The purpose of this study is to develop an interpretative understanding of how discursive therapists’ linguistic actions enhance the couple alliance. Additionally, this study includes an exploration of whether these models hold up to a common factors conversation in the practice of couples therapy. The couple alliance is the central relationship in couples therapy. Previous research suggests that therapists’ actions might have an effect on enhancing this alliance by creating a dyadic orientation. In postmodern/discursive models of practice, therapists’ actions have gone mostly unexplored, leaving therapists with little understanding of what is done in the process of couples therapy that enhances the couple alliance and creates a dyadic orientation. Results from a Conversation Analysis of couple’s cases in Narrative Therapy, Solution-Focused Brief Therapy, and Collaborative Language Therapy suggest the linguistic actions of discursive therapists appear mostly congruent with the claims they make regarding couples therapy. These actions may produce an enhanced couple alliance based on the empirically supported characteristics of a strong couple alliance. Findings also support model-dependent common factors of discursive couples therapy. In all three approaches the couple alliance appears to be enhanced by: (a) developing a symmetrical structure of the dialogue, (b) developing a contextual understanding of the self and the partner, (c) expanding the changes to the larger system, and (d) using thematic summaries. These findings have implications for practice and training in discursive couples therapy. Recommendations for future research include utilizing deductive reasoning in outcome studies to explore the effectiveness of a discursive couples therapy common factors approach to enhance the couple alliance.

The relationship between the therapist and the client is an important consideration for most models of therapy, with all models of therapy emphasizing the importance of establishing a positive therapeutic relationship. Quantitative and qualitative studies have shown that the relationship between the therapist and the client is a predictor of positive outcomes. However, different models define the preferred therapeutic relationship differently. This study was a qualitative exploration of a decentered and influential position of the therapist in narrative therapy. A video of a one-session narrative therapy case conducted by Michael White was analyzed using conversation analysis to answer the following research question: How, if at all, can White be seen to take a decentered and influential position in narrative therapy? The findings of this study provide more knowledge about White’s decentered and influential stance in narrative therapy. It is expected that this knowledge could be useful for education and training purposes, as well as for the improvement of clinical practice.

Studies have demonstrated the positive impacts of both parent and adolescent religiosity on adolescent outcomes; however, the relationships among these variable have not been studied. Our study was conducted to assess whether adolescent religiosity mediates the relationship between parent religiosity and adolescent emotional and behavioral health outcomes. A sample of 491 late adolescents ages 18–22 completed surveys that assessed their parents’ religious practices, their own religious practices, deviant behaviors, and internalizing behaviors. Findings suggest that adolescent religiosity mediates the relationship between parents’ religiosity and adolescent health outcomes such as drug and alcohol use and depression.

Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students.Participants were 439 volunteer undergraduate students, who were primarily female (71%).Cross-sectional, survey design. Participants completed measures assessing positive social support, including emotional, informational, and tangible support; negative social exchanges; and suicidal behavior, including ideation and attempts.Positive social support, particularly tangible support, and negative social exchanges were significantly predictive of greater suicidal behavior.Practical manifestations of support may buffer against suicide risk for college students, whereas conflict-based interactions may contribute to increased risk. At the institutional, parental, and peer levels, promotion of supportive relationships may be an important suicide prevention strategy.

Using guided inquiries in traditional classrooms yields noteworthy learning and engagement results. However, this instructional method is rarely used in non-science fields or in an online setting. Attendees will themselves experience a guided inquiry as they learn about the method’s strengths, broad online and curricular applicability, and underlying theoretical support.

Abstract available through the Conference on Higher Education Pedagogy.

No description available.

Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.

