ethanporcaro/eric-fulltext-meta huggingface dataset:
Practicum in Counseling: A New Training Model
Author: Cuccaro, Carlo
Date: 2007-00-00
Type: Journal Articles
Subjects: Counselor Training,Practicums,Professional Development Schools,Models,Elementary Schools,Middle Schools,College School Cooperation,Graduate Students,Supervisor Supervisee Relationship,Feedback (Response),Program Evaluation,Teacher Surveys

This study examined the effectiveness of a new counseling practicum training model which was developed as part of a Professional Development School (PDS) program. Unlike the traditional counseling practicum, the university instructor and graduate students worked together in an elementary school setting for one day a week. All supervision was provided on-site and the students were given immediate feedback on their counseling strategies and skills. The study examined what differences, if any, existed in student and classroom teachers' perceptions of the PDS practicum versus the traditional practicum experience. Findings concluded that students in the PDS practicum were significantly more positive about their experience than those in the traditional settings. Results from teacher surveys did not reveal significant differences between practicum settings. (Contains 4 tables.)
Empowering Students through Creativity: Art Therapy in Miami-Dade County Public Schools
Author: Isis, Patricia D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Public Schools,Elementary Secondary Education,Program Development,Test Anxiety,Dropout Prevention,Emotional Disturbances,Behavior Disorders,Art Education,Pupil Personnel Services

Miami-Dade County Public Schools (M-DCPS) has been at the forefront of integrating art therapy in schools since 1979, helping children with emotional/behavioral disabilities become more receptive to academic involvement while maximizing their social and emotional potential. This article describes the history, development, current configuration, and future outlook for school art therapy services provided by the M-DCPS Clinical Art Therapy Department. (Contains 5 figures.)
Meeting the Needs of Urban Students: Creative Arts Therapy in Jersey City Public Schools
Author: Nelson, Cindy Lou
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Urban Schools,Public Schools,Music Therapy,Extended School Year,Collegiality,Internship Programs,Behavior Problems,Student Behavior,Grants,Cooperation,Faculty Development,School Community Relationship,Integrated Activities,Special Education,Computer Uses in Education

This paper describes the history and development of the Jersey City Public Schools creative arts therapy program. Creative arts therapists contributed examples of their work throughout the district that provide a window into their respective school settings. Examples include technology-based art therapy, an extended school year program, collaborations with school-based mental health workers, professional development, music therapy integrated with academics, community arts events, short term behavioral programs, and internship opportunities. The challenges of establishing and sustaining a creative arts therapy program in a large urban school district are addressed. The article affirms that creative arts therapists develop effective school programs through innovation, research, and collaborative efforts among peers and other professionals. (Contains 2 figures.)
Art Therapy Connection: Encouraging Troubled Youth to Stay in School and Succeed
Author: Sutherland, Judy
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Mental Health,Urban Areas,Elementary School Students,Secondary School Students,Art Therapy,Counseling Techniques,At Risk Students,Student Needs,Poverty,Group Dynamics,Cooperation,Interpersonal Relationship,Trust (Psychology),Social Development,Student Motivation,Group Therapy

This article describes the theory and practice of Art Therapy Connection (ATC), an inner city, yearlong school art therapy program in Chicago, IL, for students identified as being at risk of failing grades 3-12. The ATC program helps to address the mental health needs of students living in impoverished communities and the constant threats they experience on a daily basis. It utilizes an Adlerian art therapy approach, with an emphasis on developing group identity, group cohesion, and cooperation. In turn, a feeling of belonging and trust can be established through social interest so that students feel encouraged to stay in school and succeed. This article explains the program's goals and objectives, typical art directives, and informal outcomes.
Group Art Therapy with Eighth-Grade Students Transitioning to High School
Author: Spier, Erin
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Group Therapy,Intervention,Grade 8,Behavior Problems,At Risk Students,Coping,Program Effectiveness,Transitional Programs

This study examined the effectiveness of a group art therapy intervention within a school setting to increase coping skills and decrease disruptive behaviors in a group of 6 eighth-grade students at risk for making a poor transition to high school. The mixed-method AB single-case experiment measured each individual's changes in behavior and coping from baseline (A-phase) to post-intervention (B-phase). Changes in pre- and post-intervention "Me in Ninth Grade" drawings also suggested improved ability to anticipate social roles and an increased sense of school belonging. Results partially supported the hypothesis that the school art therapy group can be beneficial in decreasing disruptive behaviors and increasing coping skills for the transition to high school. (Contains 4 tables and 5 figures.)
Circle Justice: A Creative Arts Approach to Conflict Resolution in the Classroom
Author: Gibbons, Karen
Date: 2010-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Art Therapy,Elementary School Students,Grade 6,Socialization,Group Discussion,Writing (Composition),Art Activities,Reflection,Problem Solving,Urban Schools

