Teacher responses to bullying in relation to moral orientation and seriousness of bullying
- Authors: Ellis, Alicia , Shute, Rosalyn
- Date: 2007
- Type: Text , Journal article
- Relation: British Journal of Educational Psychology Vol. 77, no. 3 (2007), p. 649-663
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- Description: Background. Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. Aims. To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of perceived seriousness of an incident in moderating responses to bullying and (c) factors that are important to teachers when deciding whether to intervene. Sample. Primary, middle and high school teachers (N = 127) were recruited during staff meetings at five schools. Methods. Moral orientation was measured using a modified version of Caputo's (2000) Sanctioning Voice Index (SVI); other questionnaires were specifically designed for this study. Correlational and hierarchical multiple regression analyses examining how moral orientation and seriousness predict teachers' responses to bullying were performed. Results. As anticipated, care moral orientation predicted a problem-solving response, while justice orientation predicted a rules-sanctions response. Care and justice orientations also interacted to predict rules-sanctions, but not problem-solving responses. However, seriousness of an incident accounted for the majority of variance (46% for rules-sanctions and 40% for problem-solving responses). Seriousness did not moderate the relationship between moral orientation and responses to bullying. Conclusions. While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed. © 2007 The British Psychological Society.
- Description: 2003005747
Understanding source effects in ADHD rating scales : Reply to DuPaul (2003)
- Authors: Burns, Leonard , Gomez, Rapson , Walsh, James , De Moura, Marcela Alves
- Date: 2003
- Type: Text , Journal article
- Relation: Psychological Assessment Vol. 15, no. 1 (2003), p. 118-119
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- Description: G.J. DuPaul (2003) offered two suggestions for additional research to understand the strong source effects reported by R. Gomez, G. L. Burns, J. A. Walsh, and M. A. de Moura (2003) in attention-deficit/ hyperactivity disorder (ADHD) rating scales. The first suggestion was to determine whether the source effects represent mostly bias or accuracy. The second suggestion was to minimize source effects through the development of better ADHD rating scales. Because source effects can represent bias or accuracy, it is important to minimize the bias aspect through content validation procedures prior to attempts to determine whether source effects better reflect bias or accuracy. This comment offers various suggestions to reduce the bias in ADHD rating scales.
- Description: C1
- Description: 2003000494
Students' perceptions of assessment process : questionnaire
- Authors: Waldrip, Bruce , Fisher, Darrell , Dorman, Jeffrey
- Date: 2008
- Type: Text , Conference paper
- Relation: 5th International Conference on Science, Mathematics and Technology Education. Science Mathematics and Technology Education: Beyond Cultural Boundaries
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- Description: Research aimed at developing and validating an instrument to assess middle school students’ perceptions of assessment was conducted. Following a review of literature, a tentative 6-scale instrument of 48 items was trialled with a sample of 320 students in 7 Australian schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a 5-scale instrument called the Student Perceptions of Assessment Questionnaire (SPAQ). The scales of the SPAQ are Congruence with Planned Learning, Authenticity, Student Consultation, Transparency, and Diversity. A sample of 3,098 students in 150 classrooms was used to validate the final SPAQ.
Item response theory analyses of parent and teacher ratings of the ADHD symptoms for recoded dichotomous scores
- Authors: Gomez, Rapson , Vance, Alasdair , Gomez, Andre
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Attention Disorders Vol. 15, no. 4 (2011), p. 269-285
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- Description: Objective: The two-parameter logistic model (2PLM) was used to evaluate the psychometric properties of the inattention (IA) and hyperactivity/impulsivity (HI) symptoms. Method: To accomplish this, parents and teachers completed the Disruptive Behavior Rating Scale (DBRS) for a group of 934 primary school-aged children. Results: The results for the discrimination parameters showed that all the IA and HI symptoms for both groups of respondents were generally good for discriminating those with and without IA and HI, respectively. For virtually all symptoms, their threshold values showed endorsement of the symptoms when the underlying trait levels were at least 1 to 1.5 SD above the mean. The item information function values for most symptoms indicated reasonable reliability from around the mean trait levels to moderately high trait levels. Conclusion: These findings indicate good discrimination and reliability for parent and teacher ratings of the DBRS for identifying children with relatively high levels of the ADHD symptoms. (J. of Att. Dis. 2011; 15(4) 269-285) © 2011 SAGE Publications.
