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Call for Book Chapters: (For Malaysian Authors Only)
I cordially invite you to join this project as author of chapter(s). The suggested topics are as follow. You’re welcome to suggest other interesting and suitable topic.
· History and Philosophy of Psychology
· Uniting our Nation
· Addiction
· Bias and Discrimination (Ethnic Minority)
· Reducing Crime
· Bully (School and Workplace)
· Mindfulness
· School Psychology (Instruction and Learning)
· Gangsterism
· Mental Health
· Transgender
· Learning disabilities
· Cyber Crime
· Psychology of Religion
· Suicide and Prevention
· Eating disorder
· Art of Parenting
· Relationship
· The Psychology of Migrant Workers
· Child Sexual Abuse
The expected word count is between 3,000 to 5,000 words. These guides are not meant as strict requirements. You may invite your colleagues, friends, or students to write a chapter.
Start your chapter now by emailing me at edupsypositive@gmail.com. Tell me your chapter title and co-authors names (if applicable) by 30th September 2018.
Full manuscript submission : 20 Oktober 2018
For further detail you may reach me at - 016-4323453
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Dear Sir...If any call for Chapters, please let me know.
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My model is Dynamic Systems Maturity Theory and is proving normative for all types of human system - individual, organization, economy. It has just been reviewed by a university here in Ireland re. Psychological and Organization Development and and I am preparing that material for publication. It has 7 Levels, each with 2 Phases both for development and habituation in already-established patterns. It integrates models and theories from across all schools of Psychology. It has proved very insightful across a range of issues especially Culture/Mindset, but I need to show congruence with the Narrative/Dialogue paradigm. I have shown that it adds structure and process to e.g., Open Dialogue, but the Narrative analysis could be critical in terms of a key indicator of what is organising narrative, especially in the developmental context.
I would love to discuss the potential in collaborating and if you would like to discuss, please contact me at myless@orgcmf.com - this is a website being developed to host and market online Organization-Development applications of the model. It has intro material but it is written for a lay audience. I hope to hear from you, Best Regards, Myles Sweeney BA (Psychol.), MBS (Finance), Ph.D (Psychol.)
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Apreciado Myles Sweeney .
Muy interesante tu modelo, en relación a RACIMO no es para comercializar sin considerar el proceso de su implementación.
Estaré valorando tu propuesta
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Our names are Nandita Kumar and Alexandra Lawall and we are doctoral students at Pacific University in the Graduate School of Psychology, Clinical Psychology PsyD Program. We are interested in increasing our knowledge about parenting styles and the impact on children in adulthood. We also are interested in the relationship quality satisfaction in this population. Your participation would be very valuable in increasing our understanding of this issue. Please feel free to participate and/or forward this invitation to others who may be interested in participating.
If you are 18 or older, live in the U.S., have or want children, and have romantic relationship experience, we invite you to participate in our study. This IRB-approved online survey will enhance our understanding of parenting styles and how they impact people later in life. The survey should take about 15 minutes to complete.
If you have questions about this research, please contact the Principal Investigators, Nandita Kumar at kuma5985@pacificu.edu or Alexandra Lawall at lawa5991@pacificu.edu. You may also contact our faculty advisor Jane Tram at tramjm@pacificu.edu.
Thank you for your time, interest, and participation.
Nandita Kumar, MA and Alexandra Lawall, MA
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I would truly like to see the findings from your survey. I found this very interesting. Thank you for your consideration.
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Psychology has developed to the stage of "network model" and "process-based therapy". Psychology is about to enter Newton's time. If you are really interested in psychology and want to achieve something in the future, then you should focus on the frontiers of "network model" and "process-based therapy" (PBT).
The latter, in particular, will be the future of psychology, to which all schools of psychology converge. I have written a new theory of psychology, that is, from the development of PBT, please do have a look, this is very important。
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Mine too...lol.. Thanks for the discussion. Have a great week!
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This study is part of my Masters dissertation Project at the School of Psychology and Neuroscience at the University of St. Andrews, UK. You will be asked to complete a social problem solving and response style questionnaire. Everyone who takes part will have the chance to win a £20 Amazon Voucher. Your participation would be greatly appreciated!! :)
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Will be a part of your study.
