The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers in behavior classrooms, and (b) group consultation should be an important part of monitoring behavior-specific positive praise for classroom teachers.

Historically, pastoral theology has engaged with the human sciences, especially psychology, to offer insights on how to live well. Positive psychology is a new resource that has been relatively unused by pastoral theologians. In this dissertation, I offer a new pastoral theological perspective on how to live well informed by positive psychology. A limitation of positive psychology is that it does not offer insights into existential and transcendent dimensions of human experience; thus, this positioning of pastoral theology and positive psychology is mutually enriching. To counter the trenchant tension in ‘living well’ between Christians and non-Christians, this dissertation presents the value and function of the spiritual life as a primary source of the good life through which to critically examine the principles and practices of 'living well.’ In particular, the dissertation presents the reasons how pastoral practice can make a transition from the human sources of happiness and flourishing to its divine (or spiritual) sources. This is accomplished by epitomizing the uniqueness of spiritual happiness and flourishing and reflecting 'the good life’ as a transcendent, authentic, and integrative form. This dissertation seeks to contribute to the field of pastoral theology by creating an updated and public version of pastoral practice that faithfully responds to the ultimate questions of human life. It uncovers ways in which the elemental, experiential views of human well-being represented in positive psychology have limited the transcendent capacity of human flourishing and suggests a new orientation for pastoral practice. / Thesis / Doctor of Philosophy (PhD)

No / The UK government’s Equality Bill is rapidly changing the approach to equality in the workplace. This extends previous legislation which, in addition to requiring public authorities to promote equal opportunities, provides support for specific types of positive action. However, there continues to be a level of confusion, misinterpretation and sometimes suspicion of positive action. In general, this has resulted in an apparent reluctance to use positive action to promote representational diversity in the workplace. This is compounded by limited empirical evidence on its use. NHS Employers (the employers’ organisation for the National Health Service) in partnership with Bradford University Centre for Diversity and Inclusion collaborated on a project to establish where positive action is being used in the NHS and the key factors associated with its successful application. The work involved 20 NHS organisations in England and employed a mixed method of qualitative research including in-depth interviews, a mapping exercise and focus groups. This paper describes the methodology adopted in the study and some of the positive action initiatives employed. Key factors for making positive action a success are identified and recommendations are made which will have relevance for future policy direction.

I will present and defend the notion of what I call Positive Individualism. Its purpose is to set forth a standard by which people are to treat others and themselves. I consider a common conception of individualism, its flaws, and a process of refining it. I formulate Positive Individualism, an idea in which every individual is valuable and therefore ought to be treated with respect and dignity by others. If this conception and the standards set forth were to be applied, communities would be able to function successfully and without compromising the individual since, as I argue, the individual is the root of decision and action.

No description available.

Disciplinary practices and protocols in schools have been a notable concern over the past 30 years. The traditional punitive punishment-based tactics have not proven to be effective in changing student behavior. Positive Behavior Intervention Supports (PBIS) is a proactive alternative that puts whole school systems in a place wherein students and teachers share in the responsibility of building a culture and climate of behaviors that produce positive outcomes. Research based on the implementation of PBIS in schools has concluded that problem behaviors decrease, students and staff feel safe, and attendance improves. There is a body of research that concludes that implementing such changes is effective in reducing office discipline referrals in major disciplinary actions and in creating a positive school climate. The current study examined the effectiveness of changing from reactive, punitive, zero-tolerance practices to proactive positive behavioral interventions. The research focused on the effects of PBIS on the percentage and number of office discipline referrals (ODRs) for African-American and special education students after the first year’s implementation of PBIS in a school district of approximately 6,000 students. The results indicate that ODRs decreased during the implementation of PBIS.

In this thesis we develop a model which allows us to evaluate Modified Dorfman's and Modified Sterrett's group testing procedures in the presence of false positive classification error that can be used for screening blood for HIV. Performance measures derived are the expected number of tests per sample and the corresponding coefficient of variation. The procedures differ from the original ones by the fact that groups and samples are retested certain number of times before they are classified as positive. Modified Individual testing procedure and the procedure currently used by Canadian Red Cross are also evaluated and all four testing strategies are compared. Numerical analysis illustrates that group testing is more efficient than alternatives. / Thesis / Master of Science (MSc)

No / Australian sociology has wrestled with most of the big issues facing this society; however, when it comes to one of the most significant changes to face Australia in the next 30 years, it has suddenly lost its capacity to engage with the nexus between demography, social processes and political structures. While governments have forged ahead with responsibilization agendas in health, welfare and unemployment, sociology has voiced its concern about the implications for Australia¿s most disadvantaged. Yet, when it comes to population ageing, sociology has been, in large part, silent in the face of neoliberal policies of positive ageing, which have framed the `problem¿ as a deficit that must be managed primarily by individuals and their families. This article maps the field of positive ageing, identifies key social concerns with this policy approach and asks, where is Australian sociology?

