by Yeung Chiap-to. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 166-178.

À notre époque où le matérialisme est plus que présent et où l’enseignement supérieur s’obstine à s’orienter vers les besoins économiques et la compétition mondiale, le bien-être des étudiants reste un terrain négligé. En France, nous constatons une diminution des capacités de gestion du stress et la détérioration du bien-être chez les étudiants. Le Tai Ji Quan (Tai Chi Chuan), art martial basé sur la pensée du Tao, connu comme une pratique associant le corps et l’esprit, peut-il être introduit dans les curricula universitaires afin d’apporter l’aide dont ont besoin les étudiants pour gérer leur stress et parvenir au bien-être ? Pour répondre à cette question, nous avons exploité les sources de la théorie du Tai Ji Quan et sa contribution à l’éducation ; étudié les fondements de cette pratique et analysé les avantages et les inconvénients de formations similaires existant en Chine, afin de réfléchir à l’intégration d’un curriculum de Tai Ji Quan dans le système universitaire français. A partir d’une réalité clinique de terrain, des stages de Tai Ji Quan style Chen de 18 heures ont été organisés, sur une durée de huit semaines, en 2012 et en 2013. Une étude pilote quasi expérimentale et une étude qualitative à l’aide d’entretiens semi directifs a été menée. La première de ces études monte des effets bénéfiques du Tai Ji Quan sur la réduction du stress et l’augmentation du bien-être des étudiants. De plus, les scores attribués au stage à la question finale ont montré une forte motivation des étudiants. Les résultats des entretiens, complétés par les témoignages écrits du groupe expérimental de la première recherche, montrent les bienfaits physiologiques et mentaux acquis lors de la formation. Des bénéfices ont été constatés qui se prolongent dans la vie quotidienne des étudiants. Ces données qualitatives ont permis d’identifier les points sur lesquels le curriculum du Tai Ji Quan pouvait satisfaire les besoins des étudiants et d’évaluer son programme : contenu et durée, supports matériels, situation de travail chez soi, désir de persévérer, difficultés rencontrées pendant la pratique du Tai Ji Quan et remédiations, qualification des enseignants, ainsi que les valeurs de ce curriculum apportées aux apprentis, sur le plan éducatif et sociétal. / In a world driven by globalisation and materialism, higher education struggles with preparing students to excel in competition by offering extensive intellectural training, while how to nurture the well-being of students is still underexplored. In France, associted with the decrease of skills in stress management, French students’ well-being has been deteriorated year by year. Tai Ji Quan (Tai Chi Chuan), the martial art that is based on Taoism philosophy and traditional Chinese medicine and kown as a typical body-mind practice, has been proven to be effective in improving physical and mental health. How could Tai Ji Quan be integrated into university curricula to improve students’ well being ? To answer this question, we reviewed the theoretical roots of Tai Ji Quan and its contribution to education, we also examed its essential principles and analyzed the avantages and disadvantages of Tai Ji curriculum compared with other trainings courses in China. In order to explore means to integrate teaching Tai Ji Quan into French university system, we organized an 18-hour Chen style Tai Ji Quan training courses during an eight-week period at the University of Limoges (France) in 2012 and in 2013. We adopted a quasi-experimental pilot study and semi-structured interviews to collect data. Results show a strong motivation of students to engage in this practice, and show that our participants benefit physically and mentally from this training. They also reported that how this practice benefit them greatly in their daily lives. This study allows us to analyze at what extend that the Tai Ji Quan ‘s curriculum can satisfy the need of students ; discuss the design of curriculum programme. They also sheds lights how this curriculum can benefit students, the educational terms and the society overall.

No description available.

The term social skills has been specifically defined as learned behaviors that allow an individual to engage in socially acceptable interactions with other individuals such that the interactions lead to positive responses from others and aid in the avoidance of negative responses (Elliott & Gresham, 1993). The current study investigated the ability of six adolescent females between the ages of 13 and 16 years to acquire a set of social skills through training. Participants' acquisition of the skills before and after training was assessed through role-play assessments and was experimentally demonstrated using a multiple-baseline across skills design. Secondary survey information (Child Behavior Checklist and adapted Ansell Casey Life Skills Assessment) was collected from participants and their parents to attempt to index effects of training on other behaviors of the youth. All of the participants acquired the skills taught and demonstrated them with increased or variable levels of accuracy post-training. Minimal changes in scores were documented on both secondary survey measures.