Gud Luck!!!
Wishes,
Sam
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I have found two tests that measure Procrastination: General Procrastination Scale (GP, Lay, 1986) and Adult Inventory of Procrastination (AIP, McCown and Johnson, 1989). I would like to know which one would be useful to apply in a student population? Is there any paper that about the difference between these two questionnaires? Are there other questionnaires that could be relevant?
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You can use Procrastination Scale (Lay, 1986) - for Student population
I'm attaching the link below:-
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Dear Colleagues,
Gery Karantzas and I are conducting a meta-analytic review of studies that have documented changes in caregiver burden over time in an older care-recipient (65+) sample.
We are looking for unpublished data or studies assessing caregiver burden in an older care-recipient (65+) sample over multiple time points, regardless of the results. We are open to any measures of caregiver burden.
We are also looking to include unpublished manuscripts, dissertations, and works currently in press/progress that involve those assessments. We would greatly appreciate if you could share any studies that fit any of the above criteria, regardless of the nature of the results.
If you would like to share unpublished research, please follow this link to enter your contact information: https://deakinsurveys.au1.qualtrics.com/jfe/form/SV_0vSHjpTZfkJcjpb
We will contact you to find out more about your research.
Kind regards,
Daniel Romano, PhD Student
School of Psychology, Deakin University, dromano@deakin.edu.au
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Hello Daniel,
Are these of any help?:
Mosquera, I., Vergara, I., Larranaga, I., Machon, M., Del Ri­o, M., & Calderon, C. (2016). Measuring the impact of informal elderly caregiving: a systematic review of tools. Quality of Life Research, 25(5), 1059-1092. (accents missing; please check)
Oldenkamp, M., Hagedoorn, M., Wittek, R., Stolk, R., & Smidt, N. (2017). The impact of older person's frailty on the care-related quality of life of their informal caregiver over time: results from the TOPICS-MDS project. Quality of Life Research, 1-12.
Very best wishes with your PhD,
Mary
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I am interested in compiling information on proactive school-based interventions services to make recommendations on building complete mental wellness programs on secondary campuses.
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I have some stuff you could check out, also check out Mark Weiss, Dawn Anderson-Butcher, and Howard Adelman and Linda Taylor. Hope you find what you need.
RJW
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Hi. My names is Ana Paula Soares and I´m Assistant Professor at the School of Psychology, University of Minho, Portugal. My research interests are in the domain of Psycholinguistics (see http://escola.psi.uminho.pt/unidades/psicolinguistica/index.html) and right now we are interested in developing studies on the learning mechanisms involved in language acquisition particularly in children with impaired language acquisition trajectories using the artificial grammar learning paradigm. I´m very interested in your project, particularly on the tasks you are using and on the neurophysiological markers used. Can you send me more information about it?
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Hi Ana. We are studying small animal phobias. Basically, in the first stage of the project we expose the subjects to phobic and non phobic stimulus (videos or virtual reality of cockoroaches, lizards or spiders) in the magnetic resonance machine (two groups phobic and non phobic subjects). In a second phase we apply a cognitve-behavioral therapy program to the phobic persons, after which they are exposed again to phobic and non phobic stimulus in the machine. We hope to publish a paper shortly with the first outcomes. Best regards
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In spite of the increased importance of student autonomy and empowerment in the 21st century, little literature seems to be available on the topic. Relatively classical authors such as Rosseau, Dewey, Freire, Bourdieu, Foucault, Rogers, Kolb, and Knowles are useful references, and David Boud’s edited book “Developing Student Autonomy in Learning” (Kogan, 1981/1988) is helpful, but the apparent absence of contemporary research and theory on the topic is puzzling. Does anyone know of any serious work produced in the last decade?
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Hello,
Forward a contribution and I hope to be useful. My best regards!
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How do the three basic psychological needs, autonomy, relatedness and competence reflect as subsitutes when the needs are frustatrated?
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Dear Merja,
I have found the following articles which may help you on your study.
You can find it on attahment.
Regards
S.E.Afsahi
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i want to assess academic performance of prisoners children. so if there is a scale which will be good
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You can see from my published studies what theories I apply and sometimes integrate.