In the landscape of the 21st century, where competition in the financial sector is growing even more intense, the future will belong to those organisations that harness the power and potential of their human capital. It is the one huge reservoir left largely untapped, and those organisations which do this the best will be the business winners of this century. It makes sense then that different ways on how best to utilise and develop human capital for use as leverage in the competitive arena of the workplace should be investigated. Consequently, as an alternative to getting hindered by the swirling negativity and challenges, it was proposed that a positive approach is needed. It is believed that building positive psychological capacities within organisational contexts will be a powerful means of assisting South African organisations and employees to meet their new paradigm challenges. This will aid he successful transformation and augmentation and contribute to a truly ideal "Rainbow Nation" for South Africa. The researcher believes that this can be done by drawing from the positive psychology movement, where specifically selecting and developing certain positive psychological capacities may lead to desirable performance outcomes. The objective of the research was to determine if there was a relationship between positive psychological capacities (hope, optimism, resilience, self-efficacy), psychological empowerment and job performance of employees in a financial organisation. A correlational survey design was used. The study population (n = 155) consisted of call centre employees in a financial environment in Gauteng. The State Hope Scale, Life Orientation Inventory -Revised, Resilience Scale, Self-Efficacy Scale, Measuring Empowerment Questionnaire and a biographical questionnaire were used as measuring instruments. Cronbach alpha coefficients, factor analysis, Pearson product moment correlation coefficients and stepwise multiple regression analysis were used to evaluate the data. It was found that the research group was experiencing above average levels of hope and average/moderate levels of optimism. The study also revealed that high levels of resilience and self-efficacy, as well as above average levels of psychological empowerment were being experienced by the respondents. Correlation analyses reveal a statistical and practically significant positive relationship between hope and job performance. A statistically significant relationship was found between optimism and job performance and self-efficacy and job performance. However, no statistical or practically significant relationship was found to exist between resilience and job performance and between psychological empowerment and job performance. With regards to the relationships between the constructs, correlation analyses yielded a statistical and practically significant relationship between hope and optimism, hope and resilience, hope and self-efficacy, and hope and psychological empowerment. There is also a practical and statistically significant relationship between optimism and resilience; self-efficacy and resilience and between optimism and self-efficacy. However, no practically significant relationship was found between resilience and psychological empowerment and between self-efficacy and psychological empowerment. This study also investigated if the positive psychological capacities of hope, optimism, resilience and self-efficacy and psychological empowerment, could be used to predict job performance. It was found that hope, optimism and self-efficacy can be used to predict job performance. Resilience however was found not to be a predictor of job performance. Finally this study investigated if psychological empowerment could be used to predict job performance and it was found that psychological empowerment was unfortunately found not to be predictor of job performance. Finally, recommendations were made for the organisation under study, as well as for future research purposes. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2008

Paper 1 provides a systematic review on the association between children over-rating their competence, termed Positive Illusory Bias (PIB), and Attention deficit hyperactivity disorder (ADHD). The evidence towards this construct was examined, in addition to its environmental specificity and modifiability. Findings confirmed an association between PIB and ADHD, with most studies evidencing higher discrepancies between self and adult ratings of competence in children with ADHD compared to controls. The nature and magnitude of this association was less clear however, with some of these studies showing absolute ratings of children to be similar to controls, and a PIB only evidenced when adults were used as objective evaluators, not actual performance. Thus the review was unable to discount the idea that the PIB may, in part, be a function of the system around children with ADHD under-estimating their abilities. Clinical implications are discussed. Paper 2 presents an investigation into the efficacy and feasibility of a metacognitive therapy technique, Attention Training (ATT) in children with ADHD. A novel intervention in this population, the study employed a single case series design, followed by an uncontrolled trial, both with a 6-week follow up. A total of 16 children aged 7-11 under the care of a children and adolescent mental health service received 5 sessions of the ATT. Findings revealed that children rated their attention as significantly improved, despite no statistical improvement found on parent ratings. Significant improvements were also shown in working memory and other aspects of executive functioning. Adherence to home practice of the ATT was generally poor, but session attendance was good and the treatment was well-liked by parents. Clinical implications and directions for future research are indicated. Paper 3 is a critical reflection of the research process. Reflections on paper 1 and 2 are given, including limitations and clinical implications. The impact of the research process on my personal development and learning is also discussed.