Creating consultee change: A theory-based approach to learning and behavioral change processes in school-based consultation.

School-based gardens (SBGs) are contributing to improvements in many areas of education, including nutrition, health, connectedness and engagement of students. While considerable research has been conducted in other parts of the world, research in Australia provides limited understanding of the impact of SBGs. The aim of this paper is to give a reflective viewpoint on the impact of SBGs in Australia from the perspective of an Aboriginal philosophical approach called Dadirri. The philosophy highlights an Australian Aboriginal concept, which exists but has different meanings across Aboriginal language groups. This approach describes the processes of deep and respectful listening. The study uses photovoice as a medium to engage students to become researchers in their own right. Using this methodology, students have control over how they report what is significant to them. The use of photovoice as a data collection method is contextualised within the Aboriginal philosophical approach to deep listening. For the first author, an Aboriginal researcher (Clague), the journey is to find a research process that maintains cultural integrity and resonates with the participants by affirming that a culturally sensitive approach to learning is important.

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SFBT Techniques and Solution Building

10.1093/acprof:oso/9780190607258.003.0002 ◽

2017 ◽

Author(s):

Johnny S. Kim ◽

Michael S. Kelly ◽

Cynthia Franklin

Keyword(s):

Behavioral Change ◽

Behavioral Therapy ◽

Theory Of Change ◽

Treatment Manual ◽

School Social Workers ◽

School Based ◽

Solution Focused Brief Therapy ◽

Therapy Model ◽

Solution Focused ◽

Model Approach

This chapter provides an overview of the SFBT model and highlight the contributions made by SFBT pioneers Insoo Kim Berg and Steve de Shazer as well as other school-based SFBT practitioners and scholars. It contrasts the techniques of SFBT with typical approaches used in schools, such as cognitive-behavioral therapy, to show how SFBT differs from other approaches that school social workers are already using. It also discusses the 2nd edition of the Solution-Focused Brief Therapy Association Treatment Manual which provides more details about the specific SFBT techniques and ways to use solution-building questions in this therapy model approach. Lastly, it discusses the theory of change in SFBT and how it helps create behavioral change in students.

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Exploring Change Processes in School-Based Mentoring for Bullied Children

The Journal of Primary Prevention ◽

10.1007/s10935-015-0412-5 ◽

2015 ◽

Vol 37 (1) ◽

pp. 1-9 ◽

Cited By ~ 5

Author(s):

James T. Craig ◽

Samantha J. Gregus ◽

Ally Burton ◽

Juventino Hernandez Rodriguez ◽

Mallory Blue ◽

...

Keyword(s):

Change Processes ◽

School Based ◽

School Based Mentoring

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A Cognitive-Ecological Approach to Serving Students with Emotional and Behavioral Disorders: Application to Aggressive Behavior

Behavioral Disorders ◽

10.1177/019874290503000303 ◽

2005 ◽

Vol 30 (3) ◽

pp. 277-288 ◽

Cited By ~ 9

Author(s):

Nancy G. Guerra ◽

Paul Boxer ◽

Tia E. Kim

Keyword(s):

Behavioral Change ◽

Cognitive Skills ◽

Ecological Model ◽

Intervention Programs ◽

Behavioral Difficulties ◽

Ecological Framework ◽

Contextual Influences ◽

School Based ◽

Aggressive Children ◽

Over Time

In this article we present a cognitive-ecological model for understanding and preventing emotional and behavioral difficulties and propose directions for school-based intervention programs, particularly with aggressive children. In the cognitive-ecological framework, intervention efforts should target certain cognitive skills (e.g., skills that encourage attention to multiple cues in a setting) and knowledge structures (e.g., normative beliefs about appropriate responses to conflict) across multiple contexts that change over time (e.g., classroom, peer, school, family). We also emphasize the importance of coordination among contextual influences so that children learn consistent, cross-context standards that encourage prosocial and socially competent behavior. Practitioners working with students who exhibit emotional and behavioral difficulties should strive to integrate efforts at modifying cognition as well as context in the service of promoting behavioral change that maintains over time and across situations.

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A School-Based Drug Abuse Prevention Program: An Evaluation

Journal of Drug Education ◽

10.2190/fnnq-8nka-hr1u-dc7n ◽

1974 ◽

Vol 4 (1) ◽

pp. 61-67 ◽

Cited By ~ 2

Author(s):

William P. Ryan

Keyword(s):

Drug Abuse ◽

Prevention Program ◽

Behavioral Change ◽

Drug Prevention ◽

Abuse Prevention ◽

Drug Abuse Prevention ◽

Group Cohesiveness ◽

School Based ◽

The Many ◽

Teacher's Perception

Some drug prevention programs have attempted to re-focus the goals of their efforts into the areas of increased self-regard, behavioral change, and increased group cohesiveness. Aware of the many difficulties in evaluating such an approach, it was decided to measure changes in conscious self-regard, of students, the teacher's perception of this self-regard, and classroom group cohesiveness. There was a significant increase in cohesiveness and an accompanying increase in self-regard, though not quite statistically significant.