Continuing education advances society. For every student, our educational system should provide a seamless transition from one level to the next until a degree or certificate is earned that reflects a mastery of skills needed to secure employment. This helps prepare each individual for a successful life after exiting the educational system and greatly benefit our society. Today, however, many students graduating from high schools are not ready for a postsecondary education. Transitioning students from high school to college is a complex process that requires many different approaches. Students making this transition are finding it more difficult to enter and succeed at a higher level of education because of the complexity of this process. Preparing students for postsecondary options is critical for every student. Students from low-income families and some ethnic and racial minority groups are most dependent on the ability of their high school to prepare them properly for college success (Conley, 2010). In what ways can schools better prepare students for postsecondary success? This study focuses on the creation of a Postsecondary Readiness Guidebook (PRG) which provides a comprehensive approach to help educational leaders prepare students for postsecondary success. The guidebook uses a problem-based learning design and follows the research and development process. The guidebook was field tested by educational leaders in a K-12 public school though a workshop using a qualitative methodology. During the field-testing of the guidebook, data were collected through assessments, interviews with educators, and questionnaires completed by educational leaders at the school. Data were analyzed using inductive coding, facesheet coding, enumeration, and typology. The findings of the study reveal that using a guidebook with a comprehensive approach to postsecondary preparedness can help school leaders prepare students for postsecondary success. Educational leaders in the school collectively focused on best practices and programs aimed at preparing students for postsecondary options through the use and interaction of the PRG. The guidebook gave them a compass for which to navigate the complex process of preparing students for postsecondary success.

Social and emotional learning (SEL) programs have become increasingly popular during last 20 years, and have shown to reduce risky behaviors (i.e., substance use), improve communication skills, academic performance, and relationships among students of all ages when implemented in schools (Weissberg, Durlak, Domitrovich, & Gullotta, 2015; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Although the benefits of SEL programs are significant, the issue of implementation fidelity often arises. The purpose of this study was to assess the impact of implementation fidelity in the Life Skills Training program (LST) implemented with middle school students of a large South Florida school district. A not-for-profit-organization (NFPO) facilitated the training of teachers who implemented LST within the school district and provided the materials necessary to carry out the program’s lessons. Fidelity was assessed by eight observers from the NFPO by utilizing the Botvin Life Skills Training Fidelity Checklist-Middle School Level 1. Three core elements of implementation fidelity, adherence, quality of delivery, and participant responsiveness, were assessed. The school district was tasked with modifying and conducting the LST Pretest/Posttest Measure to assess student behavior gains. Multilevel modeling was used to assess the effect of individual-level (gender, race/ethnicity, and socioeconomic status [SES]) and classroom-level characteristics (adherence, participant responsiveness, and quality of delivery) on student behavior outcomes measured at posttest. Results from this study indicated that on the individual level, students’ race/ethnicity and SES were significantly associated with predicting student behavior gains at posttest. On the classroom level, participant responsiveness was significantly associated with predicting student behavior gains at posttest. The findings from this study make a unique contribution to the literature as it examined frequently overlooked core elements of fidelity such as participant responsiveness and quality of delivery.

The purpose of this Bachelors thesis is to investigate teachers' work and attitude to life in relation to the curriculum. Furthermore, how teachers look at students' emotional/social development in their general development. The thesis also reviews the criticism from The Swedish School of Authority on various programs primarily SET (social and emotional training) Three qualitative interviews and four observations at three different schools with teachers have been conducted. Using theories of social constructivism, deliberative conversation and social and emotional skills, the intention is to interpret the gathered material. The results show that the teachers see knowledge of life in school as important in the foundation of students´ emotional/social development. One teacher follows the SET program and two teachers’ took inspiration from various other programs and ideas. All the teachers proceed from core values, curriculum and their own goals in teaching life skills. Two teachers particularly emphasized on how the students developed emotionally and socially. Teachers were receptive to the National Agency’s criticism, and emphasized the importance of method selection, student adjustment, self-interest and that the Agency support the work. The teachers furthermore were able to handle sensitive situations.  This study focuses on teachers´ different views for and against the work program. Teachers who did not follow any program were perceived to have the best knowledge and education, and were most suited to the student body, where evaluation exercises were common. The SET program hinders teacher adaptation to the students because of its restrictive form. Life skills in school curricula have been considered important by the government, teachers and parents. There seems to be an increasing concern among students and greater demands of society. Agency's lack of clarity regarding value application has meant that the manual-based program SET, is sold as aid to schools by private operators. The Agency is now critical of these programs that they consider not to be sufficiently scientifically proven.

The purpose of the present study was to prepare a Stress Management Program for the mothers of children with autism and to evaluate the effects of the program on depression, anxiety, and suicidal probability. It was hypothesized that the mothers of children with autism who attended the Stress Management Program would have lower depression, anxiety and suicidal probability whereas there would be no change in the depression, anxiety, and suicidal probability of mothers of children withautism who did not get any treatment. The participants of the study were 44 mothers of children with autism from Uyum Special Education Center and Ilgi Special Education Center. The data were gathered by administering four instruments / Beck Depression Inventory, Back Anxiety Inventory, Suicidal Probability Scale, and Demographic Information Form. Repeated Measures Analysis of Variance Technique was used to analyze the data. The findings of the study indicated that there was a significant decrease in depression levels of mothers of children with autism after the Stress Management Program whereas anxiety and suicidal probability did not change significantly as a function of the Stress Management Program. For the mothers of children with autism who did not get any treatment, it was indicated that there were no difference in depression, anxiety and suicidal probability. The results were discussed within the context of the relevant literature.

Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.

published_or_final_version / abstract / toc / Education / Master / Master of Education