scholarly journals The Italian School Psychologists’ Role: A Qualitative Study about Professional Practices and Representations

2021 ◽  
Vol 11 (4) ◽  
pp. 1134-1155
Author(s):  
Claudia Meroni ◽  
Laura Fagnani ◽  
Emanuela Confalonieri ◽  
Davide Baventore ◽  
Veronica Velasco
Keyword(s):  
School Psychologists ◽  
Ad Hoc ◽  
Italian School ◽  
Whole School ◽  
Wide Range ◽  
The Status ◽  
Whole School Approach ◽  
Definition Of ◽  
The Individual ◽  
Advance Knowledge

School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.

scholarly journals A Transactional, Whole-School Approach to Resilience

2021 ◽  
pp. 220-231
Author(s):  
Carmel Cefai
Keyword(s):  
Research Evidence ◽  
Social Contexts ◽  
Ecological Perspective ◽  
Educational Systems ◽  
Multiple Systems ◽  
Whole School ◽  
Resilience Framework ◽  
Whole School Approach ◽  
The Individual ◽  
The Waves

In contrast to the earlier understandings of resilience for the select, invulnerable few, an ecological perspective provides the opportunity for all children to develop resilience given resilience-enhancing, protective social contexts. In this chapter, the author explores a transactional-ecological perspective of resilience in the context of educational systems, underlining the limitations of an overreliance on the individual in resilience building. The chapter presents a transactional, whole-school, resilience framework for educational systems informed by the research evidence, focusing on both curricular competence-building and contextual processes across multiple systems. The chapter concludes with an illustration of a recent resilience program, RESCUR Surfing the Waves, informed by this approach.

Introduction to a Poetics of Diversity

2020 ◽  
Keyword(s):  
Chaos Theory ◽  
Literary Genres ◽  
Single Root ◽  
Wide Range ◽  
The Status ◽  
The Difference ◽  
Definition Of ◽  
Accessible Form

This book reproduces the texts of four lectures, followed by discussions, and two interviews with Lise Gauvin published in Introduction à une poétique du divers (1996); and also four further interviews from L’Imaginaire des langues (Lise Gauvin, 2010). It covers a wide range of topics but key recurring themes are creolization, language and langage, culture and identity, ‘monolingualism’, the ‘Chaos-world’ and the role of the writer. Migration and the various different kinds of migrants are also discussed, as is the difference between ‘atavistic’ and ‘composite’ communities, the art of translation, identity as a ‘rhizome’ rather than a single root, the Chaos-World and chaos theory, ‘trace thought’ as opposed to ‘systematic thought’, the relation between ‘place’ and the Whole-World, exoticism, utopias, a new definition of beauty as the realized quantity of differences, the status of literary genres and the possibility that literature as a whole will disappear. Four of the interviews (Chapters 6, 7, 8 and 9) relate to particular works that Glissant has published: Tout-monde, Le monde incrée, La Cohée du Lamentin, Une nouvelle région du monde. Many of these themes have been explored in his previous works, but here, because in all the chapters we see Glissant interacting with the questions and views of other people, they are presented in a particularly accessible form.

Neurolinguistic and syntactic evidence for basic level meaning in proper names

1999 ◽  
Vol 6 (1) ◽  
pp. 95-138 ◽  
Author(s):  
Willy Van Langendonck
Keyword(s):  
Ad Hoc ◽  
Proper Names ◽  
Special Kind ◽  
Common Noun ◽  
Definite Article ◽  
Lexical Meaning ◽  
The Status ◽  
Proper Name ◽  
Definition Of ◽  
Basic Level

This paper is intended to be an interdisciplinary investigation of the status of proper names, although it takes linguistics as its point of departure. In this study I will define proper names in terms of the currently developing Radical Construction Grammar, as promoted by Croft (to appear). Starting from the referential and semantic functions of proper names, I discuss the opposing theses of the language philosophers John Searle and Saul Kripke, and then formulate my position that proper names are assigned an ad hoc referent in an ad hoc name-giving act, i.e. not on the basis of a concept or predication as with common nouns. This ad hoc assignment can be repeated several times, so numerous people can be called John. Proper names do not have asserted lexical meaning but do display presuppositional meanings of several kinds: categorical (basic level), associative senses (introduced either via the name-bearer or via the name-form) and grammatical meanings. Language specifically, this referential and semantic status is reflected in the occurrence of proper names in certain constructions. I thus claim that close (or 'restrictive') appositional patterns of the form [definite article + noun + noun], e.g. the poet Burns, are relevant to the definition of proper names in English and also to the categorical (often basic level) meaning of the name. From proper names we can also derive nouns that appear as a special kind of common noun, e.g. another John. From a methodological viewpoint it is imperative to distinguish here between (proprial) lexemes or lemmas in isolation (dictionary entries) and proprial lemmas in their different functions (prototypically: proper name, nonprototypically: common noun or other). To corroborate the above theses, I will adduce recent psycholinguistic and especially neurolinguistic evidence. The overall argument will be based mainly on material from Germanic languages, especially English, Dutch and German.

