Motivated by the struggles of couples seeking to create intimate and enduring partnerships, this study develops a structured self-help format for enhancement of couple relationships that can also be used as an adjunct to formal therapy. Couples and their counselors are guided in an exploration of two interwoven areas of concern: the Inner Child--and--the effects of gender conditioning. To provide a theoretical basis for the creation of the practical instrument, a review was conducted of selected works from three major subject areas: the Inner Child, Gender Difference, and Couple Relationships. This research into psychological and self-help literature resulted in the synthesis and elaboration of a concept of the gendered Inner Child. The identification of specific gender with what has usually been a gender-less concept contributes a systemic dimension to the multi-leveled child within. "Systemic" here refers to the inclusion of both intra- and inter-personal psychological dynamics and consideration of the impact of social context and conditioning on problems and their possible solutions. The concept of the Inner Child has already been a highly effective vehicle for individual healing through many different approaches because of its ability to be utilized in the service of all four forces in psychology--psychodynamic, cognitive-behavioral, existential-humanistic, and transpersonal. With the addition of the systemic dimension, more of individual reality can be meaningfully addressed, and its potential for use with couples can be more fully explored. The Couples Workbook is a practical application of the theoretical construct, to help couples differentiate the gendered Inner Child within themselves as a means of countering the effects of both childhood wounds and sexist conditioning on their intimate relationships. Consisting of sections of text interspersed with questions, exercises, and guided meditations, The Couples Workbook integrates Stone Center Self-in-Relation theory, the work of Riane Eisler and an emphasis on mindfulness to help couples move from "Dominator" to "Partnership" modes of relationship. A questionnaire administered to experienced couples therapists elicited evaluations of the potential usefulness of the Workbook in professional practice. Responses indicated possible wide applicability.

The United Nations Convention on the Rights of the Child (UNCRC) calls for education to prepare children for "responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin" (UN, 1989, p.9). This thesis examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. A systematic review of recent international research into the effects of psychology-based educational approaches promoting community cohesion was undertaken. The review, structured by the PRISMA framework, identified 13 studies examining the effects of approaches to community cohesion. Analysis of these studies yielded insight into approaches to community cohesion, which may be best promoted through educational approaches that have both knowledge and process-based components and through a multi-level approach, which takes into account the individual and their relationships as well as the relationships between community groups and the individual's participation in their community. An empirical study with an Educational Psychology Service (EPS) in the North West of England was undertaken. This consisted of an Appreciative Inquiry cycle of four focus groups exploring ways in which an EPS could envisage promoting community cohesion. Findings from the empirical study suggest that an EPS supporting community cohesion is facilitated by aspects of current EP practice including values and by EPs knowing their school communities. EPs reflecting on their own positionality regarding community and culture may also be a facilitator. Dissemination to EP practice was considered, both at the research site as well as within the profession more generally. A multi-level approach was generated in which dissemination to practice through journal publication, conference presentations and continued contribution to a working group of regional EPSs was planned alongside dissemination through the design and delivery of training packages for schools. Deliberation over whether adopting a children's rights-based approach could help to maintain focus on community cohesion through times of changing government priorities was discussed.

<p> The purpose of the study was to investigate middle school students' perceptions of teacher feedback, middle school teachers' perceptions of the same feedback, and the extent to which those perceptions matched. While research into feedback practices was rich, few studies investigated middle school students' perceptions and experience with feedback practices. The study aimed to address possible miscommunication between teachers and students which may negatively impact middle school students' learning trajectories. Middle school students and teachers from a Midwestern Independent school participated in the study. Student data was examined in aggregate and by race, gender, grade level, years of experience at the school, and student academic self-ratings. Data was acquired using surveys, focus groups, questionnaires and interviews comparing middle school student and teacher responses to 1) clarity of feedback messages, 2) effectiveness of feedback messages, 3) feedback delivery systems and 4) how feedback is used by middle school students. The study also compared trimester grade point averages of middle school students who participated in a 6-week feedback training session intended to improve feedback engagement. A quantitative and qualitative analysis of data revealed that while there were significant differences in how middle school students and teachers view and interpret teacher feedback, middle school students find teacher feedback to be highly valuable and crave instructive rather than evaluative feedback to help improve their work. The evidence also revealed the advantages and limitations of instructing middle school students on how to be better interpreters and users of teacher feedback. The researcher suggests educators need to incorporate explicit feedback protocols in their classrooms including providing reflection time and opportunities for middle school students to practice becoming better receivers of feedback. The researcher also recommends educators proactively seek middle school student input concerning the type of feedback desired and how to deliver that feedback. </p><p>

