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Psychology of Adolescence - Science topic

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I work in a center of communitty services, and last day, a child of 10 years old attended with their parents, and they explain me the case. The child suffered bullying, in his old schoold and this year, in a new school he need a treatment for try adapt in a new school and try remove from his mind bad memories. How can I start the treatment with the objective that you see in me a support?
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Listen to him, sympathize and help to grow confidence
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Does anyone know where can i get the Academic Motivation Scale - College version (AMS - C28) scoring manual or instructions or can someone told me how to score the Academic Motivation Scale - College version.
I couldn't find any scoring manual or instructions for AMS-C28. 
thank you..
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Good morning Marianne :)
I believe that Michael Sam Tion is an associate of Dr. Vallerand. I wrote to Dr. Vallerand last year to ask permission to use the AMS. Michael responded to me instead. (I will send you that email through gmail). He gave me permission to use the AMS and also told me the scoring formula. I also found another dissertation on the internet (from several years ago) where another student asked Dr. Vallerand for the scoring information and Dr. Vallerand responded personally. The difficult part was translating that formula into an accurate Excel formula to analyze the data in Excel and then into SPSS. You can try to write to Dr. Vallerand at vallerand.bob@gmail.com or Michael Sam Tion at sam_tion.michael@uqam.ca for permission and the scoring formula information. I will send you the email that I received from Mr. Tion. More information about my research can be found on my website drschumann.org.
Thank you Marianne! Be well. :)
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Hello all,
I am a budding researcher with a working knowledge of biostatistics. I wish to conduct a meta-analysis for one of my reviews but am overwhelmed with the online articles. Kindly, I wish to know if any online course/workshop on doing it is available?
I belong to the field of Child and Adolescent Psychological Science.
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Please consider this wonderful ~15 hour Coursera course from Johns Hopkins by two instructors who are also leading affiliates from the Cochrane Collaboration: https://www.coursera.org/learn/systematic-review. As you have experience in and knowledge of biostatistics, you will really appreciate the mathematics part of the endeavor especially with regards to fixed effects versus random effects models.
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Does anyone know where I can obain the Parent and Adolescent Communication Scale (PACS) by Barnes and Olson (1985)? 
Thank you
Arvinder
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You may simply use the form as presented in the file mentioned above, appendix H. Just replace *** with "my child" or "my parents" respectively.
Kind regards
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I am working on a literature review for Adolescent psychology? I have information for teaching and learning, as well as education tech my M.Ed concentration, but could find little info on psychology portion of this for my graduate class? Could anyone direct me to any articles?
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It's difficult to control class when there's an activity related to social media.
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I am Assistant at a Dance Academy and lately there is a girl who does not come. They told me that it is afraid to come. I know she suffers bullying at her school The same girls from his school come to the dance.I have never happened to me, so i'm investigating whether it could be the case of bullinying in dande classes, and what is the reason the girl does no attend. 
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AUNQUE, EN UN PRINCIPIO, EL BULLYNG SE CIÑÓ A ESCENARIOS ESCOLARES, POR SUPUESTO QUE TAMBIÉN PUEDE - Y, DE HECHO, SUCEDE- DARSE EN OTROS MARCOS. PARA ELLO -EN ESPAÑOL- SE SUELEN UTILIZAR LOS TÉRMINOS "MATONISMO" E "INTIMIDACIÓN"...DEJANDO EL DE "BULLYNG" PARA AMBIENTES MÁS ESCOLARES
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I am trying to decide which personality measure of impulsivity to use in a study on unhealthy snacking/eating among a non-clinical sample.  While I can find a range of review papers, I am yet to find a meta-analysis that focuses specifically on personality based measures of impulsivity (e.g. UPPS-R, BIS-11, I-7) in respect to unhealthy snacking/eating, thus allowing me to pick the best measure.  Does any-one know of such a paper?  Or have any advice?  I am also trying to decide on a behavioural measure (e.g. delay discounting task, Go/No-Go task) and am encountering the same issue so any help/advice in regards to these tasks too would be much appreciated.  Many thanks.