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As a clinical psychologist, I've been an integrationist. Depending on my clients' problems/issues, needs and strengths, I've applied systems theories (e.g., Cybernetics of Cybernetics) plus the humanistic theories of Carl Rogers, Virginia Satir, and Viktor Frankl, cognitive-behavioral skills, and James Masterson's object-relations therapy to conceptualize cases and plan and implement treatment.
Over the past decade, I've realized the importance of integrating the client's spirituality/religion with his/her psychotherapy; with my client's informed consent, I have incorporated spirituality/religion into treatment.
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We are setting up a research project at the University of Innsbruck to collect experiential data on inclusion and exclusion in Austrian schools.
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Dear Tanja,
Wonderful study that I really hope I would be able to read when it has been thoroughly completed.
I concur with what Nimet has shared, regarding teachers teaching to complete the curriculum and not at the students levels.  More than this, I would say that they are not teaching to ensure the level of understanding and content mastery of the collective.  In Trinidad and Tobago there are two unspoken yet obvious traditional elements, namely, competition and strict academia that are embedded in our curricula. This is to say that once we speak to these two elements, the whole idea of exclusion comes to the fore.
I recently completed a research study that questioned the issue of inclusion being a practical reality for our country or a utopian thought.  Needless to say that the emotions of the teachers rang true.  There were those who unabashedly shared that they did not enter the teaching service to teach the "other" learner and had this been the case, special education would have been their choice of specialty.  Others, are most willing to work with the "other" learner but are lacking the required resources in type and quantity.
The prospect of inclusion in education lends itself to being slapped by cultural bias, teacher biases, traditional educational norms and a lack of both general and researched knowledge of inclusion.  Unless we are to embrace the notion of inclusion fully, exclusion will remain greatly present in our classrooms, regardless of the nature of training that is given to our teachers.
Your study will make an excellent case for the benefits of inclusion once exclusionary practices can be voided.  It is also very interesting to be able to cross-cultural studies on the topic.
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I am starting a project regarding the relationship between the use of simulated technology for teacher development and teachers' implementation of learned behaviors. What validated framework/theories would people recommend that we use to study related constructs. I usually use a social-cognitive framework, but I want to ensure that I am not missing a more appropriate, validated framework.
Thanks, 
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I think You Should Review The Books Of H.D.L (Human Development And Learning)...
You Will Find The Best Theories And Best Answer thanx
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What is the effect of classroom environment on increasing the behavioral problems to those who have behavioral disorder? Does the training of the teacher effect?
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البيئة الصفية تعتبر من المثيرات الهامة التي تؤثر في سلوك الطلبة بشكل عام، والطلبة الذين يعانون من اضطرابات سلوكية بشكل خاص، لذلدك وعند التعامل مع هذه الفئة لا بد ان نهتم بترتيب البيئة الصفية وجعلها خالية من المثيرات التي قد تستدعي تصرفات وسلوكات غير مرغوبة، ويجب ان لا نغفل ان البيئة الصفية لا تشمل فقط المكان بما فيه من اثاث وادوات، بل يجب الاخذ بعين الاعتبار ايضا البيئة الاجتماعية والنفسية للصف، وعلاقة الطفل بمدرسيه وزملائه، لذلك يجب ان نأخذ البيئة الصفية بمعناها العام الشامل
امنيات التوفيق
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Does any know recent studies and publications on student's perceptions of randomness, especially on student’s thinking on randomness and independence of sequences of successive trials?
Furthermore I am particularly interested in a review article or book on teaching probability and statistics to secondary school students, newest than “Exploring probability in School. Challenges for teaching and Learning” Edited by G.A. Jones.
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Hello
We work from projects for the teaching of statistics and maybe I can serve maria vega research on their results
Chema greetings
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Is Emotive insight a good research option to detect student's emotion and cognition during classroom experiment?
Since it has only 5 channles AF3, AF4, T7, T8, Pz, are they enough for detection? If not, what could be a more efficient device?
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Thank you for your reply Mr.Oddson,
I think you are right, I tired searching for some papers that cited it in research work but I have not found any. In their website they mentioned that its designed for everyday use. Perhaps it is not useful for research work. 