<p> This study examined peer victimization, specifically indirect peer victimization and cyber victimization, in a sample of 311 college fraternity and sorority students at a large, public university in the southwestern United States. Of specific focus was the relationship between peer victimization&mdash;both within fraternity and sorority groups and between fraternity and sorority groups and outside members&mdash;and co-occurring psychological stress (i.e., anxiety, depression, stress). The potential mediating roles of group identity and campus connectedness were also examined. This study utilized the social psychological theory of Social Identity Theory to predict the relationships between the aforementioned variables. Results indicated that a majority of college fraternity and sorority students (58%) have experienced at least one instance of indirect peer victimization since being initiated into their respective organization. Collectively, the majority of respondents reported low levels of peer victimization and high levels of group identity and campus connectedness. As hypothesized, peer victimization was significantly and positively correlated with stress. In addition, higher ratings of within-group peer victimization were related to lower ratings of group identity. However, ratings of between-group peer victimization were not significantly related to ratings of group identity, which did not support the hypothesis that there would be a significant and positive correlation between the two. </p><p> It was also found that campus connectedness mediated the relationship between peer victimization and Stress. Specifically, campus connectedness served as a protective factor from stress. Alternately, group identity did not protect against stress. Lastly, a specific subgroup of participants was identified as experiencing significantly high levels of peer victimization. Participants designated as "Victims" were significantly more likely to report ethnic minority status, be male, and be a fifth-year college student. Moreover, these students reported significantly higher levels of stress, and lower levels of group identity and campus connectedness. The implications of these findings for university and educational settings are discussed.</p>

<p> This study sought to fill the gap in the literature concerning gifted students and academic motivation by examining the academic motivation in 126 non-gifted (<i>n</i> = 66) and intellectually gifted (<i>n </i> = 60) middle and high school students. The study used archival data to answer the following questions: What is the relationship between motivational variables, test anxiety, and student GPA for both non-gifted and gifted students? Are there differences in motivation across student group and across gender? And does a unique profile of motivation exist for intellectually gifted students? Study results revealed positive relationships between certain aspects of motivation and academic performance within the non-gifted students and the gifted students. Findings indicated that intellectually gifted middle and high school students tend to be more motivated than their non-gifted peers and experience significantly less test anxiety than their non-gifted peers. Gender differences in motivation were found only within the gifted group on intrinsic goal orientation, with gifted female students reporting more intrinsic goal orientation than their male counterparts. While a unique profile of motivation did not arise for intellectually gifted students, the gifted students were more likely to fall within cluster groups with high motivation, high sense of control over academic outcomes and high perception of their ability to successfully complete academic tasks. These students tended to have a higher GPA and experience very little test anxiety when compared to students with low motivation.</p>

<p> This study examined the efficacy of peer tutoring, specifically Peer Assisted Learning Strategies (PALS), as supplemental instruction for middle school students with reading difficulties. A multiple baseline across individuals design was used to demonstrate changes in oral reading fluency and reading comprehension. The results of this study suggest that students who participated in PALS did not substantially increase reading fluency or comprehension when analyzed on the basis of non-overlapping data points. Nonetheless, two of the three underperforming students improved their reading skills such that they were no longer in the at-risk range by the end of the study. The third lower-performing student did make important gains over the course of the study. Notably, the lower-performing participants perceived themselves as having made gains in reading and they attributed these gains to working with a partner. The limitations and implications of future research are discussed. </p>

<p> This study takes place in a Mid-Atlantic public charter school over the course of a semester with eight seventh- and eighth-grade students in a visual art painting class. The author aimed to discover whether the integration of art therapy techniques within her curriculum might increase the self-efficacy students felt towards art-making. The study employed the ethnographic method of action research to allow the researcher to implement the study within regular classroom instruction and routine. This method also allowed more in-depth and cross-sectional analysis by the researcher due to regular exposure and established relationships with the subjects. Four exercises, modeled after commonly-used art therapy exercises, were inserted into the beginning of classroom instruction along with immediate individual reflection. Along with the student artwork, four other bodies of data were analyzed including: field observations, one-on-one interviews, written responses and an initial benchmark survey. Thematic analysis allowed the researcher to identify themes that would gauge levels of student engagement, compare content of the work and recognize student affect. Results from analysis confirmed the hypothesis as evidence revealed an increase in self-efficacious behaviors and attitudes towards art-making for students. This study confirmed adolescent artistic developmental stages as well as developmental tendencies towards gaining and displaying control. These findings correspond to the need for differentiated teaching to adolescent students and the importance of educator awareness and consideration of developmental needs. This study also highlights the possibility of enhancing the student experience when the practice of art education and techniques of art therapy are carefully and intentionally combined. It provides a model of an empathetic approach to curriculum for the purpose of providing a holistic art education. </p>

<p> Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students&rsquo; science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and related career aspirations were measured. Parental, peer, media, out-of-school time activities and physical school environmental influences were examined along with teacher and school counselor capacities. The results showed middle schools were not actively engaging in STEM identity formation and career development practices nor were they providing out-of-school time STEM activities for their students. Parents, peers and the use of the online learning platform, Learning Blade did, however, have significant influences on students&rsquo; STEM career development.</p><p>

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 156-173).

