Counselor's Recognition of Factors in Lethality of Suicide

1981 ◽  
Vol 49 (1) ◽  
pp. 183-186 ◽  
Author(s):  
Cooper B. Holmes ◽  
Philip J. Wurtz
Keyword(s):  
Counselor Education ◽  
Social Workers ◽  
Secondary Level ◽  
Elementary Level ◽  
Post Secondary ◽  
Professional Groups

Counselors' recognition of factors in lethality of suicide was studied using the same scale of factors as was used in Holmes and Howard's study of other professional groups. 15 professors of counselor education, 12 post-secondary counselors, 47 secondary-level counselors, and 20 elementary-level counselors completed an examination of signs of suicide. The data for each of these groups are presented and analyzed and show counselors' recognition to be equal to those of social workers and ministers.

"There is no space for being German": Portraits of Willing and Reluctant Heritage Language Learners of German

2010 ◽  
Vol 7 (2) ◽  
pp. 162-182 ◽  
Author(s):  
Roswita Dressler
Keyword(s):  
Case Studies ◽  
Language Learners ◽  
Heritage Language ◽  
Secondary Level ◽  
Significant Part ◽  
Heritage Language Learners ◽  
Post Secondary ◽  
Language Identity ◽  
German Speaking ◽  
German Speaking Country

Some heritage language learners (HLLs) are comfortable identifying themselves as such, while others are decidedly reluctant to adopt this term (Piño & Piño, 2000). HLLs in this paper are defined as those students having a parent or grandparent who speaks German or those who have spent a significant part of their childhood in a German-speaking country (as suggested in Beaudrie & Ducar, 2005, p. 13). This paper highlights case studies of six HLLs of German at the post-secondary level who are participants in a motivation study (Dressler, 2008). Three students are ‘willing’ HLLs. The additional three case studies are of students that I will call ‘reluctant’ HLLs of German, and this paper explores the reasons behind their reluctance and the components of self-identification, which include language identity (Block, 2007; Pierce, 1995); language expertise; affiliation and inheritance (Leung, Harris, & Rampton, 1997); cultural artifacts (Bartlett, 2007) and positioning (Block, 2007).

scholarly journals What Is Known about Elementary Grades Mathematical Modelling

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Micah S. Stohlmann ◽  
Lluís Albarracín
Keyword(s):  
Mathematical Modelling ◽  
Secondary Level ◽  
Elementary Level ◽  
Future Research ◽  
Elementary Grades ◽  
Student Beliefs ◽  
Assessment Data ◽  
Unit Of Analysis ◽  
Units Of Analysis ◽  
Conceptual Competence

Mathematical modelling has often been emphasized at the secondary level, but more research is needed at the elementary level. This paper serves to summarize what is known about elementary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on five categories: content of mathematical modelling intervention, assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were three main units of analysis into which the studies could be categorized: representational and conceptual competence, models created, and student beliefs. The main findings from each of these units of analysis are discussed along with future research that is needed.

Responsibility Attribution for Violence Against Women: A Study of Chinese Public Service Professionals

2002 ◽  
Vol 26 (3) ◽  
pp. 175-185 ◽  
Author(s):  
Catherine So-kum Tang ◽  
Shuk Han Pun ◽  
Fanny Mui-ching Cheung
Keyword(s):  
Social Workers ◽  
Violence Against Women ◽  
Public Service ◽  
Police Officers ◽  
Attitudes Toward Women ◽  
Group Differences ◽  
Medical Doctors ◽  
Responsibility Attribution ◽  
Professional Groups ◽  
Chinese Public

This study examined how Chinese public service professionals attributed responsibility to victims and perpetrators of violence against women (VAW). A total of 2,308 Chinese public service professionals in Hong Kong completed questionnaires on attitudes toward women, VAW-related perceptions, and assignment of responsibility to actors in written VAW vignettes. Compared to agency professionals consisting of medical doctors, lawyers, and police officers, communal professionals consisting of psychologists, social workers, and nurses attributed a higher level of responsibility to VAW victims and perpetrators. For both professional groups, attitudes toward women and educational attainment were the most salient predictors of responsibility attribution to VAW victims and perpetrators. Perceived VAW effects on victims were also a robust predictor of responsibility attribution to perpetrators. With regard to group differences, gender was predictive of responsibility attribution for communal but not for agency professionals. Except for perpetrator responsibility attribution for agency professionals, age was also predictive of how professionals assigned responsibility to VAW victims and perpetrators.

A Training Program for Asian and Pacific Islander Americans

1976 ◽  
Vol 57 (3) ◽  
pp. 185-194 ◽  
Author(s):  
Arlene Hori Kushida ◽  
Marilyn Montenegro ◽  
Paul Chikahisa ◽  
Royal F. Morales
Keyword(s):  
Mental Health ◽  
Training Program ◽  
Social Workers ◽  
West Coast ◽  
Pacific Islander ◽  
Professional Groups ◽  
Asian And Pacific Islander ◽  
Pacific Islander Americans

Ethnic professional groups and West Coast universities, aided by the National Institute of Mental Health, develop a prototype curriculum for social workers

Development of the Biases toward Children with Psychological and Behavioral Disorders Scale

2013 ◽  
Vol 113 (3) ◽  
pp. 855-873 ◽  
Author(s):  
Joseph A. Hirsch
Keyword(s):  
Social Workers ◽  
Behavioral Disorders ◽  
Undergraduate Students ◽  
Internal Consistency Reliability ◽  
Professional Groups ◽  
Teachers And Students ◽  
Good Internal Consistency ◽  
Systematic Determination ◽  
Professional Disciplines ◽  
Individual Professional

Although there have been studies of individual professional disciplines and their attitudes toward children with emotional, behavioral, or educational problems, there has been no systematic determination using a single, psycho-metrically sound measure that compared different professional groups. The goal was to assess the biases toward children with emotional and behavioral difficulties in samples of professionals who are most likely to have contact with them (86 teachers, 83 psychologists, 47 social workers), as well as other adults (75 undergraduate students). After development from an item pool, the provisional Biases toward Children with Psychological and Behavioral Disorders scale consisted of 21 items in one factor which experts also had assigned to a Biases category. The scale had good internal consistency reliability ( α = .84). Validity was supported by a team of experts, factor structure, and known-groups comparisons. Psychologists and social workers scored lower than did teachers and students.

scholarly journals Bilingual Education at the post-secondary level; A Case Study

1989 ◽  
Vol 19 (3) ◽  
pp. 43-52
Author(s):  
Viviane Edwards
Keyword(s):  
New Brunswick ◽  
Bilingual Education ◽  
Large Population ◽  
Secondary Level ◽  
French Language ◽  
University Policy ◽  
Post Secondary ◽  
University Courses ◽  
The University

In 1983, the University of New Brunswick adopted a French Language Policy which called for courses to be offered in French in a number of disciplines, including Economics, History and Political Science. This article discusses the events which led to the adoption of the Policy and the difficulties as well as successes which the Policy has met since its adoption. In spite of being supported unanimously by the Deans and in spite of having a fairly large population of eligible candidates at the university, courses continue to suffer from low enrollment. The article provides information on enrollment since 1984 as well as the university policy for the support of French language study by members of faculty.

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