The Interdisciplinary Journal of Advances in Research in Education最新文献_第2页

Factors Contributing To The Overrepresentation Of Minorities In Special Education 导致特殊教育中少数民族比例过高的因素

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-11-01 DOI: 10.55138/ab104284fms

Melissa Saporito

引用次数: 0

The Efficacy Of A Mentoring Program In Improving School Attendance 辅导计划在提高学校出勤率方面的效能

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-11-01 DOI: 10.55138/ab104284etp

Mark Taylor

引用次数: 0

School Reform: Case Studies From An Urban School Perspective 学校改革:城市学校视角下的个案研究

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-11-01 DOI: 10.55138/ab104284srm

Melissa Saporito

引用次数: 0

Anxiety Relief Through The Process Of Eliminating Cognitive Distortions 通过消除认知扭曲来缓解焦虑

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-11-01 DOI: 10.55138/ab104284jcm

Jennifer DiMaio-McCracken

引用次数: 0

The Concept Of Resiliency: How Adverse Events Can Influence Protective And Risk Factors Of Resiliency 弹性的概念:不良事件如何影响弹性的保护和风险因素

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-05-01 DOI: 10.55138/sq104284wcj

C. Anderson, Jennifer Innocenti

{"title":"The Concept Of Resiliency: How Adverse Events Can Influence Protective And Risk Factors Of Resiliency","authors":"C. Anderson, Jennifer Innocenti","doi":"10.55138/sq104284wcj","DOIUrl":"https://doi.org/10.55138/sq104284wcj","url":null,"abstract":"The concept of resiliency is looked upon differently in the Western world. It is a concept that is applied to everything such as from not making it to a professional sports league to not being able to win a first place in any competition, or to not being able to obtain a dream job. The Western countries tend to apply the concept of resiliency to different tenets of their cultures and societies (Reich, Zautra, & Hall, 2010). While it is used to describe less life impacting issues, resiliency is a concept that is utilized to describe individuals overcoming life altering events such as terrorism, mass shootings, and physical or sexual assault. Each of us possesses either risk or protective factors that affect our ability to cope and be resilient in life. Risk and protective factors range from genetic to environmental factors. This article employs a meta-analysis review of literature knowledge to explore the concept of resiliency and how adverse events can influence protective and risk factors by making use of the concept of resiliency. In this article, the authors accept the Reich et al., 2010 definition of resiliency, as being able to adapt and overcome adversity and how current methods of treatment may influence protective factors. An array of professionals in practice employing current treatment modalities argue that one builds resilience through self-reflection, by identifying their relationships, and environmental factors (Reich et al., 2010). Keywords: Resilience, Resiliency, Protective factors, Risk factors","PeriodicalId":297709,"journal":{"name":"The Interdisciplinary Journal of Advances in Research in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127898562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Positive Psychology In Fostering Growth 积极心理学在促进成长中的作用

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-05-01 DOI: 10.55138/sq104284efc

Eric V. Franco

{"title":"The Role of Positive Psychology In Fostering Growth","authors":"Eric V. Franco","doi":"10.55138/sq104284efc","DOIUrl":"https://doi.org/10.55138/sq104284efc","url":null,"abstract":"In 1998, Martin Seligman proposed the theory of Positive Psychology in the field of Psychology. Over the years, positive psychology has proved to be an exciting and influential development in the field of psychology. Positive psychology is a study of the traits and habits of fully functioning human beings, which helps psychology experts, mental health professionals, and other human service professionals to understand and make best use of the human potential and to serve as a guide to where psychology can lead to in the foreseeable future. Rather than focus on causation of pathologies originating within the individual, positive psychology focus shifts to the interaction of the individual within their environment and the re-establishment and development of their own growth potential. Following a strengths-based ideology, positive psychology seeks to build and inspire the “good life worth living” rather than repairing the bad. The sequence of this meta-analysis of literature knowledge describes the historical development of positive psychology, its tenets, and their application in fostering growth. Keywords: Positive Psychology, Optimism, Happiness, Broadening, Courage, Self-efficacy, Strength, Subjective Well-being, Peak Performance, Satisfaction, Creativity, Goal-setting, Flourishing, Mindset, Constructs, Hope","PeriodicalId":297709,"journal":{"name":"The Interdisciplinary Journal of Advances in Research in Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116699871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Implementation Of Common Core Standards: The Abandonment Of Creativity And Critical Thinking 共同核心标准的实施:创造力和批判性思维的放弃

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2020-05-01 DOI: 10.55138/sq104284jst

Stephen Stunder

{"title":"The Implementation Of Common Core Standards: The Abandonment Of Creativity And Critical Thinking","authors":"Stephen Stunder","doi":"10.55138/sq104284jst","DOIUrl":"https://doi.org/10.55138/sq104284jst","url":null,"abstract":"This article explores a brief history of Common Core implementation as well as develops an argument for the return of critical and creative thinking in public school curriculum. The importance of student and teacher development in the delivery on instruction and student retention was also explored. In 2010, Common Core was established as a new educational standard of learning goals to help prepare students for college, career, and life. Common Core standards have changed the way in which the educational community views critical thinking. Upon its implementation, the Common Core looked to standardize the delivery of curriculum in public education. Nonetheless, these standards have minimized the ability for students to demonstrate and express critical thinking and creativity over the years. Policymakers have taken a shortcut in delivering opinions on curricular changes, and students’ abilities to think critically and creatively have suffered. Prior to 2010, states established their own standards for proficiency, which many believed led to a lack of standardization of curriculum. Currently, 42 of the 50 states have adopted Common Core standards. Virginia, Texas, Alaska, and Nebraska are four states that never implemented these standards, and Arizona, Oklahoma, Indiana, and South Carolina are four states that have withdrawn from the Common Core standards. This standardization of curriculum has led to difficulty in implementation and a lack of creativity at both the student and teacher level. Teacher development provides teachers with professional development on curriculum delivery and pedagogy as well as the opportunity for students to access their critical thinking skills. This article is a meta-analysis of literature knowledge to advance professional practice. Keywords: Common Core, Creativity, Critical Thinking, Curriculum, Design","PeriodicalId":297709,"journal":{"name":"The Interdisciplinary Journal of Advances in Research in Education","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132663435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing Treatment Modalities For Juvenile Delinquency 青少年犯罪的治疗方式比较