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what about recent papers on early childhood development programs?
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Your question is quite broad so it's difficult to know what would be most helpful to you. The Organisation for Economic Cooperation and Development (along with the World Bank and UNESCO) have had some interest in early care and education programs and may be places to look.
The transnational circulation of early childhood development as a part of international development efforts has also been critiqued. The second link is from Lata Rana at the New Zealand Tertiary College. The final link is something a colleague and I wrote that relates to Rana's article.
I also highly recommend Karen Wells's work (she has a Research Gate profile).
Regards,
Mark
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I am currently mapping the core curriculum of secondary school psychology in Sweden and I am looking for research or knowledgeable colleagues on the same subject in other European countries. This area of research seems to be somewhat eluding. It is well established in USA, but how about Europe? Words like education, psychology, school etc. tend to generate all kinds of search results, that are not related to the teaching and formation of the school subject psychology. All help and direction are much appreciated
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The provincially-mandated Ontario Curriculum has a course called "Introduction to Anthropology, Psychology, and Sociology". You might find that interesting and useful - it appears in this curriculum policy document: 
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I am looking for new research (2010 ahead ) to support the hypothesis that if primary school students are able to design the problem using appropriate representational system, they would be able to solve it. Since now I found few articles about the role of representations in problem solving from research conducted before 2000.
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Dear George,
We might find potential values continuing the research on the role of representations in problem solving. All mathematics educators agree that problem solving is a very important, if not the most important goal, of mathematics instruction at every level.
(National Council of Teachers of Mathematics, 1980, p. 1).   In assisting students to become better problem solvers we suggest  contextualizing concepts by using concrete examples. What examples ? if  our students attempt to solve problems and they aren't able to make a  graphical representation of the problem then  we can understand exactly where in the  change from one representational register to another, they fail.
Regards
Zoi
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Hi. My name is Farzad Naghdali and I am a PhD student in Trinity College Dublin researching the field of Human Factors Engineering in the Process Industry. Currently I am conducting a survey aiming to collect information from industrial practitioners with respect to available standards and guidelines for Human Factors Engineering, with a particular focus on the design stage. I am looking for industrial practitioners in the process industry with experience of design projects where human factors were considered in the project to complete the survey. It is an online survey and will take less than 5 minutes to complete. Participation is voluntary and anonymous. Ethical approval for the survey has been obtained from the School of Psychology in Trinity College Dublin.
If you can spare a few minutes, I would really appreciate your input to the survey using the link below. I would also appreciate if you could share this link with any of your colleagues or contacts that you think are suitable participants.
Thank you.
Farzad.
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Hello,
I have a background in in HCI / ergonomics but currently work as a researcher, not in industry. Please feel fee to contact me if you are interested in that particular target group as well.
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Hello, I will be conducting a quantitative study in my school district. I have narrowed the research to those students that have behavior concerns that are impeding their academic progress. The study is in the elementary grades 3rd-5th. The student overall population is approximately 100 students per grade. Would 25 students in each grade level be sufficient? and how do I justify the population of 75 students for the study?
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As suggested by Saleh FA, use power analysis to get tour sample size.
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I am working on the development of a workshop designed to teachers about how to motivate students to study. Implicit theories of intelligence is, undoubtedly, an important topic to discuss with them! In your opinion, which variables influence motivation towards study?
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Ana: I'll briefly summarize the empirical findings during 35 years of teaching at the undergraduate and graduate levels (and a brief experience teaching high school level), in the area of social sciences and humanities. What has given me the best results regarding student motivation is to set up a structure where independent study is required to pass the course, thus providing the external motivation needed by some students. To enhance innate internal motivation, what has worked is to give students freedom to design their research projects, selecting subject matter that is of particular interest to each student, and offering individual support throughout the project (some students are less autonomous than others and will take advantage of this offer). For the oral/multimedia presentation of the results, I show each group how to organize a classroom congress and give the organizing committee freedom to determine its nature and scope. Students love to create their own games, since they spend most of their time working within structures imposed by a rigid academic institution. On rare occasions they have quarreled, but this is not undesirable, since conflict resolution is a skill we all need to learn and improve. Three times over the last decade, my former undergraduate students have gone on to organize institutional, regional or national congresses in their fields, obtaining grants to achieve their goals, outside the structure of formal classes. I believe that these experiences are far more valuable than the usual classroom experiences.