A therapist-assisted cognitive behavior therapy internet intervention for posttraumatic stress disorder: Pre-, post- and 3-month follow-up results from an open trial
- Authors: Klein, Britt , Mitchell, Joanna , Abbott, Jo-Anne , Shandley, Kerrie , Austin, David , Gilson, Kathryn , Kiropoulos, Litza , Cannard, Gwenda , Redman, Tomi
- Date: 2010
- Type: Text , Journal article
- Relation: Journal of Anxiety Disorders Vol. 24, no. 6 (2010), p. 635-644
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- Description: This study was an open trial evaluation of a 10-week therapist-assisted cognitive behavior therapy (CBT) internet intervention (PTSD Online) undertaken with people with a primary clinical diagnosis of posttraumatic stress disorder (PTSD) (n= 22) at pre-assessment. Participants were re-assessed at post-assessment and 3-month follow-up. Significant improvements on PTSD severity ratings and related PTSD symptomatology were observed at post-assessment and maintained at 3-month follow-up. At post-assessment, 69.2% of the sample showed clinically significant improvement and 77% of the sample at follow-up assessment. Non-significant, yet improved, change was observed on all other general psychological measures. Overall, treatment satisfaction was good (69%), participant therapeutic alliance ratings were high (87.5%), and the average total therapist time required was 194.5. min. PTSD Online appears to be an efficacious treatment option for people with PTSD that can be provided entirely remotely, with far less therapist time than traditional face-to-face treatment, and without compromising therapeutic alliance. © 2010 Elsevier Ltd.
Anxiety online-A virtual clinic: Preliminary outcomes following completion of five fully automated treatment programs for anxiety disorders and symptoms
- Authors: Klein, Britt , Meyer, Denny , Austin, David , Kyrios, Michael
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Medical Internet Research Vol. 13, no. 4 (2011), p.
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- Description: Background: The development of e-mental health interventions to treat or prevent mental illness and to enhance wellbeing has risen rapidly over the past decade. This development assists the public in sidestepping some of the obstacles that are often encountered when trying to access traditional face-to-face mental health care services. Objective: The objective of our study was to investigate the posttreatment effectiveness of five fully automated self-help cognitive behavior e-therapy programs for generalized anxiety disorder (GAD), panic disorder with or without agoraphobia (PD/A), obsessive-compulsive disorder (OCD), posttraumatic stress disorder (PTSD), and social anxiety disorder (SAD) offered to the international public via Anxiety Online, an open-access full-service virtual psychology clinic for anxiety disorders. Methods: We used a naturalistic participant choice, quasi-experimental design to evaluate each of the five Anxiety Online fully automated self-help e-therapy programs. Participants were required to have at least subclinical levels of one of the anxiety disorders to be offered the associated disorder-specific fully automated self-help e-therapy program. These programs are offered free of charge via Anxiety Online. Results: A total of 225 people self-selected one of the five e-therapy programs (GAD, n = 88; SAD, n = 50; PD/A, n = 40; PTSD, n = 30; OCD, n = 17) and completed their 12-week posttreatment assessment. Significant improvements were found on 21/25 measures across the five fully automated self-help programs. At postassessment we observed significant reductions on all five anxiety disorder clinical disorder severity ratings (Cohen d range 0.72-1.22), increased confidence in managing one's own mental health care (Cohen d range 0.70-1.17), and decreases in the total number of clinical diagnoses (except for the PD/A program, where a positive trend was found) (Cohen d range 0.45-1.08). In addition, we found significant improvements in quality of life for the GAD, OCD, PTSD, and SAD e-therapy programs (Cohen d range 0.11-0.96) and significant reductions relating to general psychological distress levels for the GAD, PD/A, and PTSD e-therapy programs (Cohen d range 0.23-1.16). Overall, treatment satisfaction was good across all five e-therapy programs, and posttreatment assessment completers reported using their e-therapy program an average of 395.60 (SD 272.2) minutes over the 12-week treatment period. Conclusions: Overall, all five fully automated self-help e-therapy programs appear to be delivering promising high-quality outcomes; however, the results require replication. © Britt Klein, Denny Meyer, David William Austin, Michael Kyrios.
The association of depression and sense of belonging with suicidal ideation among older adults : Applicability of resiliency models
- Authors: McLaren, Suzanne , Gomez, Rapson , Bailey, Maria , Vanderhorst, Renee
- Date: 2007
- Type: Text , Journal article
- Relation: Suicide and Life-Threatening Behavior Vol. 37, no. 1 (2007), p. 89-102
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- Description: Suicide among older people, especially men, is a significant problem. In this study the applicability of the compensatory, the risk-protective, the challenge, and the protective-protective models of resiliency for the prediction of suicidal ideation from depression (the risk factor) and sense of belonging to the community (the protective factor) was investigated. A total of 351 retired Australians (130 males and 221 females), with a mean age of 71.31 years (SD = 7.99), completed the Zung Depression Scale, the suicide subscale of the General Health Questionnaire, and the Sense of Belonging Instrument. When sense of belonging (psychological) was the protective factor, results indicated support for the risk-protective model for men and women, and for the compensatory model for women only. In contrast, when sense of belonging (antecedents) was the protective factor, support was evident for the compensatory model for men and women, and for the challenge model for women only. Results indicate that interventions should be developed to enhance sense of belonging among aging adults. © 2007 The American Association of Suicidology.
- Description: C1
- Description: 2003005765