Pediatric obesity is a significant clinical and public health issue for African American girls in which low physical activity (PA) is a contributor. The mother-daughter relationship (MDR) has rarely been examined in the context of improving health behaviors such as PA and mental health outcomes (MHO) within this population. PURPOSE: To examine if change in PA following a 12-week culturally-tailored mother-daughter PA intervention predicts change in MHO variables (self-esteem, depressive symptoms, body image dissatisfaction) and MDR in pre-adolescent African American girls. METHODS: Mothers (n=27; age=36.0±17.0 years; body mass index (BMI)=34.0±7.4 kg/m2) and daughters (n=27; age=9.0±1.4 years; BMI=20.3±5.7 kg/m2, BMI percentile=73%) randomized to the mother-daughter dance group were examined in this analysis. Physical activity levels were assessed with Actigraph GT3X+ accelerometers for seven days and validated questionnaires. Mental health outcome variables and MDR were assessed using validated questionnaires. Spearman correlations were used to examine associations between variables. MANOVA was used to assess differences in PA levels across three time points. Paired t-tests and ANOVA were used for MHO variables and MDR across two and three time points, respectively. Simple regression was used to assess if PA self-efficacy and MDR mediated changes in PA. Hierarchical linear modeling (HLM) assessed if changes in PA variables predicted changes in MHO variables. RESULTS: Several significant correlations were observed at baseline and post-intervention such as the negative relationships between daughters’ light PA (% time) and depressive symptoms as well as a daughters’ BMI percentile and body image dissatisfaction. Significant reduction was observed in daughters’ self-reported PA (p=0.04) pre- to post-intervention. No other significant changes were observed. Change in PA did not predict change in MHO variables, but there was a negative effect of average BMI percentile on self-esteem (p=0.017) and body image dissatisfaction (p=0.002). CONCLUSION: In this sample of pre-adolescent African American girls, change in objectively measured PA did not predict change in MHO. The lack of significant findings could be attributed to low attendance of the intervention. Future studies should examine these relationships in a larger sample and explore the use of technology to combat low attendance.

Gymnasieskolan ska främja elevernas lärande och välmående. För att eleverna ska få goda förutsättningar för det, bedrivs ett systematiskt kvalitetsarbete som utvärderar hur skolan fungerar. Utvärderingarna sker oftast mellan lärare och skolledare, men det är eleverna som drabbas när kvalitetsarbetet inte fungerar. Därav finns det ett intresse i att lyfta deras upplevelser för att nå kunskap om hur de ser på sitt lärande. Syftet med studien var att beskriva vad gymnasieelever uppfattar som gynnsamt för sitt eget lärande och för deras sociala hälsa. Studiens teoretiska referensram har sin utgångspunkt i både pedagogik samt hälsa, och består av sociokulturellt perspektiv samt salutogent perspektiv. Studien har genomförts med en kvalitativ metod samt deskriptiv design, och datainsamlingen har gjorts genom semistrukturerade intervjuer med totalt tio gymnasieelever, empiri har därefter analyserats med hjälp av en konventionell kvalitativ innehållsanalys. För att titta på kunskapen och belysa elevernas erfarenheter har en hermeneutisk utgångspunkt tillämpats, för att dra slutsatser har en abduktiv ansats använts. Resultatet frambringade två huvudkategorier; “Eleverna anser att undervisningens utformning är viktigt för lärandet” och  “Eleverna är angelägna om goda relationer”. I resultatet framgår det att undervisningens utformning påverkar hur eleverna uppfattar sitt lärande. Avslutningsvis visar även studien att sociala relationer är en gynnsam aspekt för lärandet och sociala hälsan. / Upper secondary school aims to encourage students' learning and well-being. In order to create good conditions for the students, a systematic quality work is carried out to evaluate how schools work. Usually, evaluations are carried out between teachers and headmasters, but it is the students who suffer when quality work fails. Hence, there is an interest in highlighting their experiences to gain knowledge of how they view their learning. The purpose of the study was to describe what high school students perceive as beneficial for their own learning and for their social health. The theoretical framework is based on both pedagogy and health, and includes sociocultural perspective and salutogenic perspective. A qualitative method and a descriptive design were applied. The data was collected through semi-structured interviews with ten students. Thereafter, the empiricism was analyzed by the means of a conventional qualitative content analysis. In order to assess the knowledge and highlight the students’ experiences, a hermeneutic starting point was applied and abductive approach was then used to draw conclusions. The result showed two main categories; “Students believe that form of teaching is important for learning” and “Students are keen on good relationships”. The results show that the design of the teaching, affects how the student´s perceive their learning. In conclusion, the study also shows that social relationships are a favorable aspect for the perception of learning and social health.