scholarly journals Scientific approaches to the system of concepts of "national security": international legal aspect

2020 ◽  
Vol 7 (12) ◽  
pp. 70-77
Author(s):  
А. Альван
Keyword(s):  
National Security ◽  
Legal Aspect ◽  
The State ◽  
Constitutional Rights ◽  
External Threats ◽  
Wide Range ◽  
Single Well ◽  
Definition Of ◽  
The Individual

Scientific approaches to the concept of "national security" are systematized in the article. The author substantiates that there are four main approaches to the concept of "national security". The first group - works devoted to the terminological characterization of national security. Another group - the authors define national security because of the state of protection of vital interests, the individual, society and the state against all kinds of threats. The third group is studies that analyze the types of national security, in particular: economic, environmental, financial, personnel, financial, social, etc. These characteristics reflect their socio-political nature, trace the unity of personal, public and state security, developing political and other processes. The fourth group of studies are those that pay attention to problems related to the correct use of the concept of "national security" and the possibility of its replacement. Fifth group - analyzes the interaction and correlation of threats and security.There is no single, well-defined definition of national security today. No matter what approach the authors use, there are different approaches, and in some cases, complications or simplifications of this category.In our opinion, national security should be understood as a state of protection of the individual, society and state against a wide range of internal and external threats, which ensure the realization of citizens' constitutional rights and freedoms, decent quality and standard of living, sovereignty, independence, state and territorial integrity. , sustainable socio-economic development of the state.

scholarly journals Information culture of an individual: the essence of the concept

2021 ◽  
pp. 41-49
Author(s):  
M. BELANUK ◽  
N. UKHANOVA
Keyword(s):  
Information Culture ◽  
Wide Range ◽  
Definition Of ◽  
The Individual ◽  
Concept Of Information

The article, based on a wide range of sources, attempts to reveal the essence of the concept of “information culture of the individual”. Authors investigate and generalize the views of domestic and foreign scientists concerning the essence of the concept of “information culture of the individual” and propose the author's definition of the studied concept.

Meeting students' needs through a whole school approach to pastoral care

1990 ◽  
Vol 4 ◽  
pp. 27-31
Author(s):  
Rosalie Gannon
Keyword(s):  
Pastoral Care ◽  
State Government ◽  
Academic Needs ◽  
Pastoral System ◽  
Problem Solving Skills ◽  
Whole School ◽  
Care Systems ◽  
Whole School Approach ◽  
Pastoral Team ◽  
The Individual

Pastoral care is defined as being that element of the teaching process which centres around the individual needs and environmental forces which either facilitate or impede the all-round development of the individual child. Present Victorian State Government policy endorses the establishment of effective pastoral care systems in schools. Three hundred students in Years 7 and 10 in three Victorian secondary schools were surveyed in order to find out how well these schools were meeting the non-academic needs of their students. A two-way ANOVA indicated that the way in which students perceive their needs will be met differs across schools, and between year levels. The functional differences in pastoral care teachers' roles across the three schools are considered and support is given for the inclusion of the “Student Welfare Coordinator” role in the pastoral team. The conclusion reached suggests that an effective pastoral system provides for meeting the needs of individual students, but in doing so, teaches problem solving skills that will be of use outside the classroom.

The Philosophy and Ideals of Islamic Education

2021 ◽  
Author(s):  
Mujadad Zaman
Keyword(s):  
Islamic Education ◽  
Human Beings ◽  
Islamic History ◽  
Moral Exemplar ◽  
Wide Range ◽  
Islamic Thought ◽  
Self Actualization ◽  
Definition Of ◽  
The Individual ◽  
Individual Self

