To Study the Relationship between Creativity & Personality among Highschool Students

Vol. 6 No. 4

Year: 2013

 
Issue: Feb-Apr

Title: Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility

 

Author Name: Gisli Thorsteinsson

 

Synopsis:

This paper will represent the pedagogy of Innovation Education in Iceland that is a new school policy within the Icelandic school system. In Innovation Education (IE) students trained to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The main aim is to improve their social capital through general education. Innovation Education has taken form as a new cross curriculum subject called ‘Innovation and practical use of knowledge’ as presented in the new National Curriculum from 2007. It has a place in the National Curriculum as a part of the new area for Information Technology and Technology Education. Innovation Education in this form can be said to be the result of 25 year’s research work, aimed at developing this new model for education. This was done in cooperation between the school system and the work place. The paper presents how the curriculum subject has developed its character, the pedagogical framework it is based upon as well as the ideology behind it and its ethical value as a part of general education.

School Counselor Perception of their Multicultural Competency

Vol. 6 No. 3

Year: 2013
 
Issue: November-January

Title: School Counselor Perception of their Multicultural Competency

Author Name: Mary Mayorga, Karen Furgerson , Katrina Cook , Elizabeth Ann Wardle

Synopsis:

A school counselor’s work environment is diverse by virtue of the student population that attends the school setting, yet it is possible that school counselors may not be prepared to deal with a diverse population. As part of counselor training a course in multicultural counseling is offered so that counseling students become familiar with the competencies and knowledge that help develop multicultural competency. Counselors are ethically mandated to remain multiculturally competent as they progress in their chosen profession. The perception of being multiculturally competent is different than being multiculturally competent. This article will examine the importance of school counselors maintaining their multicultural competency and will examine school counselor’s perception of their own skills, attitudes, and knowledge about multicultural competency.

A Cognitive Behavioral Depression Prevention Program For Early Adolescents

Vol. 6 No. 3

Year: 2013
 
Issue: November-January

Title : A Cognitive Behavioral Depression Prevention Program For Early Adolescents  

Author Name : Lence Miloseva  

Synopsis :

The aim of this study was to present results of our one year experience with Cognitive Behavioral Psychology Program, in order to contribute to the building of whole school approach and positive psychology preventive mental health problems model. Based on Penn Resilience program (PRP), we modify and create program for early adolescents: how to prevent depression and to develop resilience. The program should promote optimism and reduce depression in children. Our focus was on explanatory style and optimism. Program’s goal is not simply to teach “positive thinking”. The goal is realistic thinking. During one academic year we have implemented this program in four classes in one primary school in Stip, R. Macedonia. One hundredth and twenty, eight grade’s adolescents, at the age of 14 years, 56 boys, 64 girls, were involved. We conducted a pre & post survey. Children’s Attribution Style Questionnaire (CASQ, Seligman et al.,1995), was used in order to measure the optimistic and pessimistic level among students. According to the results gathered by the pre & post survey, we can see that there exist some changes in the children’s optimistic and pessimistic level. Depression prevention research will live up to its promise if interventions like PRP can be successfully implemented by schools, clinics, and other community settings.

Apologia of St. Ignatius Loyola’s cura personalis: Brigham Young University’s Positive Behavior Support Initiative compared to the Syracuse Academy of Science Charter School’s 7th and 8th grade literacy program: A qualitative analysis (Abridgment)

Vol. 6 No. 3

Year: 2013

Issue: November-January

Title: Apologia of St. Ignatius Loyola’s cura personalis: Brigham Young University’s Positive Behavior Support Initiative compared to the Syracuse Academy of Science Charter School’s 7th and 8th grade literacy program: A qualitative analysis (Abridgment)

Author Name: Gabrielle McBath
 

Synopsis:

The following is an abridged version of the author’s original Master’s thesis written in 2008 for LeMoyne College in Syracuse, New York. This qualitative, structural, comparison determined if twelve Character Education studies of Brigham Young University, specifically the Positive Behavioral Support Initiative, assessed the same literacy program components this author designed in spring 2008 for the Syracuse Academy of Science Charter School in Syracuse, New York. Based on McConnell and LoGiudice’s (1998) That’s Life! Social Language, five main curricular units connected student communication, conversation, emotions, peer relationships, and collaboration. This study found that the Society of Jesus and the Church of Jesus Christ of Latter-day Saints upheld the importance of an educational setting beginning at home and continuing religious objectives within K-12 academia. Still, future research was needed to analyze the level of impact of parochial curricula on U.S. Federal mandates.

Social Compare Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

Vol. 6 No. 3

Year: 2013 

Issue: November-January

Title : Social Compare Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

Author Name: Ali Khanehkeshi, Farahnaz Azizi Tas Ahmadi

Synopsis:

The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8 high schools. The general self efficacy scale (GSE; Schwarzer& Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007’s school refusal criterions; self-regulation inventory (Kanlapan & Velasco, 2009), and the student’s current academic performance scores as a measure of academic performance were used for collecting the data. Independent t-Test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p<0.05). Finally results showed that self-efficacy and self-regulation have simple and multiple significant correlation with academic performance in two groups (p<%5).

Social Networking of Depressed and Non-depressed Female College Students

Vol. 6 No. 3

Year: 2013

Issue: November-January

Title: Social Networking of Depressed and Non-depressed Female College Students

Author Name: Sarwat Sultan, Irshad Hussain

Synopsis:

The present study aimed at examining the interpersonal aspects of depression among female college students. A sample of 60 undergraduate female college students (50 pairs: 25 depressed and 25 non-depressed subjects along with their best friends) was drawn from Government Degree College for Women, Multan. Beck Depression Inventory (Beck et al., 1961) was administered to both the depressed and non-depressed subjects along with their best friends (i) to fill it out for themselves, (ii) to fill it out for as would their friends (iii) and to fill out for, as would the average person. Statistical analysis showed that the best friends of depressed subjects were significantly more depressed than the best friends of non-depressed subjects. Results also suggested that depressed subjects perceived their best friends and the average persons to be more depressed as compared to the non-depressed subjects. No significant differences were found between actual and perceived scores of best friends of both the depressed and non-depressed subjects. Also, no significant differences were found between best friend’s perception and actual scores of depressed and non-depressed subjects.