The resourceful adolescent project : a universal approach to preventing adolescent depression through promoting resilience and family well-being in Australia

This chapter contains sections titled: -Adolescent Depression and the Australian National Mental Health Strategies -Preventive Interventions and Adolescent Depression -The Rationale and Content of the Interventions -Evaluations of the Resourceful Adolescent Programs

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: o contributo do GeoGebra para a aprendizagem da geometria

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º Ciclo do Ensino Básico

Viva@Matemática project: a different way to see math

Viva@Mat is a project developed by four Math teachers from the School of Industrial Studies and Management (ESEIG) that was born with the fundamental objective of engaging ESEIG students with different math backgrounds in Math challenging activities. Some of these activities were transformed into real palpable materials and others into small interactive ones, being the great majority of them proposed by ESEIG’ students themselves. This small project rapidly grew into something we didn’t expect – it did flow over the walls of our institution to the general involving community – specifically to pre-university schools through the Viva@Math Exhibits – Orange, Blue and Green (the fourth, the Purple one is still in development). Nowadays, Viva@Math Exhibits – the public face of the Project – are itinerant and have been travelling between several, and different institutions (pre-university schools, preparatory schools, libraries, among others), around ESEIG and IPP area of influence and having registered visitors/participants of all ages. In this article we will describe the Viva@Math Project, its different activities that are categorized in some “great groups” like Numerical Trivia, Logic Activities and Mental Calculation, Puzzles, Geometric Curiosities, Magic Tricks, among others, designed to challenge students to use the underlying logical-mathematical reasoning to any ordinary and everyday activity. We will give specific and concrete examples of some of the activities developed and, also, reproduce of the general stimulating feedback the Project receives from the enrolled “actors” (teachers, students and their relatives, institutions, among others). We feel that this Project has become a small “bridge” between the pre-university schools and Higher Education Institutions (HEI), in trying to shorten the “gap” between the institutions of different levels of education and bring them to work together.

Matemática Védica no ensino das quatro operações

This paper describes a study on the possibilities of teaching Vedic Mathematics for teaching the four operations. For this various literature sources were consulted considering three main aspects. The first of a historical-cultural, in order to gather information about the Mathematics originated from Vedic civilization, which highlight (Plofker, 2009), (Joseph, 1996), (Bishop, 1999), (Katz, 1998), (Almeida , 2009). This sought to emphasize relationships of the development of this culture with the math involved in the book Vedic Mathematics written by Tirthaji and published in 1965. In this respect the work brings notes on the history of mathematics on the development of mathematics in ancient India. The second aspect was related to teaching mathematics through research activities in the classroom, in this sense, I sought a bibliography to assist in the construction of a proposed activity to teach the four operations, based on the sutras of Vedic Mathematics, but within an investigative approach, assisting in the development of mental calculation strongly stimulated by the Vedic Mathematics Sutras. The authors were adopted (Mendes, 2006, 2009a, 2009b), Bridge (2003). The third aspect considered to search for books on teaching Vedic Mathematics, written by other authors, based on the book by Tirthaji. This revealed Vedic Mathematics textbooks adopted in schools and free courses in the UK, USA and India, all based on the book Vedic Mathematics of Tirthaji. From the bibliographical studies were prepared didactic guidelines and suggested activities for the teacher, to assist in teaching the four operations. The educational product, consisting of Chapters 4 and 5, is the body of the dissertation and consists of didactic guidelines and suggestions for activities that aim to contribute to the teachers who teach initial years of elementary school

Discalculia do desenvolvimento: avaliação da representação numérica pela ZAREKI-R

O presente estudo investigou aspectos da representação numérica (processamento numérico e cálculo) e memória operacional de crianças com transtornos de aprendizagem. Participaram 30 crianças de idade entre 9 e 10 anos, ambos os gêneros, divididas em dois grupos: sem dificuldade em aritmética (SDA; N=11) e com dificuldade em aritmética (CDA; N=19), avaliadas pela ZAREKI-R, Matrizes Coloridas de Raven, o Blocos de Corsi e o BCPR. Crianças CDA exibiram escores levemente mais baixos que as SDA quanto ao nível intelectual e nos Blocos de Corsi. Na ZAREKI-R apresentaram prejuízo nos subtestes ditado de números, cálculo mental, problemas aritméticos e total. Crianças CDA apresentaram déficits específicos em memória operacional visuoespacial e comprometimento em processamento numérico e cálculo, compatível com discalculia do desenvolvimento.

O efeito do treino musical sobre a capacidade da memória operacional e da cognição numérica de crianças com discalculia do desenvolvimento

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

O jogo de escopa adaptado para o uso em sala de aula

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Do chimpanzees (Pan troglodytes) understand single invisible displacement?

Previous research suggests that chimpanzees understand single invisible displacement. However, this Piagetian task may be solvable through the use of simple search strategies rather than through mentally representing the past trajectory of an object. Four control conditions were thus administered to two chimpanzees in order to separate associative search strategies from performance based on mental representation. Strategies involving experimenter cue-use, search at the last or first box visited by the displacement device, and search at boxes adjacent to the displacement device were systematically controlled for. Chimpanzees showed no indications of utilizing these simple strategies, suggesting that their capacity to mentally represent single invisible displacements is comparable to that of 18-24-month-old children.

