The Effect of the Intervention of William Glasser's Reality Module ('D'RWG) on Drug Abuse Among Young Residents of the Cure and Care Rehabilitation Clinic (CCRC)

This study was conducted to see the effect of the Intervention of William Glasser's Doing Reality Module ('D'RWG) on drug abuse among young residents of the Cure and Care Rehabilitation Clinic (CCRC). The objective of this study is to analyze the factor of drug abuse, to examine the steps to be taken to overcome the factor of drug abuse, and to know the effect of the 'Doing Reality William Glasser' ('D'RWG) module on drug abuse among the residents of the Care and Cure Rehabilitation Clinic (CCRC). The study was conducted at a Cure and Care Rehabilitation Clinic located in Kedah. This study involved eight respondents. This study is in the form of qualitative which was conducted through face-to-face interviews. The data were analyzed using three themes: (1) affection towards the family (2) family ecology, community and cultural factors, and (3) prevention and education programs. The findings showed that all respondents were able to give their ideas and share experiences while engaging in drug abuse. Respondents were also able to provide some suggestions to combat drug abuse symptoms, especially in adolescents.

PROFESSORES, METODOLOGIAS ATIVAS E A EAD: UMA PROPOSTA PRÁTICA DA INVERSÃO DA SALA DE AULA UTILIZANDO A PIRÂMIDE DE WILLIAM GLASSER

NESTE ESTUDO, PROPÕE-SE UMA ATIVIDADE BASEADA NA SALA DE AULA INVERTIDA, A PARTIR DE UMA LEITURA CRÍTICO-AVALIATIVA DA PIRÂMIDE DE WILLIAM GLASSER. TRATA-SE DE UM PROCESSO QUE SE INICIA MUITO ANTES ONDE DA APLICAÇÃO EM SI DA PROPOSTA DE ATIVIDADE JUNTOS AOS ALUNOS, QUE PARTE DE UMA COMPREENSÃO INICIAL DO DOCENTE SOBRE A LÓGICA DO CHAMADO "ENSINO INVERTIDO" CONSIDERANDO SOBRETUDO A APRENDIZAGEM ENQUANTO ASSIMILAÇÃO DE CONTEÚDO. NO CAMPO DA EDUCAÇÃO A DISTÂNCIA, FOCO DO PRESENTE ESTUDO, AS METODOLOGIAS ATIVAS SÃO, ALÉM DE UMA “NOVA PEDAGOGIA”, A BASE DO FUNCIONAMENTO DESSA MODALIDADE. NESTE CASO, A IDEIA NORTEADORA DO ENSINO INVERTIDO NESSA MODALIDADE É O ALUNO SENTIR-SE PROTAGONISTA DE SUA PRÓPRIA APRENDIZAGEM, QUEBRANDO ASSIM UM VELHO PARADIGMA INSTRUCIONAL, INFORMATIVO, CONTEUDISTA, MEMORIALISTA E "BANCÁRIO" (FREIRE, 1987) DA EDUCAÇÃO EM QUE ELE VEM SE ACOSTUMANDO DESDE A EDUCAÇÃO BÁSICA. E PARA FAZER COM QUE O DOCENTE INCENTIVE O SEU ALUNO, TÉCNICAS E FORMAS DE ATUAÇÃO FRENTE A EDUCAÇÃO SURGEM A CADA DIA. ESTE ARTIGO BUSCA PROPOR UMA ANÁLISE DA PIRÂMIDE DE WILLIAM GLASSER COMO BASE DE UMA PROPOSTA DE ATIVIDADE PARA UMA SÓLIDA APRENDIZAGEM, FOCANDO O PROCESSO EDUCACIONAL NA RETENÇÃO REAL DO CONHECIMENTO, E NÃO APENAS NA MEMORIZAÇÃO DE CURTO PRAZO.

