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Descriptors:
Counselor Training; Interviews; Supervision; Motivation Techniques; Counselor Client Relationship; Counselors; Supervisors; Intervention; Vignettes

Abstract:
Supervision offers a distinct opportunity to experience the interconnection of counselor-client and counselor-supervisor interactions. One product of this network of interactions is parallel process, a phenomenon by which counselors unconsciously identify with their clients and subsequently present to their supervisors in a similar fashion (Searles, 1955). Addressing parallel process has the potential to be valuable in the advancement of counselor development, but few strategies exist in the literature for working with the phenomenon. The authors describe the use of motivational interviewing as one method for effectively addressing parallel process in supervision. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Outcomes of Treatment; Child Health; Community Health Services; Smoking; Intervention; Diseases; Child Caregivers; Interviews; Formative Evaluation; Urban Youth; Program Implementation; Program Effectiveness; Program Evaluation; Counseling; Counseling Effectiveness; Motivation Techniques; Fidelity; Nurses; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Elementary School Students

Abstract:
Many children, including those with asthma, remain exposed to secondhand smoke. This manuscript evaluates the process of implementing a secondhand smoke reduction counseling intervention using motivational interviewing (MI) for caregivers of urban children with asthma, including reach, dose delivered, dose received and fidelity. Challenges, strategies and successes in applying MI are highlighted. Data for 140 children (3-10 years) enrolled in the School Based Asthma Therapy trial, randomized to the treatment condition and living with one or more smoker, were analyzed. Summary statistics describe the sample, process measures related to intervention implementation, and primary caregiver (PCG) satisfaction with the intervention. The full intervention was completed by 79% of PCGs, but only 17% of other smoking caregivers. Nearly all (98%) PCGs were satisfied with the care study nurses provided and felt the program might be helpful to others. Despite challenges, this intervention was feasible and well received reaching caregivers who were not actively seeking treatment for smoking cessation or secondhand smoke reduction. Anticipating the strategies required to implement such an intervention may help promote participant engagement and retention to enhance the program's ultimate success. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Homeless People; Emergency Shelters; Nongovernmental Organizations; Motivation Techniques; Educational Technology; Children; Program Descriptions; Program Effectiveness; Capacity Building; Vocational Education; Informal Education; Training Methods; Access to Education; Enrollment; Adults; Library Services; Health Services; Libraries; Legal Aid; Documentaries; Video Technology; Educational Objectives; Reading Habits; Reading Motivation; Poverty; Community Centers; Community Education; Community Programs; Community Services; Community Information Services; Academic Libraries; Library Materials; Library Role; Community Development

Abstract:
Each night, around 20,000 people--both adults and children--make the streets of Dhaka (the capital city of Bangladesh) their home. Living amongst the noise, rubbish, and traffic, thousands of families walk down the streets of Dhaka, looking for a safe place to rest for just a few hours each night. Trapped in a vicious cycle of poverty, the pavement dwellers are amongst the most vulnerable people in Bangladesh. Pavement dwellers can be found in ferry landings, train stations, bus stations, market centers, religious shrines, parks, and on footpaths. There are very few organizations which are serving for them. CWW (Concern Worldwide) (one of the International Non-government Organizations) and DCC (Dhaka City Corporation) have jointly come forward to support 10,000 pavement dwellers through dedicated pavement dweller centres, providing them with the opportunity to make their own choices for a better future. It will also establish sustainable services for providing basic functional education for 900 children/youth and 400 adults, psychosocial counseling for 600 children and 150 adults, market-based vocational skills training for 450 children/youth and adults, entrepreneurial skills training for 400 children/youth, and life skills education for 800 children/youth. With a view to this, the project decided to set up libraries based on their shelter centres. The project realizes that as of today in Bangladesh, the poorest communities do not have access to a library. This damages educational outcomes for many. The author has been appointed as a library consultant in that project. It is an amazing experience that based on the demand of the pavement dwellers, the author had to collect the resources and different audio-visual aids. At the beginning, the author had to face tremendous challenges to get their attention because most of the children of the pavement dwellers did not feel interest to any attractive reading books or illustrative collections. They were very much fond of watching movie, cinema, drama, cartoon, Hindi film, action film, and so on. To attract them on library resources, the author has prepared and presented different video documentaries on how river erosion affected children encouraged to read and go to school, how children sex workers become curious to create reading habit which leads them to go to school. For motivating youth pavement dwellers achieving social skills on different professions (like barber, carpenter, shopkeeper, hawker, micro-investor, cooperatives, maid-labour, day-labour, rickshaw-puller, van-driver, etc.), short video documentaries have been made and presented on different IGAs (income generating activities). Thus, libraries have turned into integral part in the lives of the pavement dwellers. The basic aim of the paper is to share the ideas on how a considerable number of children pavement dwellers have been admitted in government and public schools during the last couple of years by the help of the library services. This will reveal how the youth pavement dwellers' capacity has been increased through training and library services. It will also explain a good progress in enabling better access for pavement dwellers and their children to basic services in education, health and legal aid through library and information services. Some interesting case studies will also be discussed in this paper. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Physical Education; Experimental Groups; Motivation Techniques; Researchers; Grade 9; Academic Achievement; Goal Orientation; Student Attitudes; Mastery Learning; Lesson Plans; Affective Behavior; Cognitive Processes; Scores