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The paper is very interesting and I think the IS I could help in discovering significant differences between abusers and non abusers in their preferential intellectual styles. The tool is ready in the form of a software program and available for research in Arabic and English.
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Sedentary life in children is evaluated depending on television use and/ playing video games, of computer use and hours spent on homework.
How can we score it, do we need to put separately; High levels indicate television use (> 4 hours a day), computer use (> 3 hours a day), hours spent on homework (> 3 hours a day)
OR
Weighted average time of the 3 variables
OR
Average Screen time (television use and computer use) and Non Screen time (others like homework hours)
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My sample sizes in research on hemophilic children were very small but I compensated with two classmates for every child:
parents can fill in questionnaires too.
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Can anyone send me a good list of questions to find out if Juvenile use evasive coping.
If already looked for the JCS and Falkman’s Questionnaires. But could not find the JCS questions referring to evasive coping mechanisms. It would help me a lot.
Thank you
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My Lab Colleagues and I (Stress Lab, UCLA, directed by Dr. Slavich) are looking for colleagues available for collaborations in translations and validations in different languages of this new online interview, assessing person’s cumulative exposure to stress over the life course. STRAIN is an innovative measure considering chronic and acute stress that can influence the human mental and physical well-being. The participants have to rate the severity, frequency, timing, and duration of each stressor they endorse. This interview is “smart” because the questions are presented to the subjects on the basis of the previous answers (for example, questions about children will be skipped for persons who, previously, claimed not to have children). The STRAIN already exists in English, Spanish, German, Swiss (High) German, Brazilian Portuguese, Croatian, and Italian. A version for adolescents also exists (but only in English for the moment).
One of our goals is having the STRAIN in several languages to implement transcultural studies on stress. We are interested in research work collaborations with clinical (mental and physical illnesses) and non-clinical populations.
If you are interested in an adaptation study for your Country, in an already existing language, please, contact me: eddycollazzoni@hotmail.it.
Below you find the link to STRAIN online page. You can find there all of the information and publications concerning to the STRAIN, including the American validation study (Slavich, G. M., & Shields, G. S. Assessing lifetime stress exposure using the Stress and Adversity Inventory for Adults {Adult STRAIN}: An overview and initial validation. Psychosomatic Medicine.)
Please, contact me for all of the information you need.
Best Regards,
Alberto Collazzoni
Ph.D. in Clinical Psychology 
Assistant Project Scientist, UCLA, Laboratory for Stress Assessment and Research Cognitive-Behavioural Therapist 
primary e-mail: eddycollazzoni@hotmail.it
secondary e-mail: ACollazzoni@mednet.ucla.edu
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Hi JohnBosco!
I send you a private message
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Hello
I'm looking for a screening test to assess the development of school age children. So far I have found scales that include emotional and social dimensions, however I need a more complete scale, but also brief, which also includes cognitive and behavioural dimensions.
All advice are welcome.
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Ages and Stages Questionnaire (Squires and Bricks) is a useful screening tool.
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80% inmates are illiterate and unskilled. 
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Hi Muhammad,
One thing that I have seen that is beneficial for inmates is mindful communication. It helps people reduce the time between an angry emotion and reacting and also with communicating with people in general. Below is a citation for a book on the topic. It may need cultural adaptions.
All the best,
Nikki
Huston D, 2010, Communicating mindfully: mindfulness-based communication and emotional intelligence, Cengage Learning, New York.
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Hi,
I am developing a questionnaire in order to investigate the relationships between HLE and numeracy knowledge. There is a lot of reserach in this field and I would like to use a reliable tool that has already been used in similar studies. I'd be really interested in looking at the questionnaires you are using to gather those info from your participants.
Thanks!