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2019-11-01 DOI: 10.55138/sq104284jin

Jennifer Innocenti

{"title":"Comparing Treatment Modalities For Juvenile Delinquency","authors":"Jennifer Innocenti","doi":"10.55138/sq104284jin","DOIUrl":"https://doi.org/10.55138/sq104284jin","url":null,"abstract":"Juvenile delinquency has improved by 65 percent from 1980 through 2016. The criminal justice system has explored various means of treating juvenile delinquents over the years to improve recidivism rates and to give youth a rewarding adult life. Most juvenile delinquency programs use a Usual Community Service (UCS) treatment method while the youth are incarcerated or immediately after release. UCS uses cognitive behavioral therapy (CBT) techniques to help the juvenile link their thoughts and behaviors. While Short-term Behavioral Therapy did not take off with the public or juvenile justice system, Multisystemic Therapy (MST) has showed progress in reducing recidivism of juvenile offenders. Studies have found that engaging the family in the treatment process has contributed to the reduced recidivism rates. For example, participants that enrolled in the UCS treatment modality had an increased recidivism rate of 75 percent while 29.2 percent of the group members from the MST recidivated within a year. At the end of a longitudinal study (8.9 years), researchers found that juveniles who received UCS treatment re-offended with a sex crime 45.8 percent and 58.3 percent re-offended for non-sexual crimes. After incarceration, 24 families participated in the MST treatment model. After a year, 8.3 percent re-offended for a sex crime and 29.2 percent re-offended with a non-sexual crime. Therefore, a family-based therapy model is salient to reduce recidivism compared to CBT based. This paper employs a meta-analysis and statistical analysis of seminal knowledge and law enforcement reports to construct the importance of effective therapeutic treatments by comparing treatment modalities for juvenile delinquents. Keywords: Juvenile Delinquency, Youth, Usual Community Service, Short-term Behavioral, Therapy, Systems Theory, Multisystemic Therapy, Recidivism, Antisocial Behavior","PeriodicalId":297709,"journal":{"name":"The Interdisciplinary Journal of Advances in Research in Education","volume":"23 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116945435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It Takes A Village: Strength-Based Approaches And Interventions For Children And Adolescents With Learning Disabilities In Combination With Depression And Anxiety 它需要一个村庄:力量为基础的方法和干预儿童和青少年学习障碍合并抑郁和焦虑

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2019-11-01 DOI: 10.55138/sq104284anc

Haley M. Scott, Ashley Naginewicz

{"title":"It Takes A Village: Strength-Based Approaches And Interventions For Children And Adolescents With Learning Disabilities In Combination With Depression And Anxiety","authors":"Haley M. Scott, Ashley Naginewicz","doi":"10.55138/sq104284anc","DOIUrl":"https://doi.org/10.55138/sq104284anc","url":null,"abstract":"Children and adolescents with learning disabilities often carry a stigma associated with their disability, which makes them vulnerable to struggle with diagnoses of depression and anxiety. The dual diagnosis can create challenges outside of the classroom and within the home environment as well as the community and within the school setting (Maag & Reid, 2016). Therefore, working with this specific adolescent population requires an understanding from mental health providers in regard to their specific brain development, age appropriate responsiveness, and creative problem solving skills (Murray, 2003). Accordingly, mental health professionals and the front line workers are encouraged to work in harmony with the family, school, and community providers as inclusive protective factors within the adolescent and child’s life. This can be instituted by recognizing the challenges of dual diagnosis in children and adolescents with learning disabilities as well as learning appropriate and beneficial interventions (Murray, 2003). Appropriate interventions may help with the negative impact that anxiety has on social and learning processes. Studies have shown that only one third of students with mental health disorders receive sufficient treatment (Maag & Reid, 2016). In order to recognize the challenges, the mental health provider must also be able to understand what raises the risk of development or increase in symptoms. This paper, therefore, employs a meta-analysis and statistical analysis of literature reviews and seminal knowledge to construct the importance of utilizing strength-based collaboration approach of community mental health, school supports and home providers to promote optimal social and emotional growth, which can assist in long-term successful outcomes for the learning disabled student. Keywords: Learning Disability, Protective Factors, Depression, Strength-based Counseling, Resiliency, Positive Psychology, Mental Health","PeriodicalId":297709,"journal":{"name":"The Interdisciplinary Journal of Advances in Research in Education","volume":"31 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132869855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multicultural Competence In School: Mental Health Providers In A Diverse Society 学校的多元文化能力:多元社会中的心理健康提供者

The Interdisciplinary Journal of Advances in Research in Education Pub Date : 2019-11-01 DOI: 10.55138/sq104284gkf

Kelly Giorgi

引用次数: 0