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I’m planning to conduct research to check if polish teachers perceive children from single-parent families as more troublesome or less competent than children from intact families. Furthermore I plan to determine what teacher’s personal characteristics (e. g. teacher’s closed-mindedness) are connected to biasing his view on children raised in single-parent families. What psychological variables (cognitive, motivational, emotional etc.) should I consider to examine in my research?
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I am unsure if you have looked into Bordieu's work. It may be relevant or give you some ideas. Aside from that, openness, as a Jelena mentioned. I suppose what would be ideal is a single measure for traits, and a single measure of perception. You may have to invent the latter. 
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What is the current evidence about how best to train school (educational) psychologists in dynamic assessment?
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Thanks Natalie. I'll look forward to reading your article. As I have observed, speech therapists have been a whole lot more receptive to DA than my fellow school psychologists. My next question, I guess, should be how we get these folks on board, to loosen their grip on their IQ tests?! I think the support of use of video training is important.
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Should I think of her own good and inform her teacher/parents?
Or should I mind my own buisness as the informant wants because she is afraid of retaliationss from the perpetrators? Any tips anyone?
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If you are doing research with children / young people then you should have a child protection / safeguarding policy which sets out what you would do in this kind of situation? You should have a supervisor / manager who you would discuss this with in the first instance and decide how to proceed with their advice.
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I am hoping to measure a child's attachment for my dissertation and want to find a concise measure to use with children. Any help would be greatly appreciated. Thank you in advance!
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The Attachment Q-Sort (Waters & Dean, 1985) and the Main-Cassidy-System (Main & Cassidy, 1988) are two observation based procedures for children until early school age. Maybe they are suitable as well for the age your aiming at. But I must admit that the Main-Cassidy-System as in some way similar to the Strange-Situation (but easier to administer and fitting for the higher age).
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I want to do research on the relationship of authoritarianism and the perception of pupils among students and teachers of early school education and I am looking for a tool to measure authoritarianism. Does anyone know any tool suitable for this kind of research? thank You for suggestions.
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The 30-item Right-Wing Authoritarianism Scale (RWAS) is widely used to measure authoritarianism (Altemeyer, 1998). The scale measures a social attitude dimension that incorporates conventionalism, authoritarian aggression, and authoritarian submission. There is also a 15-item short form of the measure available (Zakrisson, 2005). The scale is often used in combination with a measure of social dominance orientation (SDO; the degree to which a person generally supports a system of group based hierarchy), and together they have been found to be strong predictors of various forms of prejudice, ethnocentrism, and homophobia. You might be particularly interested in a study by Cross et al. (2010), which examined RWA and SDO in a sample of supporters of gifted education (researchers, teachers, gifted-talented trainers). 
Altemeyer, B. (1998). The other “authoritarian personality”. Advances in Experimental Social Psychology, 30, 47-92.
Cross, J. R., et al. (2010). Maximizing student potential versus building community: An exploration of right-wing authoritarianism, social dominance orientation, and preferred practice among supporters of gifted education. Roeper Review, 32, 235-248.
Zakrisson, I. (2005). Construction of a short version of the Right-Wing Authoritarianism (RWA) scale. Personality and Individual Differences, 39, 863–872.
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I am looking for the best measure of  bullying, victimization, and bystander experiences for elementary school children. Does anyone have suggestions? The idea is to measure instances of bullying, and then teach bystanders to get involved, which reduces bullying. The goal is to show schools that teaching bystanders assertiveness is a critical component to zero tolerance policies. Any experience with this would be helpful. Keep in mind that the age range is 8-11.
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Have used versions of the Olweus Bully / Victim Questionnaire myself; certainly good for international comparisons. 
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I'm working on my Honors Thesis and am currently searching for articles on how to create a classroom environment for students to feel comfortable enough to be open to criticism, i.e. being open to failure for constructive criticism and help. 
