title: Behavior support strategies in Singapore preschools: Practices and outcomes

authors: Lau, Lily H.S.

subjects: Social Sciences

abstract: This study evaluated teachers’ use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings indicated that while the majority of the teachers taught rules and expectations to children several times throughout the year, used effective error corrections, and allocated more than 70% of class time to academic instructions, none of them had a system for documenting and rewarding appropriate child behavior, or a documented system to address specific behavioral violations. Very few teachers used a continuum of consequences to manage rule violations, and the use of general and behavior-specific praise was low. Furthermore, rates of disruptive behavior were relatively high, which were associated with high rates of reprimands, and one third of the classrooms had low academic engagement levels. Methods of enhancing teacher training in universal practices are discussed.

text: Behavior support strategies in Singapore preschools: Practices and outcomes This study evaluated teachers’ use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings indicated that while the majority of the teachers taught rules and expectations to children several times throughout the year, used effective error corrections, and allocated more than 70% of class time to academic instructions, none of them had a system for documenting and rewarding appropriate child behavior, or a documented system to address specific behavioral violations. Very few teachers used a continuum of consequences to manage rule violations, and the use of general and behavior-specific praise was low. Furthermore, rates of disruptive behavior were relatively high, which were associated with high rates of reprimands, and one third of the classrooms had low academic engagement levels. Methods of enhancing teacher training in universal practices are discussed.

year: 2019

title: The effectiveness of a CBT app vs. an ACT app  in changing negative self-thought

authors: Berthelsen, Tamsyn

abstract: Negative self-thought is associated with the deterioration of many mental health issues, such as depression, anxiety, self-esteem, and social isolation. Due to the impact negative thinking about oneself has on many individuals, there is a need for an accessible and cost-effective intervention. Cognitive Behavioural Therapy (CBT) focuses on insight and recognising the connection between thoughts, feelings, and behaviours surrounding an event. Acceptance and Commitment Therapy (ACT) focuses on being in the moment and accepting all thoughts that come up. In this study, I used a single-subject single-treatment design (A-B-A or A-C-A) to compare the effectiveness of two iHealth applications; iCBT™ and ACT Companion™ application in reducing negative thinking about oneself. Both approaches significantly reduced the mean daily negative thinking about oneself, however, the ACT Companion™ app was overall more effective. I found a significant increase in mean psychological flexibility, and the need for self-reflection and insight. Overall, both applications are promising forms of treatment for individuals struggling with some level of negative thinking about oneself. Overall, the ACT Companion™ application has shown to be an effective way of reducing negative thinking about oneself, in a relatively short period of time, and at the user’s own discretion.

text: The effectiveness of a CBT app vs. an ACT app  in changing negative self-thought Negative self-thought is associated with the deterioration of many mental health issues, such as depression, anxiety, self-esteem, and social isolation. Due to the impact negative thinking about oneself has on many individuals, there is a need for an accessible and cost-effective intervention. Cognitive Behavioural Therapy (CBT) focuses on insight and recognising the connection between thoughts, feelings, and behaviours surrounding an event. Acceptance and Commitment Therapy (ACT) focuses on being in the moment and accepting all thoughts that come up. In this study, I used a single-subject single-treatment design (A-B-A or A-C-A) to compare the effectiveness of two iHealth applications; iCBT™ and ACT Companion™ application in reducing negative thinking about oneself. Both approaches significantly reduced the mean daily negative thinking about oneself, however, the ACT Companion™ app was overall more effective. I found a significant increase in mean psychological flexibility, and the need for self-reflection and insight. Overall, both applications are promising forms of treatment for individuals struggling with some level of negative thinking about oneself. Overall, the ACT Companion™ application has shown to be an effective way of reducing negative thinking about oneself, in a relatively short period of time, and at the user’s own discretion.

year: 2019

title: Old bones tell new tales

authors: Lowe, David J.

subjects: New Zealand

abstract: Of all the so-called evidence that has been presented in support of human settlement in New Zealand before the second millennium, only a set of radiocarbon-dated rat bones has appeared scientifically credible. Now even that is coming under close scrutiny.

text: Old bones tell new tales Of all the so-called evidence that has been presented in support of human settlement in New Zealand before the second millennium, only a set of radiocarbon-dated rat bones has appeared scientifically credible. Now even that is coming under close scrutiny.

year: 2006