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Dear Erica,
If I understand it well, you want to investigate the relationships between home learning environment and numeracy knowledge.  As I see it, in your research, home learning environment will be your independent variable and numeracy knowledge your dependent variable. As you say, there are a lot of empirical research on this issue.
As you live in London, I wonder whether you are acquainted with the Brazilian psychologist Teresinha Nunes' work. She is married to the British psychologist Peter Bryant and they live in London. I know them both. She showed that when Brazilian children have to solve, say, practical mathematical problems in streets while being, for example, vendors or buyers (e.g., additions, subtractions, and so forth) they are more advanced mathematically than when they have to solve such math problems at schools. I think that she coauthored a book whose title is more or less the following: 0 at school, 10 at streets. This shows that children's math knowledge depends on the environmental where they live. Of course, numeracy knowledge may refer to children's ability to perform the arithmetical operations of addition, subtraction, multiplication, and division, or, for example, to solve a Piagetian number conservation task. This task shows us the extent to which a child understands, for example, that the number of elements in a set remains constant regardless of the spatial arrangement of the elements in the set at hand. So, instead of a questionnaire or a type of Likert-scale you may use a Piagetian number conservation task to assess children's numeracy knowledge. Needless to say, by using such task you have a more rigorous assessment of numeracy knowledge than when you use a questionnaire, a type Likert-scale, and the like. I say a type Likert-scale because there are not Likert scales. Some of them have a middle point, other ones have not a middle point, a four-points scale, for instance.
As for home learning environment, you could appeal to D.Baumrind's work on types of parenting: Authoritative, authoritarian, or permissive. The first is demanding in cognitive terms but warm in affective terms; the second is demanding but cold; and the third is guided by the slogan laissez faire, laissez passer, laissez aller (let's it go). To establish these kinds of parenting you would have to make naturalist observations at home's children and see what type of parenting parents use while, say, socializing their children. After getting three homogenous groups of children only differing in the way of their socialization at home (i.e, authoritative, authoritarian, permissive), then would could see how they perform on the Piagetian number conservation task (are they conservers, non-conservers, intermediate?) as function of their parents' parenting). I would predict that children subject to an authoritative parenting would be more advanced in their numeracy knowledge than their authoritarian or permissive counterparts. Children subject to a permissive parenting would be less advanced in their numeracy knowledge that those subject to an authoritarian parenting.
I hope I have  got  your  question and that this may  bee of help for you.
Best wishes and bonne chance, Orlando
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I need to evaluate a considerable sample of preschool and first grade children for an experimental study, but I don't have the time for extense individualized assessments. 
Does anyone have cognitive screening tests for young children?
What do you suggest?
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Depending if you have the qualifications for the tests, the KBIT could be useful, or the Ravens. The WPPSI-V is a full cognitive assessment which takes 60+ min to individually administer (similar to the WISC-V).
I've heard that the KBIT overscores by about 10 points on children who are subsequently tested on the WPPSI/WISC.
Think about what exactly you are trying to measure. Maybe there is another way?
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I am trying to find literature surrounding teaching children about transgender matters; the implications of this - positive or negative
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And for literature outside the academy, have you looked at The Gender Fairy by Jo Hirst?
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I was using HSPQ and still find it really useful, but it was developed a long time ago. 
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HI, I am using the IPIP Neo Personality Inventory short form of 120 item for my research purpose and find it appropriate for Indian adolescents except for the fact that it requires good understanding of english language
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A copy of a delinquency scales 
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Thank you for the information.
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I have gotten a couple tips from a friend who is a counselor who works with children and adolescents in the foster care system. Looking for any more information that will help me create a valid set of questions for minority adolescent urban teens.
To target cognitive domain she suggested a couple possible ways to frame interview questions:
"If there were a speech bubble over your head while you were writing this, what would it say?"
"What are you telling yourself when we do the reflections?"
"What do you tell yourself when you are told you need to monitor another student during the class period to give feedback at the end?"