Submitted by Antônio Carlos Da Encarnação Júnior (antoniocarlos@ufrb.edu.br) on 2016-01-20T12:31:29Z No. of bitstreams: 1 Entre Crianças, Queixas Escolares e Atendimento Psicológico.pdf: 2527140 bytes, checksum: d52f0d3c21355689f31da1cb0901b831 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-01-22T15:30:58Z (GMT) No. of bitstreams: 1 Entre Crianças, Queixas Escolares e Atendimento Psicológico.pdf: 2527140 bytes, checksum: d52f0d3c21355689f31da1cb0901b831 (MD5) / Made available in DSpace on 2016-01-22T15:30:58Z (GMT). No. of bitstreams: 1 Entre Crianças, Queixas Escolares e Atendimento Psicológico.pdf: 2527140 bytes, checksum: d52f0d3c21355689f31da1cb0901b831 (MD5) / Diante de um momento histórico marcado pelo aprofundamento das desigualdades sociais e aumento do desemprego na luta pela manutenção do capitalismo na condição de modo de produção da existência humana no século XXI, a educação escolar tem sido palco de intervenções político-ideológicas que têm proporcionado o aumento exponencial de crianças encaminhadas aos Serviços de Psicologia, por supostos problemas de comportamento e aprendizagem. A presente pesquisa teve como objetivo caracterizar as crianças encaminhadas por queixas escolares a um Serviço de Psicologia de uma universidade pública baiana, além de identificar as concepções teóricas e metodológicas que orientam as modalidades de atendimento prestadas a esta população. A pesquisa foi realizada através dos arquivos de prontuários deste Serviço, compostos por documentos como Ficha de Triagem, de Evolução do Caso, Encaminhamento Interno e de Encerramento. No total, foram explorados 312 prontuários do arquivo, dos quais 106 foram analisados detalhadamente por serem referentes a Queixas Escolares. Através da Ficha de Triagem identificou-se que, como apontado pela literatura da psicologia escolar e educacional, não se trata de toda e qualquer criança: são predominantemente meninos (69%), negros e pardos (67%), oriundos de famílias com renda até dois salários mínimos (71,6%), cursando entre o 2º e o 4º ano do ensino fundamental (39%) e com idades entre sete e 10 anos (48%). O sistema de categorização das Queixas Escolares utilizado inspirou-se na proposta de Marilene Proença Rebello de Souza (1996), que revelou que às crianças foram atribuídas 246 queixas, uma média de 2,3 queixas por criança. Estas foram referentes a Problemas de Atitude, em 41% dos casos, seguidas de Problemas de Aprendizagem, em 13%. Quanto às duas categorias juntas, foram 44% das queixas relatadas. Do total de 106 casos encontrados, os documentos subsidiaram a identificação de 60 atendimentos prestados por três Modalidades oferecidas pelo Serviço: Terapia Cognitivo-Comportamental (41), Ludoterapia (cinco) e Acompanhamento à Queixa Escolar (oito). Além das modalidades, foram descritos seis casos de avaliação psicodiagnóstica. Os achados indicam que o Serviço de Psicologia pesquisado ofereceu atendimentos em perspectivas patologizantes em duas modalidades: Terapia Cognitivo-Comportamental e Ludoterapia, assim como ofereceu resistência a tais abordagens hegemônicas através do Acompanhamento à Queixa Escolar. Os achados demonstram que o Serviço é um exemplo do embate político relacionado às práticas do psicólogo escolar e educacional frente às queixas escolares que se apresentam na atualidade. / ABSTRACT In this historical moment, marked by the rise of social inequality and rising of the unemployment in the struggle for keep the capitalism as the production mode of human existence in the XXI century, the school education has been the scene of political-ideological interventions that have provided an exponential increase of children complaints to Psychology Services by supposed behavioral and learning problems. This study aimed to characterize the school complaints attributed to the children up to a Psychology Department of a Bahian public university, and identify the theoretical and methodological concepts that guide the modalities of treatment provided to this population. The research was conducted through the Service record files, composed of documents as: Screening Record, Case Evolution Record, Internal Routing and Closing. In total, 312 file records were explored, of which 106 were analyzed in detail because they were related to School Complaints. Through Screening records it was identified that, as pointed out by the literature of school and educational psychology, it is not each and every child: they are predominantly boys (69%), blacks and brown (67%), from families with income up to two minimum brasilian wages (71.6%), studuing between the 2nd and the 4th year of primary school (39%) and aged between seven and 10 years (48%). The Categorization System of School Complaints used in this research was inspired by the one proposal by Marilene Proença Rebello de Souza (1996), which revealed that to the children were attributed 246 complaints, an average of 2.3 complaints per child. These were related to Attitude Problems in 41% of the cases, followed by Learning Problems with 13%. For the two categories together, there were 44% of the reported complaints. Of the total of 106 cases found, the documents supported the identification of 60 treatments realized by the institution, provided by three modalitys of treatment offered by the Psicological Service: Cognitive-Behavioral Therapy (41), Play Therapy (five) and Accompaniment to the Complaint School (eight). In addition to the modalities, it were described six cases of Psycodiagnostic evaluation. There were found indications that the Psychology Service offered treatments in pathologizing perspective in two modalitys: Cognitive-Behavioral Therapy and Play Therapy, and offered resistance to such hegemonical approache through the Accompaniment to the Complaint School. The records found demonstrate that the researched Service is an example of political struggle related to the practices of school and educational psychology in the educational problems that arise today.