The philosophy of Islamic education covers a wide range of ideas and practices drawn from Islamic scripture, metaphysics, philosophy, and common piety, all of which accumulate to inform discourses of learning, pedagogy, and ethics. This provides a definition of Islamic education and yet also of Islam more generally. In other words, since metaphysics and ontology are related to questions of learning and pedagogy, a compendious and indigenous definition of “education” offers an insight into a wider spectrum of Islamic thought, culture, and weltanschauung. As such, there is no singular historical or contemporary philosophy of Islamic education which avails all of this complexity but rather there exists a number of ideas and practices which inform how education plays a role in the embodiment of knowledge and the self-actualization of the individual self to ultimately come to know God. Such an exposition may come to stand as a superordinate vision of learning framing Islamic educational ideals. Questions of how these ideas are made manifest and practiced are partly answered through scripture as well as the historical, and continuing, importance of Muhammad, the Prophet of Islam; as paragon and moral exemplar in Islamic thought. Having said “I was sent as a teacher,” his life and manner (sunnah) offer a wide-ranging source of pedagogic and intellectual value for his community (ummah) who have regarded the emulation of his character as among the highest of human virtues. In this theocentric cosmology a tripart conception of education emerges, beginning with the sacred nature of knowledge (ʿilm), the imperative for its coupling with action (ʿamal), in reference to the Prophet, and finally, these foundations supporting the flourishing of an etiquette and comportment (adab) defined by an equanimous state of being and wisdom (ḥikma). In this sense, the reason for there being not one identifiable philosophy of Islamic education, whether premodern or in the modern context, is due to the concatenations of thoughts and practices gravitating around superordinate, metaphysical ideals. The absence of a historical discipline, named “philosophy of education” in Islamic history, infers that education, learning, and the nurturing of young minds is an enterprise anchored by a cosmology which serves the common dominators of divine laudation and piety. Education, therefore, whether evolving from within formal institutional arenas (madrasas) or the setting of the craft guilds (futuwwa), help to enunciate a communality and consilience of how human beings may come to know themselves, their world, and ultimately God.

The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

2010 ◽  
Vol 31 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Chris Forlin
Keyword(s):  
Hong Kong ◽  
Learning Outcomes ◽  
School Psychologists ◽  
Inclusive Education ◽  
School Psychologist ◽  
Whole School ◽  
International Perspectives ◽  
Whole School Approach ◽  
Quality Learning

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.

Depression in Young People: A National School-Based Initiative for Prevention, Early Intervention and Pathways for Care

2002 ◽  
Vol 10 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Jane Burns ◽  
Ian Hickie
Keyword(s):  
Young People ◽  
Intervention Strategy ◽  
Well Being ◽  
Whole School ◽  
Education And Health ◽  
School Based ◽  
National School ◽  
The Social ◽  
Whole School Approach ◽  
The Individual

Objective: To describe the national school-based initiative of ‘beyondblue’. Conclusions: The goals of the initiative are: to reduce levels of depressive symptoms in young people, to promote emotional well-being in adolescence and to increase the capacity of organisations to design, implement and evaluate interventions relevant to the prevention of depression. The theoretical framework underpinning the program will build on expertise and evidence-based research from both the education and health sectors while the proposed initiative will draw on the existing capacity of school systems. The program will target not only the specific needs of individual students but will combine this targeted approach with a whole-school approach that addresses the quality of the social climate in which the individual is situated. The intervention strategy in partnership with the education sector will seek to make changes in the schools' social and learning environments, introduce relevant and important life skills through the curriculum, and strengthen structures that promote links between the school, families and communities.

scholarly journals Outpatient multidisciplinary cancer rehabilitation in Switzerland: a status assessment

2021 ◽  
Author(s):  
Anna Dehler ◽  
Sophie Cabaset ◽  
Margareta Schmid ◽  
Beate Schneider-Mörsch ◽  
Nicolas Sperisen ◽  
...  
Keyword(s):  
Descriptive Analysis ◽  
Cancer Rehabilitation ◽  
Low Intensity ◽  
Wide Range ◽  
The Status ◽  
French Speaking ◽  
German Speaking ◽  
Status Assessment ◽  
The Individual

Abstract Aim This study aimed to assess the situation of outpatient multidisciplinary cancer rehabilitation in Switzerland as of March 2018. Subject and methods Seventeen programmes providing outpatient cancer rehabilitation were identified; 12 in the German-speaking, 4 in the French-speaking and 1 in the Italian-speaking part of Switzerland. Structure, organisation, type of programme and details on therapies offered were assessed. Difference by language regions and the status of the programme (running vs in development) were examined in a descriptive analysis. Results Centres in the German- and Italian-speaking parts had mostly individual modular programmes with a longer duration (median: 12 weeks) and low intensity (median: 2.5–3 h per week). The French-speaking part had standard programmes with a shorter duration (median: 9 weeks) but higher intensity (median: 5.5 h per week) and a higher number of obligatory modules a patient must attend (median: 2 instead of 1). The language regions also showed differences in duration of therapies, communication, indications and screening instruments. Conclusion Outpatient cancer rehabilitation in Switzerland is characterized by a wide range of programmes. These differences between language regions, as well as between the individual programmes, highlight important variables that may influence the efficiency and the quality of the different programmes; understanding these variables could lead to improvements in cancer rehabilitation in Switzerland.

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