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Measuring and Interpreting School-Based Prevention Outcomes: The New York City Model

Journal of Drug Education ◽

10.2190/4mfb-2u39-3u50-ncpv ◽

1986 ◽

Vol 16 (2) ◽

pp. 181-190 ◽

Cited By ~ 4

Author(s):

Arthur P. Sullivan ◽

Robert Guglielmo ◽

Prudence Opperman

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

York City ◽

Behavioral Change ◽

Behavioral Outcomes ◽

Written Responses ◽

School Based ◽

Prevention Activities ◽

Outcome Behaviors

Theoretical standpoint, procedures and instruments used to evaluate school-based substance abuse prevention in the New York City public schools are detailed. Outcome measures are discussed, and the argument is made that the process by which the outcome behavioral change was achieved must be explored before the outcomes are certified as beneficial and appropriate for an educational environment. The changes in the meanings the student attaches to objects and events in his environment and the way in which he construes his environment and self which are antecedent to behavioral change are explored by obtaining written responses from the student, but more fully by repeated observation of the prevention process for the duration of the prevention activities. If the changes in meaning and construct are likely to enhance the student's life, the outcome behaviors are judged adequate. A further argument is made that prediction of future behaviors can be made from the meaning and construct data, and these favorable or unfavorable predictions caused by changes attributable to prevention activities can serve as a basis for evaluation of the prevention work, even in the absence of presently observable behavioral outcomes.

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Novel Way in Teaching Introductory Soil Science

The Ohio Journal of Science ◽

10.18061/ojs.v115i2.4914 ◽

2015 ◽

Vol 115 (2) ◽

pp. 48

Author(s):

Adil Minoo Wadia ◽

William Clark

Keyword(s):

Behavioral Change ◽

Teaching Method ◽

Agricultural Practices ◽

Resource Planning ◽

Well Being ◽

Surface Approach ◽

Approach To Learning ◽

Surface Approach To Learning ◽

Economic Well Being

The importance of soils is often underemphasized in introductory undergraduate geology courses, despite their relevance to students and the communities in which they live. The high agricultural productivity of United States and the economic well-being of many of its communities are dependent on the physical properties of soils, as well as agricultural practices, human and natural history, and climate. Although this could be realized through lectures and memorization, in order to achieve the metacognitive changes necessary to promote long-term understanding and behavioral change associated with resource planning and conservation, learning activities that promote a deep approach rather than a surface approach to learning must be utilized, so that students are engaged in activities in which they are actively searching for meaning, rather than engaging in rote memorization. This paper discusses a teaching method in which the learning objectives, activities, and assessment are aligned to achieve this aim and presents evidence of its efficacy over seven years of its use.

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Shifting from Private to Public Transport using Duration-Based Modeling of a School-Based Intervention

Transportation Research Record Journal of the Transportation Research Board ◽

10.1177/0361198120923666 ◽

2020 ◽

Vol 2674 (7) ◽

pp. 540-554

Author(s):

Mariza Motta Queiroz ◽

Carlos Roque ◽

Filipe Moura

Keyword(s):

Public Transportation ◽

Behavioral Change ◽

Empirical Studies ◽

Mobility Patterns ◽

Sustainable Mobility ◽

Time Duration ◽

School Based ◽

Marketing Actions ◽

The Impact

School commuting with public transportation (PT) and shifting away from private cars remains a challenge, especially for transport planners. From behavioral and cultural viewpoints, car dependence has not yet been reversed in many cities. Actions to promote the shift to PT should be multidisciplinary and multi-instrumental to increase PT adoption and achieve more sustainable mobility. There is a lack of strategic alignment between the different stakeholders involved in school commuting of children (parents, school, PT operators) and empirical studies sustaining the effectiveness of actions to shift away from the car. Moreover, PT behavioral aspects are still poorly researched from a marketing perspective. This research aims to help fill the gap by implementing actions related to the 4Ps of the marketing mix (product, place, price, promotion). Ten schools in the Lisbon Metropolitan Area were involved in those actions and then surveyed (1,760 survey participants) to evaluate the impact on their behavioral change, that is, to start going to school with PT. The study explores the impact of a set of marketing events on the time duration before children shift to PT when commuting to school, with a hazard-based duration model. Results suggest that to promote school commuting with PT, it is necessary to characterize the school community before commencing any mobility-oriented intervention, particularly concerning sociodemographic attributes and mobility patterns. These are critical information to design marketing actions better and to adapt and improve the quality of PT vehicles and services that operate to and from schools.

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Behavioral Framework of Immersive Technologies (BehaveFIT): How and Why Virtual Reality can Support Behavioral Change Processes

Frontiers in Virtual Reality ◽

10.3389/frvir.2021.627194 ◽

2021 ◽

Vol 2 ◽

Author(s):

Carolin Wienrich ◽

Nina Döllinger ◽

Rebecca Hein

Keyword(s):

Virtual Reality ◽

Behavior Change ◽

Behavioral Change ◽

Theoretical Foundation ◽

Change Processes ◽

Intervention Design ◽

Behavior Change Techniques ◽

Psychological Barriers ◽

Interaction Research ◽

Immersive Technologies

The design and evaluation of assisting technologies to support behavior change processes have become an essential topic within the field of human-computer interaction research in general and the field of immersive intervention technologies in particular. The mechanisms and success of behavior change techniques and interventions are broadly investigated in the field of psychology. However, it is not always easy to adapt these psychological findings to the context of immersive technologies. The lack of theoretical foundation also leads to a lack of explanation as to why and how immersive interventions support behavior change processes. The Behavioral Framework for immersive Technologies (BehaveFIT) addresses this lack by 1) presenting an intelligible categorization and condensation of psychological barriers and immersive features, by 2) suggesting a mapping that shows why and how immersive technologies can help to overcome barriers and finally by 3) proposing a generic prediction path that enables a structured, theory-based approach to the development and evaluation of immersive interventions. These three steps explain how BehaveFIT can be used, and include guiding questions for each step. Further, two use cases illustrate the usage of BehaveFIT. Thus, the present paper contributes to guidance for immersive intervention design and evaluation, showing that immersive interventions support behavior change processes and explain and predict 'why' and 'how' immersive interventions can bridge the intention-behavior-gap.

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