This brief report describes a cooperative classroom art therapy intervention in a public elementary school that provided conflict resolution education, social learning, and group cohesion among sixth-grade students. The organizing framework of a &quot;circle justice&quot; group explored the roles of fictional characters in conflict, including group discussion, writing, art-based reflection, and problem solving. Results indicated a culture change in the group that is essential for incorporating conflict resolution in the classroom. (Contains 5 figures.)
Being Both: An Integrated Model of Art Therapy and Alternative Art Education
Author: Albert, Rachel
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Education,Art Therapy,Nontraditional Education,Integrated Activities,Discipline Based Art Education,Curriculum Design,Curriculum Development,Scaffolding (Teaching Technique),Task Analysis,Reading Strategies,Studio Art

This viewpoint proposes a model of art therapy integrated into an alternative art education program. Because of the pressure to meet educational standards, school systems may be less likely to support clinical programs that take students out of their classes. A blended model of art therapy and art education that utilizes effective strategies from both disciplines and provides students with a therapeutic process can support instruction, empower students, and produce art products the students can be proud to have created. (Contains 7 figures.)
Outcome Studies on the Efficacy of Art Therapy: A Review of Findings
Author: Slayton, Sarah
Date: 2010-00-00
Type: Information Analyses
Subjects: Art Therapy,Literature Reviews,Intervention,Program Effectiveness,Outcomes of Treatment,Qualitative Research,Statistical Analysis

In response to a review by Reynolds, Nabors, and Quinlan (2000) of the art therapy literature prior to 1999, this review article identifies studies from 1999-2007 that measured outcomes of art therapy effectiveness with all ages of clinical and nonclinical populations. Although numerous studies blend art therapy with other modalities, this review is limited to studies that isolate art therapy as the specific intervention. The results of this review suggest that there is a small body of quantifiable data to support the claim that art therapy is effective in treating a variety of symptoms, age groups, and disorders. (Contains 4 tables.)
The Impact of Education and Exposure on Art Therapist Identity and Perception
Author: Elkis-Abuhoff, Deborah L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Allied Health Personnel,Graduate Students,Self Concept,Outcomes of Education,Allied Health Occupations Education,Student Attitudes,Patients,Role

Students who enter a creative arts therapy program without prior exposure to a patient population experience a complex developmental journey towards creating their own identities as art therapists. In this study, 21 graduate students were asked to draw how they saw their patients and how their patients saw them. The directive was repeated 3 times throughout the course of their graduate degree education. Participants completed a qualitative questionnaire that documented their decision to pursue an education in art therapy, their population of interest, how their perception of these two areas changed over time, and a postgraduation quantitative questionnaire. A within-group repeated measures ANOVA was conducted; results showed an increase in the importance of supervisory relationships, self-awareness, and professional identity. Stress levels also increased as students approached completion of the program. The article addresses how educators and site supervisors can enhance the professional identity development of future generations of art therapists. (Contains 3 tables and 3 figures.)
The Effect of Art Therapy on Cognitive Performance of Hispanic/Latino Older Adults
Author: Alders, Amanda
Date: 2010-00-00
Type: Journal Articles
Subjects: Studio Art,Community Centers,Art Therapy,Cognitive Ability,Hispanic Americans,Older Adults,Pretests Posttests,Questionnaires,Testing,Attendance,Outcomes of Treatment

This article presents the results of a pilot study investigating the efficacy of art therapy to enhance cognitive performance in a sample of 24 elderly Hispanic/Latino members of a community center who participated in a weekly structured thematic therapeutic arts program. A 12-week, quasi-experimental, pretest/posttest, nonrandomized, controlled design evaluated outcomes using the Clock Drawing Test (CDT) and the Cognitive Failures Questionnaire (CFQ). Participants who attended the art therapy sessions outperformed those who did not on both cognitive evaluation tests. The findings suggest that the combination of self-initiated art making with art therapy session attendance may be most beneficial for enhancing a person's perception of cognitive ability, which in turn may positively affect overall cognitive performance. (Contains 6 figures and 3 tables.)
Collage as a Therapeutic Modality for Reminiscence in Patients with Dementia
Author: Woolhiser Stallings, Jessica
Date: 2010-00-00
Type: Journal Articles
Subjects: Verbal Communication,Dementia,Older Adults,Patients,Recall (Psychology),Art Products,Verbal Ability,Art Therapy,Counselor Client Relationship