Estratégias de cuidados por familiares de portadores de transtornos mentais severos residentes na zona rural do alto sertão paraibano

In the current configuration of the Brazilian Psychiatric Reform, family plays a key role in mental health care: shared responsibility and active participation in the process of rehabilitation of people with severe mental disorders. It´s considered that the family member who cares can help users in their daily tasks and articulating trajectories, networks and ways to potentiate social connections. This research was motivaded by interest in the subject and by the lack of research and studies about this reality in rural areas. This study aimed to identify ways of mental health care by relatives of severe mental disorder patients living in rural zone located at sertão of Paraiba. Methodologically was made a work with qualitative research structured in two moments. In the first one, was held a Documentary Research in CAPS II in order to identify: a) users living in rural that had a history of at least one psychiatric hospitalization, b) users who no longer use the reference service (CAPS II) for at least one year. The second stage consisted by home visits and semi-structured interviews with eleven families in rural areas. Results pointed out a profile composed by 56 users: 56 women and 26 men aged between 50 and 64 years, unmarried, without study, farmers and housewives, living six miles from CAPS II and carriers with severe mental disorders. Strategies and resources used by the families for mental health care were: religion, work, medication and help from relatives, neighbors and community. Factors related to non-use of substitute services were lack of internment in CAPS II and lack of money and transportation. The hospital, the house arrest, the police aid and religion were strategies used by family members as support to psychiatric crises. The data pointed to non-solving of care offered by psychosocial support network and the importance of redirecting practices aligned to the asylum model in favor of psychosocial strategies that aimed at rehabilitation and community participation in mental health care

Can effective teaching and learning strategies help student nurses to retain drug calculation skills?

Student nurses need to develop and retain drug calculation skills in order accurately to calculate drug dosages in clinical practice. If student nurses are to qualify and be fit to practise accurate drug calculation skills, then educational strategies need to not only show that the skills of student nurses have improved but that these skills have been retained over a period of time. A quasi-experimental approach was used to test the effectiveness of a range of strategies in improving retention of drug calculation skills. The results from an IV additive drug calculation test were used to compare the drug calculation skills of student nurses between two groups of students who had received different approaches to teaching drug calculation skills. The sample group received specific teaching and learning strategies in relation to drug calculation skills and the second group received only lectures on drug calculation skills. All test results for students were anonymous. The results from the test for both groups were statistically analysed using the Mann Whitney test to ascertain whether the range of strategies improved the results for the IV additive test. The results were further analysed and compared to ascertain the types and numbers of errors made in each of the sample groups. The results showed that there is a highly significant difference between the two samples using a two-tailed test (U=39.5, p<0.001). The strategies implemented therefore did make a difference to the retention of drug calculation skills in the students in the intervention group. Further research is required into the retention of drug calculation skills by students and nurses, but there does appears to be evidence to suggest that sound teaching and learning strategies do result in better retention of drug calculation skills.

Mental retardation : prevention strategies that work /

"Twelfth annual report"--Prelim. p.

Strategies for dealing with personnel reductions in state mental health agencies : three case studies /

"National Institute of Mental Health"--Cover.

Implications of coping strategies and community cohesion for mental health in Colombia

In the face of mass human rights violations and constant threats to security, there is growing recognition of the resilience of people and communities. This paper builds on such work by investigating the effects of individual coping strategies, perceived community cohesion, and their interaction on mental health symptoms in Colombia. The study was conducted five years after the mass demobilisation of the former paramilitaries and takes an exploratory quantitative approach to identify two distinct forms of coping approaches among participants living in the Caribbean coast of Colombia. A constructive coping approach included active engagement, planning behaviours, emotional support, acceptance and positive reframing of daily stressors. A destructive coping approach in this study entailed denial of problems, substance use and behavioural disengagement from day-to-day stress. In addition, the strength of perceived community cohesion, or how close-knit and effective the individuals feel about the community in which they live, was examined. Structural equation modelling revealed that a constructive coping approach was significantly related to lower depression, while a destructive coping approach predicted more symptoms of depression. Although there was not a significant direct effect of perceived community cohesion on mental health outcomes, it did enhance the effect of constructive coping strategies at the trend level. That is, individuals who used constructive coping strategies and perceived their communities to be more cohesive, reported fewer depression symptoms than those who lived in less cohesive settings. Implications for promoting constructive coping strategies, as well as fostering cohesion in the community, are discussed.

Learning Strategies for Digital Tools

Learning a digital tool is often a hidden process. We tend to learn new tools in a bewildering range of ways. Formal, informal, structured, random, conscious, unconscious, individual, group strategies, may all play a part, but are often lost to us in the complex and demanding processes of learning. But when we reflect carefully on the experience, some patterns and surprising techniques emerge. This monograph presents the thinking of seven students in MDN642, Digital Pedagogies, where they have deliberately reflected on the mental processes at work as they learnt a digital technology of their choice.