To target the emotional domain she suggested that many students will still use cognitive language. She suggested the use of feelings wheels of various complexity. She also stated that many students I work with may be more likely to use the word "mad" or "angry" instead of "sad" because one has a connotation of power and one of weakness. 
She also suggested alternating cognitive versus affective questioning sections when I switch participants. I have four areas of inquiry: student thoughts, feelings, actions and attention/engagement.
Can anyone provide interviewing techniques for targeting these varied domains?
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You may want to look at our articles on youth research listed on our website: youthsay.co.nz
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I have recently got the 20 item Likert's-scale of the PACS (Olson) to measure communication between a parent and adolescent. I tried looking for ways to analyse the data but failed. Is there a scoring system to come to a conclusion if the communication is good or not? Currently it just says the higher the scores the better without cut-off points.
Appreciate the input.
Thank you
Arvinder
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Thanks. As I am reading the article, I wonder what you mean by "good or bad communication". The variables seem to be continuous and can be used either as such or to map a family on the circumplex model. Maybe it would be interesting to elaborate more on what you have in mind as good or bad communication. 
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Both qualitative and quantitative suggestions are accepted.
Thanks.
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Hello Cady
Is this of any help:
Hair, E. C., Moore, K. A., Garrett, S. B., Kinukawa, A., Lippman, L. H., & Michelson, E. (2005). The parent-adolescent relationship scale. In What Do Children Need to Flourish? (pp. 183-202). Springer US.
Very best wishes,
Mary
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I have been teaching high school science for 36 years. Over the last few years, students appear to have become less motivated. To be specific, more of the 15 year olds I teach than in prior years, are either amotivated, or motivated only by an acceptance of my relationship with them or their parents to do the bare minimum. None of the usual; motivational strategies seem to work. The curriculum is interesting and flexible. They have choices in topic and assessment and the contexts are relevant. My hypothesis is that it is a social problem and that classical approaches to motivation will not work. Otherwise it is a problem of prior schooling creating a negative mindset. Our society is relatively affluent and supportive. Is this a local or widespread phenomenon? Does anyone have any possible explanations?
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Dear Gould,
It seems that the syndrome you have mentioned is universal. Even the application of technology cannot help much because of class disparity, distraction, and its use for extracurricular purposes. All we can do is to boost up their self-identity to make them understand their true selves and why education matters. Our main role as teachers is to discover the demotivating  factors hindering their progress. In short, teachers' motivational practices can really make a difference by making the learning pace faster.
Best regards,
R. Biria
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I am conducting research on the influence of attachment style on students' academic success. To eliminate subtle differences in what is being measured (attachment style between parent (primary caregiver) and adolescent - not a romantic relationship), I am trying to narrow down my instrument of choice. I need a fresh eye on this one to double-check my thinking. Thanks in advance.
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Hello Nathalie,
The IPPA-R seems to me a good option, and you have several studies that used it.
The Inventory of Parent and Peer Attachment—Revised (IPPA-R) for children: a psychometric investigation In
Clinical Psychology & Psychoterapy, Vo.12 (1), 67-79 (2005). 
Authors
Eleonora Gullone,
Kym Robinson
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I'm looking for a publicly available data set from a widely-cited study in any area of empirical psychology (applied, clinical, developmental, educational, multidisciplinary, social) that analyzes only categorical factors, i.e., no continuous variables. I need such a data set for method testing purposes.
Any help is greatly appreciated.
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What is the purpose of it being a data set from a psychology study? I know that there are a ton of categorical datasets using chi-square and logistic regression(including multinomial logistic regression), but what is the purpose of it being from a psychology study? Won't any dataset do? 
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For a french validation of the TAS-20 with french canadians adolescents. 
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Dear Francis,
you can find the items of the BVAQ-20B in this paper:
Best regards,
Alejandro
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I am looking specifically for implementation protocols and/or research around its use for substance use or procrastination (and in young adults would be ideal). 
Thanks in advance! 
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Also 2 articles from American Journal of Public Health
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Any study about the relations between self-construal and well-being of adolescent, appreciate any suggestion?