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Hi Alexander,
There's a very readable article by Keith Topping on this topic which is grounded in classroom experience:
  • TOPPING, K. J. (2009). Peer Assessment. Theory Into Practice. 48, 20-27.
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I'm looking to measure test-retest reliability for a pair of cognitive assessments for children. I recently came across the article by Vaz et al. (2013) article in which they suggest using indices of absolute reliability (e.g. coefficient of repeatability (CR), smallest real difference (SRD)) over indices of relative reliability (e.g. pearson r, intraclass correlation coefficient (ICC)). Now I'm not sure which to use. I appreciate any guidance!
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You may use the product-moment correlation as an index of stability of the rank position of your subjects. Cronbach`s alpha is an index of internal consistency of the instrument- You should not used it for test-retest stability information.
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I'm looking to study eudaimonic happiness in secondary school settings and think its a reasonable gap in research. If you know of any publications that get into this please let me know!
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See my article about the arts, education and well being. I claim that first there is a change in discourse and negoation of the meanings involved. Gradually, the words turn to action and someday eudaimonia might be an important recognised part of education.
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In a tradition that stretches back to the famous Milgram experiment, it is clear that power and authority, as demonstrated via title, can unwittingly lead individuals to immoral acts. These are well-known in social psychology, economics, and sociology. I'm looking for citations that might indicate how teachers, administrators (K-12 or higher education) may act unjustly as a direct or associated function of their perceived professionalism (i.e., via title or perceived self-efficacy).
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Hi Scott,
You may need to clarify your comments - I don't think that you should include the word professionalism with the notion of immorality. Teachers can act with power and authority and still be professional (if that power or authority comes from best practice). Likewise, they can act from the power and authority invested in the role; however, I would argue that if they do so that this is actually unprofessional. 
I think your research is very important as, in my experience, their are many educators, across all branches of education who expect that students will respect them in the role of teacher instead of earning that respect by being a professional. You might also consider the institutional depowering of teachers by mandatory legislation including WH&S, National Curriculums, Benchmarking etc. I am not arguing per se that these are negative, but they do carry institutional authority which may be at odds with teacher professionalism. Hope this promotes some further thoughts. Cheers, Kevin.
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I am interested in the implicit association test and how it has been used or applied.
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IAT or the concept of implicit association in general is used in educational research, e.g. when meassuring the impact of stereotyping on teacher judgements. have a look at the more sophisticated "Sample-paired feature task" (SPF) of Bar-Anan et al.
Bar-Anan, Y., Nosek, B. A. & Vianello, M. (2009). The sorting paired features task: a measure of association strengths. Experimental Psychology, 56 (5), 329.
e.g. this poster for the connection to educational research:
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My wife and I were talking about this tonight. There are some programs that work and some that don't (and many others that haven't been evaluated). Bullying intervention is her area of research, and I'm a survey methodologist, but we were starting to wonder whether anyone has surveyed educator decisions about bullying program selection, development, and use.
Do educators tend to look for programs that are shown to be affected, or is that less important than other factors (even something as basic as costs or available time in the day)?
Is there a popularity/politics factor (e.g., a program that all the teachers like but has no empirical evidence behind it...I'm thinking of DARE here)?
Any leads to specific surveys or folks doing this specific kind of assessment of the educational practice context of bullying intervention would be greatly appreciated. Thanks in advance!
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Thanks everyone for the suggestions!
I am pretty well-versed on the intervention/ efficacy literature. What I am looking for is information on how school administrators, counselors, etc. decide what intervention/prevention programs they will use for their school.  What is the process and what criteria are used to choose a program?
For example, some schools that I have worked with are part of a state-wide effort to change school climate, spear-headed by the state's department of education (Maryland), whereas some schools the school counselor or principal is in charge of coming up with or choosing a program (and their criteria for choosing a program varies greatly).
Maybe someone has done a survey on this at some point?
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Many children, specially from disadvantaged backgrounds, maintain low self-concepts which in turn feeds back on low motivation for schooling, social interaction and achievement, self-development and self-esteem. My question goes towards, especially those out in the field who've experienced this kind of powerlessness felt by Psychologists and Teachers, that try so hard and too many times the child's context (family, neighborhood, social economical status, etc.) won't give much support to any educational intervention. What would your recommendations be?