Traditional therapy, with its emphasis on verbal communication between therapist and client, may not be appropriate for patients with dementia due to impaired cognitive and verbal abilities. This brief report presents a qualitative study on the use of collage in art therapy to aid in the process of reminiscence in individuals with dementia. Data were collected and analyzed using a modified Magazine Photo Collage assessment (Landgarten, 1993) with three participants. Findings support the hypothesis that collage allows older adults with dementia an opportunity to convey information that they might not be fully capable of verbalizing. Participants' interactions with collage as a therapeutic modality also were examined, as well as their interactions with the art therapist researcher. (Contains 4 figures.)
American Art Therapy Association, Inc.: 2009 Membership Survey Report
Author: Elkins, David E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Professional Associations,National Surveys,Work Environment,Individual Characteristics,Employment,Client Characteristics (Human Services),Certification,Group Membership

The American Art Therapy Association (AATA) surveys its members biennially to obtain a general profile of current members that includes basic demographics and client populations served by member art therapists, as well as licensure and professional activities. The results of the 2009 survey presented in this report suggest that, overall, the work environment and personal characteristics of AATA members have remained fairly stable across the past decade. Results were statistically nonsignificant when compared to survey item responses on past membership surveys, where applicable. The sole statistically significant item in the current survey, when compared to the most recent previous survey, shows that a significantly larger percentage of respondents have reported being licensed as clinical/mental health counselors, creative art therapists, professional art therapists, and professional counselors. (Contains 1 table and 11 figures.)
Applying the Subject &quot;Cell&quot; through Constructivist Approach during Science Lessons and the Teacher's View
Author: Dogru, Mustafa
Date: 2007-01-00
Type: Journal Articles
Subjects: Constructivism (Learning),Experimental Groups,Control Groups,Science Teachers,English,Teaching Methods,Elementary School Science,Grade 6,Elementary School Teachers,Teacher Role,Student Role,Science Education,Cytology,Likert Scales,Conventional Instruction,Teacher Attitudes,Instructional Effectiveness,Foreign Countries

In this study our purpose is to determine how the teachers are applying the structuralist approach in their classes by classifying the teachers according to graduated faculty, department and their years in the duty. Besides understanding the difference of the effects of structuralist approach and traditional education method on student's success and knowledge sustainability. For the study the teachers are given likert type surveys and primary school 6th class students are used as final test and the repeat of the last test as data collecting tools The study, has been carried in 23 schools in Mersin City Center with 53 Science Teacher and two branches of Davultepe Ataturk Primary School where is Mersin City Davultepe district, where 52 students are used as 24 of them in control group and 28 of them in experimental group. The poll has been applied to teachers and the final test and same test after 15 days has been applied to the test students. While analyzing the final test data to measure the success and sustainability of the students t test is used. (Contains 6 tables.)
Children's Ideas about Earthquakes
Author: Simsek, Canan Lacin
Date: 2007-01-00
Type: Journal Articles
Subjects: Natural Disasters,Kindergarten,Knowledge Level,Seismology,Comprehension,Elementary School Students,Scientific Concepts,Foreign Countries

Earthquake, a natural disaster, is among the fundamental problems of many countries. If people know how to protect themselves from earthquake and arrange their life styles in compliance with this, damage they will suffer will reduce to that extent. In particular, a good training regarding earthquake to be received in primary schools is considered as highly important for raising conscious citizens regarding this field. Consequently this study aim, what kind of thoughts do kindergarten students, grade 1, 2, 6 and 8 students, who are attending primary schools, have regarding earthquake phenomena? This study has a descriptive aim. A qualitative method based on semistructured interview method has been used in this study to analyze children's thoughts about earthquake and ways of protection from it deeply. Sampling group of this study is composed of a total of 40 students and 16 of these felt earthquake and only one student experienced earthquake in real terms. As a result of this study, it has been thought that there is an adverse image in students' minds regarding earthquake phenomena and this results from deficiency in knowledge obtained. It has been observed that few students can give rational answers for the causes of earthquake and no one can explain the causes of earthquake completely and scientifically. (Contains 3 tables.)
Impediments to Environmental Education Instruction in the Classroom: A Post-Workshop Inquiry
Author: Parlo, Amy T.
Date: 2007-01-00
Type: Journal Articles
Subjects: Environmental Education,Science Achievement,Standardized Tests,Teacher Workshops,Professional Development,Workshops,Science Instruction,Elementary Secondary Education

Current research has begun to reveal a link between environmental education and increases in science achievement and understanding (Glynn 2000; Liederman and Hoody, 1998). The researchers in this study of participants in a coastal marine teacher workshop found that increases in environmental topics or lessons in teachers' classrooms post-program were minimal. Several limitations to infusion were revealed, including teachers' perceived obligation to strictly follow science standards, and an increased emphasis on preparation for standardized tests. The results suggest that greater emphasis is needed on providing opportunities for participants to make explicit connections with their instruction within the parameters of the science classroom. (Contains 1 table.)
The Physics Questions in Student Selection Examination and Physics Curriculum and the Effect of Those Questions in Students' Success in Turkey
Author: Demirci, Neset
Date: 2007-04-00
Type: Journal Articles
Subjects: Admission Criteria,Physics,Foreign Countries,Science Teachers,High School Students,Science Curriculum,Science Instruction,College Preparation,College Science,Questionnaires,College Students,College Faculty,Interviews,Teacher Attitudes,College Entrance Examinations,Secondary School Teachers,Secondary School Science