Abstract:
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Prior Learning; Alternative Assessment; Expertise; Evaluation Methods; Mathematics Instruction; Middle School Students; Incentives; Motivation Techniques; Learning Processes; Computer Assisted Instruction; Educational Technology; Comparative Analysis; Intelligent Tutoring Systems; Video Games; Instructional Design

Abstract:
Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; College Students; Concept Formation; Student Motivation; Student Attitudes; Usability; Statistical Analysis; Comparative Analysis; Control Groups; Experimental Groups; Predictor Variables; Reading Assignments; Motivation Techniques

Abstract:
This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and conceptual change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of conceptual change. Statistical differences were observed among the participants in the task value and control conditions on perceived engagement as well as conceptual change. The results indicate that the participants who were in the utility condition rated their engagement as significantly higher than those in the control condition. Furthermore, participants in the utility condition demonstrated the greatest degree of conceptual change. The usefulness of task value inductions for facilitating engagement and conceptual change is discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Classroom Environment; Group Dynamics; Motivation Techniques; Secondary School Teachers; Language Teachers; Teaching Methods; Student Motivation; Second Language Instruction

Abstract:
Since Dornyei and Csizer's (1998) landmark study of the importance that Hungarian English as a Foreign Language (EFL) teachers attached to a selection of motivational strategies and the frequency they reported using them in their classrooms, there have been few published attempts to examine the cross-cultural validity of their findings. The study reported in this paper builds on the work of Dornyei and colleagues (Dornyei and Csizer, 1998; Cheng and Dornyei, 2007). It uses Cheng and Dornyei's (2007) methods while changing the context to evaluate the relevance of a similar list of motivational strategies to 268 South Korean secondary school EFL teachers. The results provide further evidence that some strategies can transfer across contexts. However, unlike previous studies, it was found that Korean teachers attach very little importance and hardly ever use strategies related to generating a positive classroom climate and adaptive group dynamics. Furthermore, and unique to this study, virtually all the examined strategies were underused relative to their perceived importance, suggesting that motivating students is very low on Korean teachers' list of priorities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Motivation Techniques; Theory of Mind; Executive Function; Educational Psychology; Motivation; Interviews; Educational Practices; Teaching Methods; Educational Strategies; Cognitive Development; Praxis; Achievement Gap; Instructional Leadership; Mentors; Teacher Attitudes

Abstract:
This paper presents a conversation with Carol Dweck, the author of "Mindset: The New Psychology of Success" (Random House, 2006). She serves as the Lewis and Virginia Eaton Professor of Psychology at Stanford University. She is a member of the American Academy of Arts and Sciences and the National Academy of Science and is the recipient of numerous awards for her contributions to education. In this conversation, the Journal staff talked to her about mindsets and how they can help--or hinder--motivation. Dweck explains the difference between a growth mindset and a fixed asset and discusses how teachers can teach a growth mindset. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Alcohol Abuse; College Students; Interviews; Integrity; Correlation; Drinking; Motivation Techniques; High Schools; Athletics; Student Participation; Measures (Individuals); Therapy; Reflection; Outcomes of Treatment

Abstract:
The purpose of this study was to replicate and extend previous findings (Tollison et al., 2008) on the association between peer facilitator adherence to motivational interviewing (MI) microskills and college student drinking behavior. This study used a larger sample size, multiple follow-up time-points, and latent variable analyses allowing for more complex models to be tested in a sample with different characteristics than Tollison et al. Matriculating students who participated in high school sports (N = 327) took part in a Brief Alcohol Screening and Intervention for College Students led by peer facilitators trained in motivational interviewing (MI). Participants were assessed pre- and immediately postintervention on contemplation to change, as well as pre-, 5 months, and 10 months postintervention on drinking quantity. Independent coders used the Motivational Interviewing Treatment Integrity scale (Moyers, Martin, Manuel, & Miller, 2003) to evaluate therapist MI adherence. Contrary to our previous study, results indicated that a higher number of open questions was positively related to increases in drinking, especially for heavier drinkers. Congruent with the previous study, more simple reflections was positively related to increases in drinking. Finally, this study revealed that heavier baseline drinking was associated with more simple reflections. There were no significant results found for changes in contemplation. Results corroborate previous findings that the excessive use of simple reflections may be indicative of countertherapeutic outcomes while raising questions about the relationship between the frequency of open questions and therapeutic outcomes. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Correlation; Research Methodology; Measurement Techniques; Outcome Measures; Student Motivation; Motivation Techniques; Learner Engagement; Teaching Methods; Elementary Secondary Education; Instructional Effectiveness; Educational Research; Literature Reviews; Research Reports; Student Needs; Personal Autonomy; Early Adolescents

Abstract:
In the present paper we systematically review the corpus of evidence on the effects of need supportive teaching on early adolescents' motivation and engagement for school. Based on Self-Determination Theory, we define need supportive teaching in terms of teachers' provision of autonomy support, structure, and involvement. The results of an in-depth descriptive analysis of 71 empirical studies that were conducted since 1990 show a clear positive association between need supportive teaching and students' motivation and engagement, whereas evidence concerning specific components of need supportive teaching is less conclusive. Furthermore, we find that in most of the selected studies student perceptions were used to measure need supportive teaching. In the small body of studies using observations or teacher perceptions, we find much smaller or even no associations with students' motivation and engagement. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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