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I think you mentioned the key to motivation in school. social background and especially balanced family  help keeping children with a minimum of motivation to learning. This varies according to their age and grade. We should also recognize that the teacher has the biggest share to its stimulus. The child is most of the time expecting to receive much more from the teacher than his parents which makes things more complex for the teacher. But according to my experience with students in college, if the teacher is class with his heart, fair and smart consideration of his students besides learning by doing, worshops, examples from daily life with small groups contribute a lot to enhancing motivation with students in spite of their disadvantaged backround.
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The notion of 'personal best' drives most athletes to keep training despite the knowledge that they may never be first or best in their field. In other words, they actually maintain their effort by seeking personal improvement and thus competing with themselves. In education the description of success is nearly always in terms of comparison with others. My contention is that this view of success is counterproductive for all but the top half of the cohort and we would be better off if we described success as 'improvement through persistent effort' as an athlete does. I also contend that teachers would benefit from this paradigm shift because it better describes what we should be doing, collaborating with each individual to maximise their potential and that the current paradigm of success confuses the role by positioning us to see lower performing students as having a deficit to be repaired.
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Hi Mark,
Have you read "How Children Fail" by John Holt (American Educator)?
Very interesting record of observations and interpretation of student behavior within and without the classroom.
 One concept that stood out for me was that teaching != learning.    
The learner learns what he needs when he needs to as he can fit things onto the scaffolding he has built since birth (real learning).  The teacher's role is to facilitate and provide a wide range of experiences and exposure to...LIFE.
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It is intended to differentiate unaffected individuals who have no or dysfunctional psychopathological frames, assessing the health or quality of life.
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I guess it depends on what you mean in terms of "school population" If you're meaning elementary age students I tend to like things like the Behavioral Assessment System for Children-2 or the Child Behavior Checklist (both these instruments have multiple respondent forms so you can get info from child,parent, teacher).
Also, at the risk of being self-promoting I do have an instrument that I've developed that is a parent report for children ages 3-10, which looks at a variety of interpersonal and intrapersonal factors.
Holliman, R. P., & Ray, D. C. (2013). Development of the Child Interpersonal Relationship and Attitudes Assessment (CIRAA). International Journal of Play Therapy, 22(2), 59.
If you're looking at more teens, you might take a look at this page which has several clinical tools available for download in a variety of languages http://teenmentalhealth.org/for-health-professionals/clinical-tools/
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Bullying in various forms is quite a common scene at schools of all levels particularly among undergrad students during their earlier years of studies. Sometimes it may start as early as the first day at the school/university in the shape of ragging and may continue till the graduation day or even beyond and into a workplace.
For the victims of bullying, the time spent at university may become a long nightmare and leave a deep and permanent impact on their behaviors. For these reasons it is very important that such acts and tendencies are monitored and corrected wherever and whenever possible.
What can be some of the strategies that can help schools discourage bullying and maintain conducive environment?
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Bullying is assault and should be treated as such. The perpetrators should be punished because it causes injury. We do not tolerate individuals who cause physical injury to others and we should not tolerate those who inflict psychological/psychiatric injury on others. I have encountered lots of bullies in my professional life and they do not respond to 'tender loving care', which they invariable view as a weakness to be exploited, but can be deterred by punishment. I would support Giuseppe's views on rehabilitation if I did not have the many years of experience I acquired dealing with violent criminals. Some can be rehabilitated but sadly the majority think that giving others a hard time is either 'fun' or their 'right'. They need extirpating from decent society and no one should have to put up with them for the sake of 'their' rehabilitation
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Considering SSRS by Gresham & Elliot, but was wondering what other alternatives are out there?
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In our longitudinal study, we have been satisfied with SSRS for mothers and children.
But would check out newer options of we were to conduct the study today.
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I'd like to investigate the relation between pupil on task performance in classroom and their academic achievement. I found two old papers - Cobb, 1972; Michael & Davidson 1976. The both of them are not clear about the way they measured task performance though. Furthermore, Michael & Davidson partialled out the IQ. Do you think this is a good choice? In your opinion there's something else to partialled out in order to understand the relation between the two variables I choose?
