic level; the tasks involving rhyme and segmentation of phonemes are the most complex to perform; the children use strategies in trying to achieve the CF tasks; errors of two natures were found in the word dictation data: misuse of letters and modification of the segmental structure. This research contributes tor the medical and education fields, considering that it can help rehabilitation practices from patients with language disorders or learning difficulties, especially those related to writing, to understanding the difficulties associated with phonological awareness; besides offering subsidies to teachers that work with literacy classes / O presente estudo investiga a rela??o entre a escrita e a consci?ncia fonol?gica antes e ap?s um programa de interven??o aplicado em dez crian?as, com idades entre seis e sete anos, do 1? ano do Ensino Fundamental I de uma mesma classe de um col?gio particular de m?dio porte, localizada na zona perif?rica da cidade de Feira de Santana ? BA. Entende-se como consci?ncia fonol?gica a habilidade de refletir e manipular os sons da fala, nos n?veis da s?laba e fonema. A escrita foi analisada de acordo com os est?gios de escrita propostos por Ferreiro e Teberosky (1998) e os erros ortogr?ficos avaliados conforme Cagliari (1997). Para avaliar a consc?ncia fonol?gica, foi utilizado o CONFIAS ? Consci?ncia Fonol?gica Instrumento de Avalia??o Sequencial, proposto por Moojen et al. (2014). O programa de interven??o ? uma adapta??o do CONFIAS sugerido por Cardoso e Capellini (2009). A pesquisa tem como objetivos: descrever o desempenho de escolares em um ditado de palavras isoladas; analisar o desempenho em tarefas de CF; identificar as estrat?gias utilizadas pelos sujeitos no teste de CF; comparar os resultados obtidos antes e ap?s o programa de interven??o; verificar se h? rela??o entre os resultados do teste de consci?ncia fonol?gica e os erros de ortografia. Como aporte te?rico, foram utilizados, sobretudo, os trabalhos de Cagliari (1997), Ferreiro e Teberosky (1998), Morais (2000), Moreira (2013), Moojen et al. (2014), Pepe (2014). Os resultados encontrados apontam que, mesmo alfabetizadas, as crian?as permaneciam com dificuldades em executar a tarefa de segmenta??o fon?mica; a interven??o contribuiu, sobretudo, para o desempenho dos sujeitos nas tarefas no n?vel fon?mico; as tarefas que envolvem rima e segmenta??o de fonemas s?o as mais complexas de serem executadas; as crian?as utilizam estrat?gias na tentativa de acertarem as tarefas de CF; foram encontrados, nos dados do ditado de palavras, erros de duas naturezas: uso indevido de letras e modifica??o da estrutura segmental. A pesquisa contribui para os campos m?dico e educacional, tendo em vista que pode auxiliar as pr?ticas de reabilita??o para pacientes com dist?rbios da linguagem ou dificuldades de aprendizado, sobretudo relacionados ? escrita; para o entendimento das dificuldades associadas ? consci?ncia fonol?gica; al?m de oferecer subs?dios aos professores que trabalham com turmas de alfabetiza??o

Domestic violence, specifically intimate partner violence (IPV), is a major social problem in the United States despite legislative efforts aimed at reducing it. The Duluth model, which is the preeminent domestic violence intervention model used in the United States, is a male-only group intervention based on feministic views that domestic violence stems from men's behaviors to assert power and control in relationships. While the model is widely emulated, its policies and practices are under scrutiny from researchers who question the program efficiency, pointing to high recidivism rates. Guided by feminist theory, the purpose of this generic qualitative study was to examine perceptions of 7 male and female program facilitators with various educational backgrounds, specifically toward the effectiveness of the anger management component of the Duluth model. Individual in-depth interviews were collected and inductively analyzed, revealing a lack of diversity related to various cultures and client base, limited scope of the model in addressing causes or contributors of battering, lack of coordinated community response, and limited use as an orientation tool at the beginning of counseling to discuss violent behaviors and behavior modification. These findings provide insight for positive social change by addressing facilitators' concerns and developing solutions to create positive social change at the individual and family level.