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Descriptors:
Posttraumatic Stress Disorder; Classification; Mental Disorders; Psychotherapy; Mental Health Programs; Models; Program Effectiveness; Literature Reviews; Trauma; Repetition; Developmental Psychology; Attachment Behavior; Victims; Barriers; Intimacy; Outcomes of Treatment; Evidence

Abstract:
The symptoms, assessment, and treatments of Post Traumatic Stress Disorder (PTSD) have been empirically investigated to the extent that there is a breadth of valid and reliable instruments investigating this psychopathological syndrome. There, too, exists a substantial evidence base for various treatment models demonstrating effectiveness in treating PTSD. There are, however, no instruments designed to investigate the phenomena associated with Complex PTSD, and it has yet to find its place in the "Diagnostic and Statistical Manual for Mental Disorders." There are also few outcome studies demonstrating effectiveness of various treatment approaches for Complex PTSD. Consequently, the current paper is an exhaustive literature review of outcome studies from various theoretical treatment orientations that have demonstrated effectiveness in the treatment of Complex PTSD. The paper closes with a review of various psychotherapy integration approaches and how those may be applied to the current research reviewed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Developing Nations; Profiles; Human Resources; Capacity Building; Principals; Elementary Schools; Secondary Schools; Educational Change; Instructional Leadership; Educational Legislation; School Administration; Program Implementation; Program Effectiveness; Rating Scales

Abstract:
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the "Principal Instructional Management Rating Scale" (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions ("Creating a School Mission and Developing a Positive School Learning Climate") and a lower level of activity on the dimension, "Managing the Instructional Program". The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Program Improvement; Interpersonal Competence; Aggression; Grade 4; Elementary School Students; Program Effectiveness; Social Development; Prevention

Abstract:
School-based aggression prevention programs have been implemented in many educational institutions, and fostering the development of social competencies is one of the central aspects of many approaches. The aim of the present study was to assess the level of subjectively perceived usefulness of the prevention program "Faustlos" in connection with the self-reported levels of aggressiveness and social competencies in a sample of German fourth graders. The children had completed the prevention program. Results suggest differences in the level of aggressiveness and social competencies between children with different levels of perceived usefulness of the prevention program. 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; Predictor Variables; Teacher Surveys; Educational Environment; Program Effectiveness; Computer Uses in Education; Teacher Influence; Elementary School Teachers; Secondary School Teachers; Teacher Role; School Role; Teacher Effectiveness; Educational Technology; Technology Integration; Teacher Attitudes; Hierarchical Linear Modeling; Inservice Teacher Education

Abstract:
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers' beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers' perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. 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:
Program Effectiveness; Adolescents; Risk; Health Behavior; Task Analysis; Intervention; Program Evaluation; Behavior Change; Student School Relationship; Program Descriptions; Measurement

Abstract:
School connectedness has a significant impact on adolescent outcomes, including reducing risk-taking behavior. This paper critically examines the literature on school-based programs targeting increased connectedness for reductions in risk taking. Fourteen articles describing seven different school-based programs were reviewed. Programs drew on a range of theories to increase school connectedness, and evaluations conducted for the majority of programs demonstrated positive changes in school connectedness, risk behavior, or a combination of the two. Many of the reviewed programs involved widespread school system change, however, which is frequently a complex and time-consuming task. Future research is needed to examine the extent of intervention complexity required to result in change. This review also showed a lack of consistency in the definitions and measurement of connectedness as well as few mediation analyses testing assumptions of impact on risk-taking behavior through increases in school connectedness. Additionally, this review revealed very limited evaluation of the elements of multicomponent programs that are most effective in increasing school connectedness and reducing adolescent risk taking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Principals; Grounded Theory; Catholic Schools; Catholics; Private Schools; Sustainability; Administrator Attitudes; Program Effectiveness; Semi Structured Interviews; Welfare Services; Questionnaires; Clergy; Service Learning; Cooperation; Social Values