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 Dear Friends,
thank you so much for your sugestions, valuable papers for me ..many thanks
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How Creativity tasks be given in oder to reduce anxiety, test anxiety, enhance study habits and motivation of adolescents?
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Here is another article that I believe is relevant to this topic of reducing anxiety and other troubled emotional feelings:
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I know that conduct therapy its the main treatment on conduct disorders, and that pharmacological therapy its been controverted the use, and mostly its focused on risperidone, and the use of valproic acid or carbamazepine or lithium to try and diminish the aggressivity, but what happens when therapy its not working and but risperidone and AVP dont work, what other drug therapies or therapies can be used on a conduct disorder on a severe level with ideas/actions regarding harming animal or other people.
I havent found studies that could orientate me on such cases, so i would like to know if anyone can give another insight on it.
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Has some heard or used propanolol on conduct disorder patientes with violence outbreaks or ideas to hurt someone on a childhood period?
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I found one article by Griffiths on excessive computer use and learning disabilities, but that is all I've been able to find. 
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Through balanced play, required playful activity and manual labor itself should be aimed, that is, to integrate simultaneously both psycobody developments as cognitive development and mental learning.
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I am looking for a questionnaire (parent-report or self-report) that evaluates social competence or social success in adolescent social interactions (for example, that the adolescent is accepted and not rejected/avoided by peers and has successful peer interactions.) I am interested in adolescent social outcomes moreso than social skills. In other words, I want to measure how successful an adolescent is in social interactions moreso than what social skills the adolescent has.
Bonus points if this measure has been previously used in neuroimaging studies (social competence/success tracks with brain activity). Thank you!
*EDIT: I should note that I will be using this questionnaire with a bunch of adolescents with autism spectrum disorder.
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This might be interesting to read (social functioning and neuro-imaging in youth):
As well as this study (measuring bullying and social functioning in children with autism):
I think it is most common to use peer nominations or peer ratings to measure a child's social position in the peer group (at least in non-clinical samples), but I do not know whether this is an option in your study.
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Any study about any Young Adult Fiction novel (specific novels or general) fan behavior regarding their fandom and inclination to writing fan fiction.
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Hello Alexandra
This parts of these books on Google can be accessed online and might be of interest:
Schwabach, A. (2011). Fan fiction and copyright: outsider works and intellectual property protection. Ashgate Publishing, Ltd..
Tulloch, J., & Jenkins, H. (1995). Science fiction audiences: Watching doctor who and star trek. Psychology Press. This link still has my search for 'writing':
There might be something relevant here:
Korobkova, K. (2014). Schooling the directioners: Connected learning and identity-making in the one direction fandom. Digital Media and Learning Research Hub, 1-39.
This is a dissertation:
Melissa Jean Herzing (2005) The Internet World of Fan Fiction, Virginia Commonwealth University
Very best wishes
Mary
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Please provide examples of effects and change in attitude if any.
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Good question. Although my knowledge too is quite limited on this yet as a part of observation, animated way of talking, thinking about being in possession of superpowers, imaginary world of living can be observed in some of the teenagers.
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Physical development on girls in absence of the father due to parent divorce.
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Divorce is a trauma and with that should be treated as such. Children react to trauma in many ways, because girls typically miss the father figure-giving them role models opportunities in their communities will help facilitate that absent  Father figure in the home.  Girls of course are going through many changes during this period, giving them the space to be heard will be very important, as well as feeling they will not be judged.
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Any information would be greatly appreciated.
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Great, Kellie. Apologies for my delayed response; thanks so much for this.
regards
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Is it right when categorization of smoking behavior seen as how much do you smoke per day? How could you know that someone is on preparatory stage? or about experimenter?
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Dear Ucha
You might find this pdf file helpful.
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I want to assess the mother-child attachment style in 8 to 12 year old children. It should be not too long because it will be used before a 2 hour experimental setting.