Success of high school students in solving physics questions of student selection examination (OSS) that has to be taken by high school students before entering the Turkish universities have been investigated with regard to these questions to be solved by students and suitability to high school physics curriculum and factors affecting students success. In this purpose a questionnaire has been distributed to undergraduate students of Necatibey Faculty of Education and Faculty of Science and Literature of Balikesir University in Turkey, especially to volunteer students (a total of 194 students) from Biology, Mathematics, Computer, Science Teacher Education programs and Physics departments. In addition to this, more than 30 high school physics teachers and university professors have been interviewed one to one to ask their opinion about this subject in order to investigate the results. Students and teachers criticized new OSS examination system and made some recommendations. (Contains 8 tables.)
A Comparative Study on Math's Education Rendered in the Two Communities on the Island of Cyprus
Author: Hadjichristou, Chrysoula
Date: 2007-04-00
Type: Journal Articles
Subjects: Class Size,Mathematics Education,Elementary Secondary Education,Rote Learning,Foreign Countries,Comparative Analysis,Mathematics Teachers,Educational Background,Curriculum,Turkish,Greek

The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math's education. This paper will concentrate on K1-K12 math's education. The topics to be dealt with will cover math's curriculum at all levels; weekly distribution of math classes, as well as their proportion to the other courses offered. Students are expected to be more creative in class rather than resorting to rote learning even in math education. The study will also try to shed light on class size. Finally the math teachers and their educational background will be looked into so as to check into their prior math knowledge. The main goal is to bring about the similarities and differences and to come up with the standards of EU as well. (Contains 6 tables.)
Effect of Further Mathematics on Students' Achievement in Mathematics, Biology, Chemistry and Physics
Author: Olatoye, R. Ademola
Date: 2007-04-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Mathematics Education,Mathematics Achievement,Mathematics Tests,Physics,Achievement Tests,Chemistry,Biology,Foreign Countries,Outcomes of Education,Secondary School Students,Secondary School Mathematics,Science Achievement,Majors (Students),College Preparation

This study investigated the effect of Further Mathematics on students' achievement in mathematics, biology, chemistry and physics in Ogun State, Nigeria. Two Local Government Areas (LGAs) were judgmentally selected from the state. Ten secondary schools were also purposively selected from the two LGAs (Five schools from each LGA). At least twenty students (Ten Further Mathematics and Ten non-further mathematics) participated in the study in each school. Two hundred students were used for the study. The design is experimental. The further mathematics group was the experimental group with further mathematics as treatment while the control group was the non-further mathematics group. All the students selected were offering mathematics, biology, chemistry and physics. A 100-item Achievement test was administered to the students. No further mathematics test was given. Exposure to further mathematics teaching for at least two years served as treatment. There was no significant difference between further mathematics and non-further mathematics groups in achievement in each subject. However, further mathematics students had significantly better overall achievement (t = 2.012, p less than 0.05). All science students should be encouraged to offer further mathematics. (Contains 4 tables.)
Analyzing Some Iranian-High School Teachers' Beliefs on Mathematics, Mathematics Learning and Mathematics Teaching
Author: Shahvarani, Ahmad
Date: 2007-04-00
Type: Journal Articles
Subjects: Constructivism (Learning),Mathematics Curriculum,Mathematics Education,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Teacher Attitudes,Beliefs,Mathematics Instruction,Educational Theories,Questionnaires,Cultural Influences,Educational Change,Correlation

This study focuses on some Iranian high school mathematics teachers' beliefs about the nature of mathematics, its teaching and learning within two theoretical frameworks, Absolutist Traditional Beliefs and Constructivist Non-Traditional Beliefs. Almost 100 high school mathematics teachers in district 1 of education department of Tehran filled out the questionnaires which were about their traditional and non-traditional beliefs. The results showed the teachers have stronger agreement with traditional beliefs than with non-traditional beliefs about the nature of mathematics, students' learning and mathematics curriculum. Some conflicting and mixed views were also observed in teachers which can mean the incomplete process of new reform movements among the mathematics teachers. On the other hand, relation between different variables shows that teachers' beliefs about the nature of mathematics, mathematics curriculum, students, students' learning and their own teaching, may affect one another. (Contains 6 tables.)