Pirâmides e cones de aprendizagem: da abstração à hierarquização de estratégias de aprendizagem

As pirmides e cones de aprendizagem so recursos costumeiramente utilizados no meio escolar para defender que as prticas pedaggicas que favorecem a participao mais ativa dos alunos so as mais eficientes. Na maioria das vezes, essas pirmides e cones so associadas aos estudos de William Glasser e Edgar Dale. Esses pesquisadores, contudo, no criaram uma hierarquia de estratgias mais eficientes, muito menos associaram tais estratgias a porcentagem de sucesso ou insucesso na aprendizagem. Em algum momento essa associao foi realizada e transformou-se, com o tempo, em argumento de autoridade. Tendo em vista essa realidade, o objetivo desse artigo discutir os usos desses slidos da aprendizagem, tidos, muitas vezes, como referncias para praticas pedaggicas de sucesso.

PERUBAHAN DARI SEKOLAH DENGAN BOSS-MANAGEMENT KE SEKOLAH DENGAN LEAD-MANAGEMENT

Penjelasan soal tersebut di atas dapat diilustrasikan dalam paparan William Glasser, yang membahas terkait boss-management ke sekolah dengan lead-management, yang sangat penting dalam gerakan quality school, begitu juga bagaimana sekolah tersebut melakukannya untuk menciptakan belajar bermutu pada diri anak.

The Effectiveness of Choice Theory Group Therapy of Glasser on Divorced Women Self-Efficacy

The purpose of the present research was to study the effectiveness of choice theory group therapy by William Glasser (1998) on divorced women self-efficacy between 18 to 23 years old. The research was semi experimental type along with pretest-past test. Using self-efficacy questionnaire (SGSES), 30 women who was of low self-efficacy were chosen on simple random and were randomly divided into experimental and control groups. Experiment group received 8 sessions treatment of Choice Theory group therapy for two months while the control group did not receive any training. After receiving training, self-efficacy was measured for next time. The collected data was analyzed by SPSS v.21 and by applying multivariate analysis covariance. The results revealed self-efficacy (P<0.05) significant effect. The present investigation clarified choice theory group therapy increased divorced women self-efficacy.

The Voice of William Glasser: Accessing the Continuing Evolution of Reality Therapy

On August 23, 2013, the voice of William Glasser, MD, became silent. His life was characterized by his mission of teaching the ever-evolving ideas originating in his work in corrections and mental health. He taught what he called “internal controls”: Although human beings are influenced by their environment and their previous relationships, they need not remain powerless and victimized by forces beyond their control or by their past history. Rather, they choose most of their current behaviors, especially their actions. Reality therapy is a system that counselors use to liberate clients and help them make realistic choices to more effectively satisfy their needs within their limitations. The evolution of reality therapy has covered not only its theoretical basis, choice theory, but more recently its links with mindfulness, neuroscience, and especially its formulation as the WDEP (Wants, Doing, Evaluation, Planning) system. A growing body of evidence illustrates the widespread use and multicultural effectiveness of Dr. Glasser's legacy—reality therapy.

Exploring the Sense of Belonging and the Notion of Home in Margaret Atwood’s Cat’s Eye

Human beings need to associate and mingle with their surroundings, be they the family, neighbours, colleagues, nature or a place, in order to feel attached and belonging to a particular society and its environment. This article explores the concept of a sense of belonging in Margaret Atwood‟s novel Cat’s Eye (1988). The story is about the protagonist, Elaine, revisiting her childhood memories, where she learned about friendship, longing and betrayal. Although she was being bullied by her own best friends, Elaine remained with them as she feared being alienated. Despite the many years spent outside Toronto and away from her sad childhood memories, Elaine still felt that her hometown was her real home. The notions of belongingness used in this analysis are aided by Abraham Maslow‟s Hierarchy of Needs and William Glasser‟s Choice Theory. Elaine‟s strong attachment to her hometown and her childhood memories is due to the human needs for love and belonging and in an attempt to evade alienation and loneliness. Parallel to what Maslow defines as a sense of belonging, humans on a very basic level long for belonging, respect and love, and Elaine‟s actions are seen as a desperate attempt to get through her days in the way that Glasser outlines in Choice Theory – the need for love and belonging is closely linked to the need for survival.