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The predictive validity data on the IPPA measure is okay, but there is no real construct validity data.  I wouldn't use a questionnaire with children under the age of 10.  I've tried it and the younger children are not really into the process.  We also tried giving a free response picture assessment to the younger ages.  That bombed.  They don't have enough integrated capacity to respond to pictures.  Yet they do a fabulous job with doll families.  And 12-year olds don't have a problem at all with "dolls," which is what some people worry about. 
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I want to see the locus control of adolescent in coping with negative events in their life where the end result would be happiness.
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I agree, an interesting question and much of this does relate to the resilience of the adolescent as well as whether the adolescent can make a connection with a 'significant other' who has a positive influence on their life.
You may want to search for an updated version of the book below.
Coleman J and Hagell A (Eds) (2007) Adolescence, Risk and Resilience: Against the Odds. West Sussex: Wiley.
IBSN 970-0-470-02502-4 (HB) 978-0-470--02503-1 (PB) 
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I am interested in exploring a holistic approach with regards to adolescent identity.
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I will be doing some research in this area this coming year.
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I am seeking to collaborate on research regarding an intervention I developed for teens with emotional and behavioral challenges.
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Thank you so much for your response. Do you work with a teenage population of students or clients? 
The brief, intensive program that I developed consists of 8 lessons. Two of the lessons are general orientation-type lessons. The other six lessons are a structured approach to positive problem solving. 
Is this something that interests you? 
Jane Idell
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We propose to have a child centred approach for much of our education. However, methods remain similar to over 100 years ago. We still seem to value outcome over the individual.
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Hello Nick,
There is some very interesting ideas on this subject that are flooting around in the theoritical world. One I think you might enjoy is the idea of an ontology to education. As you know ontology is the study of being, becomming, existence. The arguements of Lave & Packer (1991); Lave, (1997); and Oyserman & Packer (1996) that there is an ontology in learning and they connect to the notion of  education is "bringing into being a type of person". In other words the job of education is to a type of person into being that the powers that be feel "fits into" society. 
One can this this three ways, First, some would argue good thats what is needed, Second, social engineering, Third, social reproduction. When you think about it bringing into being a type of person and its fits in the history of education here in the U.S. it is a little frighten. 
It makes one wonder and answers some important questions. 1) standarderazation, 2) where has creativity gone, 3) imagination of the learner not being fostered, 4) High states testing could be used as a test for "how deep" the social programing has been internalized, ect.
To answere your question directly I unfortunitly have to say yes. 
My answer is derived from peoples first reaction when they see someting different and describe it as being "weird", or "what wrong with that guy" of the face contortions. 
A world of homogeneous people, I glad I wont see it!!
Douglas
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Research on individuals aged approximately 10-17, cognitive training tasks, pre and post testings, generalizability of the training, anything on the subject really.
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Hello, Emilia.
I suggest you look in to the DRAMA-RAMA and Mighty Girls curriculum created at the UCF College of Nursing. The PI on the project is Dr. Anne Norris, currently at the University of Miami. The curriculum is a classroom-based training for 6th and 7th grade girls on resisting peer pressure for risky behaviors. The DRAMA-RAMA simulation is an interactive experience in which the girls can realistically demonstrate the skills taught with avatars that behave like their peers.
All the best.
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We are developing an instrument to assess treatmet outcomes of substance abuse treatment of adolescents. We want to identify scales of famliy functioning to use them as a model for the family dimension in our measure.
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Hi Juan,
For use in larger scale research, we have found that relevant items of the Communities That Care Youth Survey are valid and reliable.  There are a small number of scales (family cohesion, family conflict, family management), with each scale containing 3-4 items).  The full questionnaire is available at;
I attach a couple of publications that have used these scales to predict adolescent substance abuse. 
Hope this is helpful.  Best wishes
Adrian
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I'm looking for a brief report on instruments that may be useful to assess interpersonal behavior, social competence, adaptative behavior in adolescents. It will be very useful if the assessment tool covers both the prosoacial and antisocial/externalizing spectrum. I hope the community could guide my search.
