Depression received much attention in the professional literature as a stimulus both for experimental as well as applied research. It continued to be the subject of much controversy in respect to its definition, identification, and classification. Attempts were made to objectify the assessment of depression using self-report scales to tap various aspects though to be related to its etiology as well as its symptomology. Two of the most popular and reportedly well-validated self-report scales identified in the literature for determining and quantifying depressive symptoms were the Beck Depression Inventory (Beck) and the Zung Self-Rating Depression Scale (Zung).The present study was designed to determine if there were factors in common between the Beck and the Zung scales and, in addition, to test whether these factors would differentiate subjects by sex class membership, diagnostic category, and by some linear combination of biographical or life-history information. The major purpose was the identification of outstanding charactersitics of depression predicted from biographical data and the determination of the relationship of these data to self-rating psychometric measures of depression. This study makes it clear that the Beck and Zung scales are measuring different aspects of depression and thus are likely based on separate constructs. The need of developing a depression index based on separate factor scores is highlighted. Also, a multimodal approach to assessment in general is indicated. Studies relating biographical information to factors of depression are suggested. This study makes several inroads, generating descriptive factors and significant biographical or life history correlates. These findings could be expanded and further research could lead to the development of assessment tools useful in the identification of patients with distinct depressive syndromes, as well as at-risk subject groups, in order to implement both primary and secondary prevention.

The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.

for diploma thesis: Possible Relationship between Other-Rated and Self-Rated Vocal Quality in Body-Image concept Petra Stolařová The aim of this study was to investigate whether it is possible to consider voice as a part of Body-Image concept. We examined the perception of one's own voice and its affect on individual's personality and behavior. In addition, we decided to examine this fact in two culturally different samples - Czech and Brazilian. We collected comparable vocal recordings in both cultures - two recordings of singing and two recordings of speech, we also collected questionnaire data regarding perception of one's own voice and singing, scores of seciosexuality and additionaly in the Czech sample we collected self-reported self-esteem. Subsequently, we collected attractiveness ratings of these vocal recordings by independent raters within the two chosen cultures. Using statistical methods, we found that the rated and self-rated voice quality (both speech and singing) partially correlated, but these correlations differed in relation to gender, and population. The Czech sample revealed that neither self-rated nor other-rated quality of voice had affect on self-esteem. Also, it appears that self-rated quality of singing has an impact on sociosexuality in Czech women and Brazilian men,...

The purpose of the present study was to examine the self-perceptions of effective non-native English speaking teachers (non-NESTs) of English as a Second Language (ESL) regarding their teaching behaviors. The study also sought to discover the relationship between effective non-NEST perceptions of their teaching behaviors and stereotypes for those behaviors. It further sought to define what experiences have contributed to their non-conformation if their perceptions do not fit the negative stereotypes of teaching behaviors of non-NESTs.

No description available.

The purpose of this study was to explore student self-assessment in a reading methods class. The study is the result of my interest in alternative assessment practices in teacher education; specifically, I am searching for ways to eliminate the barriers often found in traditional assessment that inhibit constructive relationships between student learning and assessment processes. I selected an ethnographic method to capture the meaning of student self-assessment as the instructor and the preservice teachers were living the experience. Primary data collection sources included a survey questionnaire, interviews, field notes, various site artifacts and journals. All data were transcribed and coded for themes. The results of the study illustrate how the instructor's approach to student self-assessment is important as it represents the conditions and context necessary to promote student self-assessment. The instructor's approach consists of five properties: class climate and management, small group work, task approach, theory and practice, and student assessment. The way the preservice teachers managed and responded to student self-assessment is delineated in the section on the students’ approach to student self-assessment. Their approach is defined by four properties: participating in small group work, engaging in ambiguous tasks, receiving and giving feedback, and reporting self-assessment. Finally, the study presents the factors influencing student self-assessment and a model of a democratic approach to student self-assessment practiced in the class. The conclusions of this study suggest that the students’ approach to self-assessment is linked to the instructor's approach in a complex way. The instructor's approach in the reading methods class creates the context in which the preservice teachers integrated the methods class and their field-placement experience, engaged in critical inquiry, generated the criteria for their work, received and gave feedback, revised their work, analyzed their work and participated in a democratic learning environment. The interpretations of this study imply that the alternative assessment practices used in the reading methods class studied represent one way to promote professional learning, since it enhanced the preservice teachers' becoming empowered, informed decision-makers, and independent learners. / Ph. D.

University of Macau / Faculty of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

Background Depression is a very common disorder that causes great suffering for the patient. Recognizing depressed patients in primary care (PC) settings is a challenge and only about half are identified as depressed by their general practitioner (GP). Among patients receiving antidepressants (AD) about 70 % are improved, but only about 35 % reach remission. Hence, there is a need to identify depressed patients and to develop optimal treatment strategies in PC. Self-rating scales can be helpful in assisting the recognition. Patients’ beliefs about the cause of depression and their attitudes towards treatment options have been found to influence their help-seeking behavior, coping strategies, treatment preferences and adherence. To increase depressed patients’ knowledge about their disorder and to help them reach and stay in remission, the “Contactus program” was launched in Sweden, containing patient education and group counseling, as supplement to the usual care in PC. Aims To explore patients’ beliefs about causes and improvement factors for depression, and evaluate if the Contactus program could help to improve treatment outcome. Also, to investigate the psychometrics of two commonly used self-rating scales for depression, HADS and PHQ-9. Methods Treatment outcome among patients participating in the Contactus program (N=205) was compared to a control group (N=114) treated as usual. The outcome was measured by HADS, GAF-self and by questionnaires. Both groups also answered an open-ended question about the cause of their depression at baseline and another question about improvement factors at follow-up after six weeks. To compare HADS and PHQ-9, patients (N=737) visiting their physician because of depression filled in both scales. The scales cut-offs were compared with Cohen’s Kappa, internal consistency was calculated and factor analysis was performed.  Results Depressed patients participating in the Contactus program had a response rate of 55 % compared to 29 % in the control group (p=0.006). Also, remission was reached among 42 % in the Contactus group and 21 % among the controls (p=0.02). The patient’s subjective evaluation of the outcome after six weeks showed that 72% of the Contactus patients considered themselves improved vs. 47% among controls (p=0.01). The most common described reason for depression was current stress, most often work related, and own personality traits. Very few mentioned biological factors. For improvement, the most commonly mentioned aspects were participation in the Contactus program and AD. When comparing HADS to PHQ-9 their agreement at recommended cut-offs, HADS-D≥11 and PHQ-9≥10, was low (k=0.35). The highest Kappa value (0.56) and also equal prevalence of depression were found at HADS-D≥8 and PHQ≥12. Both scales had a high internal consistency (α=0.9). Conclusions The results of this thesis indicate that patient education and group counseling are valuable supplements to usual treatment of depression in PC. It is also clear that patients and professionals often have different opinions about the causes of depression, at least concerning biological factors. The patients were generally positive to professional help. The patients’ own beliefs about their illness must be considered when developing new types of interventions and when trying to reach an understanding in the patient-doctor encounter. Finally, there are many self-rating scales for depression. Here two scales were compared and both showed good psychometric properties in terms of internal consistency and factor structure. However their optimal cut-offs were questioned. In conclusion, self-rating scales are useful in identifying depressed patients in PC and might also be apt for measuring treatment outcome. Offering the patient education about their disorder and possibility to share experiences seems to increase response and remission rates, substantially. More studies are needed to explore the effects of educational programs, group interventions, and how patients’ own believes interact with the choice of treatment, adherence and outcome.

No description available.