Abstract:
This research project sought to learn how solidarity education is manifested in Chilean Catholic schools, considering the perspectives of school principals, programme directors and pastoral teams. Eleven Chilean schools were studied and the information gathering techniques applied included: a questionnaire, semi-structured individual interviews and group interviews. The grounded theory model was used to analyse the data. The results describe contexts of emerging solidarity education strategies and one perceives a variety of degrees of effort, bi-directional fields of action and traditional attitudes associated with charity. There is an overall sense of solidarity-in-transition, ranging from welfare-oriented action to promotional activities, channelled through training processes. Strengths, weaknesses, challenges and the need for outside support for the schools are highlighted in order to assure effectiveness and sustainability for the programmes. (Contains 4 notes.) 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:
Content Analysis; Early Intervention; Mothers; Infants; Parent Child Relationship; Interaction; Interviews; Parent Attitudes; Program Effectiveness; Mental Disorders; Knowledge Level; Emotional Development; Child Rearing; Foreign Countries; At Risk Persons

Abstract:
Studies focusing on mothers' own reports of their experience with intervention programmes are rare, so very little has been known about their evaluations of the programmes and what they have learned. The aim of the present study was to use interviews to evaluate these aspects of an intervention programme. The interviews were designed to capture the mothers' memories and thoughts about their experiences and to learn about the knowledge they acquired in a short-term intervention programme. Forty-six mothers identified as being at psychosocial risk were interviewed. The interview materials were analysed using qualitative content analysis. Two categories were identified: emotional context, and knowledge. The material assigned to the second category was further divided into three sub-categories. The study results point to the equal importance of actual knowledge and to the emotional dimension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Agencies; State Government; Financial Support; State Aid; Smoking; Health Promotion; Health Programs; Program Evaluation; Training; Role; Evaluators; Technical Writing; Reports; Information Utilization; Attitudes; Stakeholders; Accountability; Program Effectiveness; Test Construction; Scoring

Abstract:
Nearly all private, government and non-governmental organizations that receive government funding to run social or health promotion programs in the United States are required to conduct program evaluations and to report findings to the funding agency. Reports are usually due at the end of a funding cycle and they may or may not have an influence on the continuation of program funding. The final evaluation report (FER), as the end-of-funding-cycle report is often called, generally relates the intervention and evaluation results of the funding period and has a dual purpose. It is considered an element of accountability and should give the program and its stakeholders direction for the future. All too often though, this is not the case. Evaluators have voiced myriad concerns about the many issues related to reports and their usage. In their study of a random sample of American Evaluation Association members, Torres et al. (1997) found that evaluators are generally discontent about reporting and about the fact that their reports are often misused or not used at all. Evaluation reports could be a valuable instrument for moving projects forward if stakeholders and project staff would make good use of evaluation findings. The Tobacco Control Evaluation Center (TCEC) (2006) at the University of California at Davis developed scoring measures for final report writing for over 100 local tobacco control projects in California but found 2007 reports lacking in quality. In 2010, it conducted a training campaign in the hope that the projects themselves, the funding government agency and TCEC may make better use of the reports. The response to the training call was overwhelming, and comparing scores from 2007 and 2010, participating agencies made statistically significant improvements but non-participants did not. Results relating to the mode of training were inconclusive. The pre- and post-score comparison proved to be a valuable measuring tool, and the 1-day face-to-face training was a useful training mode. (Contains 1 table.) 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:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.) 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:
Case Studies; Teleworking; Insurance; Program Effectiveness; Conservation (Environment); Productivity; Program Development; Prediction; Program Design; Planning; Labor Turnover; Job Satisfaction; Motivation; Costs

Abstract:
With the growing suburban population, many employees in metro areas are facing long commutes to and from the workplace. According to the 2011 Texas Transportation Institute's Urban Mobility Report, the average commuter experiences 34 hours of delay per year and spends an extra $713 on fuel (see http://tti.tamu.edu/documents/mobility-report-2011.pdf). This not only causes stress for the employee but also has a serious impact on the organization and the environment. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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