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Hi, i think this paper contains some useful  information. Hope this helps.
Regards
Luca
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I am interested in ideas regarding the use of dialogue as it relates to the self, particularly with adolescents.
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A great response. Thanks very much
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Acknowledgement of achievement through some form of grading is a fundamental process in education. Many teachers hate it because they are aware that it has a significant impact on learner wellbeing. And yet, since the purported failure of Outcomes Based Education (and I disagree with this attribution in one important area) there has been no serious examination of the impact of different styles of reporting on students.
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Not to be excessively agreeable, but I have to agree :) Is the question then: how do we measure these graduate attributes? And do these attributes include qualities such as problem solving, creativity, independent learning, self-directed learning, critical thinking etc.
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Students are commonly rated after assessment as A, B, C, D or E or 1 through 7 etc. Usually there is some rating that is considered 'adequate' or 'pass'. My research and observations of younger students over 30 years is that this is a dysfunctional approach, often resulting in disengagement. At a higher education level this may not be a major problem but for primary or secondary school students, the result is a poorly educated individual, sometimes with few marketable skills, low literacy and numeracy. To make matters worse, evidence in Australia suggests that the most likely students to disengage from school from an early age are those from lower socioeconomic backgrounds, exacerbating their disadvantages and preventing social mobility. I believe that it is possible to report on assessment in such a way that students regard themselves as 'on a path to success', rather than 'always a failure'. My question is specifically about systemic reporting ie what comes out on the report card or statement of results, not the feedback given by a teacher to a student after a single piece of work. What do you think? Is there any research into the psychosocial impact of school assessment that is positive.
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Hi Guys
Let me tell you about the assessment regime I developed teaching mathematics to the first year engineering undergraduates at a University of widening participation. At the end I'll tel you why I thought it was successful.
1. During lecture I practiced Socratic dialogue, so students had a quick informal feedback on their progress every week
2. The students were asked to use logbooks where they put in their tutorial work homework and revision notes.
3. At the end of the 1st Semester they had a written test and were asked to submit their logbooks.
4. In the beginning of 2nd Semester, during 1 week tutorial the solution to test problems was discussed and test papers were returned to students. They were also given a list of common mistakes.
5. They were asked to do a "postmortem" on their test paper, putting against each of their written answers the numbers of common mistakes they made.
6. I then assessed their postmortems and logbooks (just looking at the quantity of tutorial, home and revision work and quality of logbook itself).
7. Judging by the quality of "postmortem" the test mark could be increased by maximum 20 % . The logbook mark could be maximum 10 % of the maximum total mark.
8. If the final total mark less than 30 % students were invited in to construct a "plan for success". Students were explained that the mark should be treated only as a start of the conversation. Looking at all three documents (logbook, test paper, "postmortem") the student approach to learning was discussed. Other specific pep talk was given, depending on circumstances.
The exam results in the next semester were usually much better, sometimes spectacularly so. All these measures can be described using various pedagogical theories. My point is - here is a practical system that is not so hard to implement and is not all that demanding on teacher time. It downplays the importance of marks which, in my view and the view of many other contributors is overblown.
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I am interested in the relations between child's shy temperament, perceived parenting styles, and social-emotional functioning in middle school children. I am looking for measures of adolescents' perceived parenting styles.
Besides Parental Bonding Instrument (PBI; Parker, Tupling, & Brown, 1979) and Child Report of Parenting Behaviour Inventory (CRPBI-30; Schludermann & Schludermann, 1988), what are some other measures that can be used in my research?
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Dear Dr. Beyers, thank you so much for your support. I just emailed you. I look forward to hearing from you.
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There is a vast literature on protective mechanisms and resilience. For a practical approach to methods of increasing resilience in young people our research group has some resources that might be useful - http://www.boingboing.org.uk as well as links to other resilience research centres.