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Relevant bibliographies by topics / Developmental Facilitation Group Model

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Journal articles

Academic literature on the topic 'Developmental Facilitation Group Model'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Developmental Facilitation Group Model"

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LACOURSE, ERIC, DANIEL NAGIN, RICHARD E. TREMBLAY, FRANK VITARO, and MICHEL CLAES. "Developmental trajectories of boys' delinquent group membership and facilitation of violent behaviors during adolescence." Development and Psychopathology 15, no. 1 (2003): 183–97. http://dx.doi.org/10.1017/s0954579403000105.

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Being part of a delinquent group has been shown to facilitate the expression of an individual's own delinquent propensities. However, this facilitation effect has not been investigated from a developmental perspective within a population heterogeneity model. Using a semiparametric mixture model with data from the Montreal Longitudinal Experimental Study, this article addresses important issues in the developmental trends of membership to delinquent groups. We explore how the rate of violent behaviors follows delinquent peer group trajectories and investigate a differential facilitation effect

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Gil, Alfonso J., and Mara Mataveli. "Learning opportunities for group learning." Journal of Workplace Learning 29, no. 1 (2017): 65–78. http://dx.doi.org/10.1108/jwl-02-2016-0009.

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Purpose This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation model. Findings Statistical evidences suggest that both the learning culture and facilitators of group learning impact positively on group learning. In addition, it was found that the facilitation of learning has a positive influence on the learning cult

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Holden, Martha J., and Deborah Sellers. "AN EVIDENCE-BASED PROGRAM MODEL FOR FACILITATING THERAPEUTIC RESPONSES TO PAIN-BASED BEHAVIOR IN RESIDENTIAL CARE." International Journal of Child, Youth and Family Studies 10, no. 2-3 (2019): 63–80. http://dx.doi.org/10.18357/ijcyfs102-3201918853.

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Children and young people in residential care have often lived lives saturated with loss, neglect, rejection, and traumatic experiences. Children express the pain of trauma in various ways, namely pain-based behaviors manifesting in ways that often leave their care givers confused, frustrated, frightened, angry or exhausted. For residential caregivers to respond to children and young people in a consistent and therapeutic manner, residential environments must provide an ethos of respect, caring, and trust, creating a safe place for children and staff to live and learn together. This paper desc

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Puffer, Keith A., Kris G. Pence, and Abigail E. Ferry. "A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen’s Emotional Intelligence." Journal of Intelligence 9, no. 3 (2021): 36. http://dx.doi.org/10.3390/jintelligence9030036.

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In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people’s EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11–56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of

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Bilozerska, Anna, Kateryna Kushnir, Tetiana Belinska, Tetiana Rastruba, and Ninel Sizova. "Formation of a Developmental Environment of Professional Training of Future Music Teachers in the Ukrainian Educational Space." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 90–109. http://dx.doi.org/10.18662/rrem/13.2/412.

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The article proves that the problem of creating a developmental environment in the course of professional training of future music teachers is now becoming a particularly acute issue and is becoming an important area of scientific and pedagogical research. The article aims to theoretically substantiate, develop in the form of a model, implement and experimentally verify pedagogical conditions for the formation of a developmental environment for the professional training of future music teachers at music and pedagogical faculties. The aim of the article was achieved by using the following resea

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Hadar, Bracha. "The Body of Shame in the Circle of the Group." Group Analysis 41, no. 2 (2008): 163–79. http://dx.doi.org/10.1177/0533316408089881.

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This paper suggests an integration of two therapeutic domains in which the author was trained and certified: group analysis and bioenergetic analysis. Bioenergetic analysis is a psychodynamic psychotherapy, which sees the individual as a psychosomatic unity and combines work with the body and the mind. The author considers the pioneering book The Group as an Object of Desire by Morris Nitsun as a facilitating environment for the ideas of this paper to be accepted. Nitsun opens up the importance, on one hand, and the neglect, on the other hand, of sexuality and the body in the discourse of grou

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Elsman, Ellen B. M., Ruth M. A. van Nispen, and Gerardus H. M. B. van Rens. "Psychometric evaluation of the Participation and Activity Inventory for Children and Youth (PAI-CY) 0–2 years with visual impairment." Quality of Life Research 29, no. 3 (2019): 775–81. http://dx.doi.org/10.1007/s11136-019-02343-1.

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Abstract Purpose To identify and monitor the developmental and participation needs of visually impaired (VI) children, the Participation and Activity Inventory for Children and Youth (PAI-CY) has recently been developed involving end-users as stakeholders. The aim was to investigate psychometric properties of the PAI-CY for children between 0 and 2 years. Methods Responses from 115 parents were included in item analyses, after which a combination of classical test theory and item response theory (IRT) was used. Internal consistency, known-group validity, and test–retest reliability at item and

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Imandala, Iim, Rumi Li, and Agus Supriyadi. "Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)." International Journal of Education and Learning 1, no. 1 (2019): 1–11. http://dx.doi.org/10.31763/ijele.v1i1.12.

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Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends

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Factor, Fiona Jane, and Elizabeth Lillian Ackerley. "Young people and police making “Marginal Gains”: climbing fells, building relationships and changing police safeguarding practice." Journal of Children's Services 14, no. 3 (2019): 217–27. http://dx.doi.org/10.1108/jcs-01-2019-0001.

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Purpose The purpose of this paper is to describe a youth work model of participatory research practice which utilises a range of methods within non-traditional research settings, highlighting the importance of trust, risk-taking and the creation of mutually respectful and non-hierarchical relationships. The paper suggests that such methods enable the development of new insights into previously intractable challenges when working with adolescents needing a safeguarding response from professionals. Design/methodology/approach The paper reflects on the challenges and successes of a project which

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Maidment, Jane, Dominic Chilvers, Yvonne Crichton-Hill, and Karen Meadows-Taurua. "Promoting research literacy during the social work practicum." Aotearoa New Zealand Social Work 23, no. 4 (2016): 3–13. http://dx.doi.org/10.11157/anzswj-vol23iss4id145.

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Recent research in New Zealand (Beddoe, 2010) and elsewhere (Joubert, 2006) has documented low levels of confidence amongst social work graduates in conducting applied social research. This article will examine the reasons why research literacy amongst students and graduates appears to be at a low ebb, and will report on the early developmental phases of a field education model being piloted in Christchurch, New Zealand, to promote knowledge and skill development in practice research. The process used for planning a suite of practice research placements is outlined, together with examining the

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