And, how would you measure academic achievement (for example in Maths)?
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I am currently measuring academic achievement in pharmacy but have decided to measure different formats of exams.Perhaps In your case, Maths can only take on two exam formats namely, multiple choice and regular questions with working out, whereas in pharmacy education, academic performance measures can include MCQ, short answer, essay style and group work.
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It is hypothesized that health promoting schools may help prevent chronic diseases and improve health, well-being, and quality of life. This is a World Health Organization initiative. Is anyone researching in this area? I have not found valid reliable instruments to access this and am interested in knowing if they exist or how I can find it.
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have successfully isolated experiences that relate actions to promote health in schools in the area of teen pregnancy, etc., but not a monitoring instrument or macroanalíticos studies about it in Brazil. Not that I know.
a hug,
Regina Figueiredo - Brazil
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I wonder what kind of new streams in psychotheraphy are gaining prominence, and which ones have enough empirically verified effectiveness? Are there significantly novel and authentic eclectic movements? Or is it mainly the fact that the classical models are evolving (i.e. CBT, Psychodynamic, Humanistic), and preserving importance? I appreciate any contributions and references.
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There are a couple of emerging schools/trends worth noting in my opinion; one is "Acceptance and Commitment Therapy" in some ways a re-development of what would have been called Buddhist therapy 20 years ago; the basic idea I draw from some jargon-heavy books is that patients observe and accept emotional reactions rather than fighting them, and then commit to making changes in behavior and relationships and cognitions. There are also various strands of work integrating neuroscience knowledge with psychotherapy, such as using new research about memory reconsolidation to inform work with clients affected by memories or conditioned responses related to traumas. Sometimes such psychotherapy is branded "brain-based" psychotherapy, Some even talk of "mindfulness" psychotherapy that may blend the above two trends by suggesting that clients understand how brain and body processes are involved in their emotional states. I find these ideas useful and effective with many clients.
The second part of your first sentence brings up a side issue: your criteria of empirical validation. CBT is supposedly the most empirically validated, but this is because it is one of the most manualizable forms of therapy and thus easy to study. I think it is time to move on from assessing the value of a therapy technique based on the way it is implemented by grad students doing a technique in isolation, and instead consider a standard of whether a technique has some neuroscience basis to it.
I'm actually in favor of outcome studies, but as a measure of therapist effectiveness more than technique effectiveness. Isolating techniques in studies and using them regarding of indivdiual differences among clients is so countertherapeutic that it nullifies the effectiveness of most techniques, since individualization is more effective and efficient, than standardization (picture a surgeon making the same cuts regardless of the patient's body structure). The problem is that now we're talking about measuring the effectiveness of the therapist's skill in selecting and applying techniques (a skill level not necessarily correlated with years of experience, since some therapists get stuck in a rut of doing therapy the way they always have).
Great question; I'll be interested to read what other trends (Thought Field Therapy, Emotion-Focused Therapy, and of course EMDR) other people find useful and scientifically validated.
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My thesis is looking at the impact of a learning intervention on the motivation of Key Stage 2 pupils in the UK. I will be collecting pupil report measures of their motivation, however I want to triangulate this with staff reports. Does anyone know of a short and repeatable measure which looks at this?
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Hi Anna
The learning environment field has a number of self-report surveys for use in curriculum evaluation and intervention studies. I would suggest the following references as starting points.
Fraser, B. J. (1981). Learning environment in curriculum evaluation: A review. Evaluation in Education, 5(1), 1-93.
Fraser, B. J. (2002). Learning Environments Research: Yesterday, Today and Tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1-25). Singapore: World Scientific.
Fraser, B. J. (2012). Classroom Learning Environments: Retrospect, Context and Prospect. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (Vol. 24, pp. 1191-1239): Springer Netherlands.
My PhD thesis is also looking at the link between students perceptions of their mathematics classroom and their motivation (social cognitive perspective). If you are using Goal Orientation Theory then Midgley et al have some teacher measures in their Patterns of adaptive learning scales (http://www.umich.edu/~pals/PALS%202000_V13Word97.pdf)