Multiple strategies to prevent premature termination in psychotherapy

A Review of Premature Termination in Psychotherapy: Strategies for Engaging Clients and Improving Outcomes by Joshua K. Swift and Roger P. Greenberg Washington, DC: American Psychological Association. 2015. 212 pp, ISBN 978-1-4338-1801- 1. $69.95 http://dx.doi.org/10.1037/a0038612 Premature Termination in Psychotherapy: Strategies for Engaging Clients and Improving Outcomes is one of the very best examples of the new generation of psychotherapy development. Based on rigorous research findings and a deep look into the preexisting literature, this book presents practical guidelines to understand premature termination and provides evidence-based strategies for how to engage patients in treatment. It will especially be a highlight for practitioners who are interested in a broad insight of the overall empirical literature. For graduate students in clinical and counseling psychology, this book might be an excellent prototype for how to bring rigorous quantitative research and convenient practice examples together.

Instructing foreign language learners how to listen through metacognitive strategies : an empirical study

This study uses a mixed method approach to investigate the impact of metacognitive strategies instruction on listening comprehension. An experimental group (N = 30) of university students are guided through a process-approach pedagogy over one semester (10 weeks) in Iran. IELTS listening tests are used to track development of listening comprehension in participants who are then asked to complete a Metacognitive Awareness Listening Questionnaire (MALQ). The questionnaire examines students’ employment of metacognitive strategies in listening comprehension. Finally, interviews are used to explore students’ use of strategies in listening. Results indicate that participants develop listening comprehension, but no metacognitive awareness in listening. Students reported in the interviews that they use multiple strategies (cognitive and metacognitive) to approach listening comprehension.

Strategies for mentoring pedagogical knowledge

Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment, and viewpoints for teaching. Mentoring is haphazard; consequently mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee, and showing examples of the mentor teacher’s planning (e.g., teacher’s plans, school plans, district and state plans). This paper provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development.

Strategies that students use to trace code: an analysis based in grounded theory

Fitzgerald, S., Simon, B., and Thomas, L. 2005. Strategies that students use to trace code: an analysis based in grounded theory. In Proceedings of the First international Workshop on Computing Education Research (Seattle, WA, USA, October 01 - 02, 2005). ICER '05. ACM, New York, NY, 69-80

The interactive responses of water quality and hydrology to changes in multiple stressors, and implications for the long-term effective management of phosphorus

Soluble reactive phosphorus (SRP) plays a key role in eutrophication, a global problem decreasing habitat quality and in-stream biodiversity. Mitigation strategies are required to prevent SRP fluxes from exceeding critical levels, and must be robust in the face of potential changes in climate, land use and a myriad of other influences. To establish the longevity of these strategies it is therefore crucial to consider the sensitivity of catchments to multiple future stressors. This study evaluates how the water quality and hydrology of a major river system in the UK (the River Thames) respond to alterations in climate, land use and water resource allocations, and investigates how these changes impact the relative performance of management strategies over an 80-year period. In the River Thames, the relative contributions of SRP from diffuse and point sources vary seasonally. Diffuse sources of SRP from agriculture dominate during periods of high runoff, and point sources during low flow periods. SRP concentrations rose under any future scenario which either increased a) surface runoff or b) the area of cultivated land. Under these conditions, SRP was sourced from agriculture, and the most effective single mitigation measures were those which addressed diffuse SRP sources. Conversely, where future scenarios reduced flow e.g. during winters of reservoir construction, the significance of point source inputs increased, and mitigation measures addressing these issues became more effective. In catchments with multiple point and diffuse sources of SRP, an all-encompassing effective mitigation approach is difficult to achieve with a single strategy. In order to attain maximum efficiency, multiple strategies might therefore be employed at different times and locations, to target the variable nature of dominant SRP sources and pathways.

Metacognitive strategy instruction in English as Foreign Language (EFL) listening skill

Listening skill is a critical part of language learning in general, and second, and foreign language learning, in particular. However, the process of this basic skill has been overlooked compared to other skills such as speaking, reading and writing, in terms of an explicit instruction, and the product of listening is instead mainly tested indirectly through comprehension questions in classrooms. Instruction of metacognitive strategies demonstrates the pivotal impact on second language listening skill development. In this vein, this study used a mixed method with an experimental male group (N = 30) listened to texts using process-approach pedagogy directed students through metacognitive strategies over a semester (10 weeks) in Iran. To investigate the impact of metacognitive strategy instruction, the following approaches were implemented. First, IELTS listening test was used to track any development of listening comprehension. Second, using Vandergrift et al. (2006) Metacognitive Awareness Listening Questionnaire (MALQ) helped examine students’ use of metacognitive strategies in listening comprehension. Finally, interviews were used to examine students’ use of strategies in listening. The results showed that students had a development in comprehension of IELTS listening test, but no statistical significant development of metacognitive awareness in listening was demonstrated. Students and teacher reported in the interviews students used multiple strategies to approach listening comprehension besides metacognitive strategies.

Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill

Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehension teaching approach through multiple choice written responses in the institutes. Therefore, the process of explicitly teaching listening is overlooked with a strong emphasis on the post hoc assessment of the products of listening. This study used a mixed methods approach to investigate the relationship between metacognitive strategy instruction and listening performance, metacognitive awareness and use of metacognitive strategies in listening. Three research questions were addressed in this study: - Is there a relationship between metacognitive strategy instruction (planning, monitoring and evaluation) and Iranian High Intermediate students¡¦ listening? „ - Is there a relationship between metacognitive strategy instruction and Iranian High Intermediate students¡¦ metacognitive awareness of listening? - Does metacognitive strategy instruction help Iranian High Intermediate students¡¦ use of metacognitive strategies during listening? A single group (N = 30) of High Intermediate level tertiary students in Iran were guided through a metacognitive strategy instruction over one semester (10 weeks). The first research question was measured through IELTS listening tests, which tracked any change of students’ listening performance. The second research question was analysed through results of a Metacognitive Awareness Listening Questionnaire (MALQ) to survey students’ awareness of metacognitive strategies in listening. Finally, the third research question was analysed through interviews, which explored students’ use of metacognitive strategies in listening. Results indicate that High Intermediate students developed listening performance, but there were no significant changes in metacognitive awareness in listening. Students reported in the interviews that they used multiple strategies (cognitive and metacognitive) to approach listening. Implications for English teaching in Iran and other contexts are discussed.

Proposing and developing the definition and conceptual framework for healthcare resilience to cope with disasters

Building healthcare resilience is an important step towards creating more resilient communities to better cope with future disasters. To date, however, there appears to be little literature on how the concept of healthcare resilience should be defined and operationalized with a conceptual framework. This article aims to build a comprehensive healthcare disaster management approach guided by the concept of resilience. Methods: Google and major health electronic databases were searched to retrieve critical relevant publications. A total of 61 related publications were included, to provide a comprehensive overview of theories and definitions relevant to disaster resilience. Results and Discussions: Resilience is an inherent and adaptive capacity to cope with future uncertainty, through multiple strategies with all hazards approaches, in an attempt to achieve a positive outcome with linkage and cooperation. Healthcare resilience can be defined as the capability of healthcare organisations to resist, absorb, and respond to the shock of disasters while maintaining the most essential functions, then recover to their original state or adapt to a new state. It can be assessed by criteria, namely: robustness, redundancy, resourcefulness; and a complex of key dimensions, namely: vulnerability and safety, disaster resources and preparedness, continuity of essential health services, recovery and adaptation. Conclusions: This new concept places healthcare organisations’ disaster capabilities, management tasks, activities and disaster outcomes together into a comprehensive whole view, using an integrated approach and establishing achievable goals.

Transcriptional switching in Escherichia coli during stress and starvation by modulation of Sigma 70 activity

During active growth of Escherichia coli, majority of the transcriptional activity is carried out by the housekeeping sigma factor (Sigma 70), whose association with core RNAP is generally favoured because of its higher intracellular level and higher affinity to core RNAP. In order to facilitate transcription by alternative sigma factors during nutrient starvation, the bacterial cell uses multiple strategies by which the transcriptional ability of Sigma 70 is diminished in a reversible manner. The facilitators of shifting the balance in favour of alternative sigma factors happen to be as diverse as a small molecule (p)ppGpp (represents ppGpp or pppGpp), proteins (DksA, Rsd) and a species of RNA (6S RNA). Although 6S RNA and (p)ppGpp were known in literature for a long time, their role in transcriptional switching has been understood only in recent years. With themelucidation of function of DksA, a new dimension has been added to the phenomenon of stringent response. As the final outcome of actions of (p)ppGpp, DksA, 6S RNA and Rsd is similar, there is a need to analyse hese mechanisms in a collective manner. We review the recent trends in understanding the regulation of Sigma 70 by (p)ppGpp, DksA, Rsd and 6S RNA and present a case for evolving a unified model of RNAP redistribution during starvation by modulation of Sigma 70 activity in E. coli.

Hydrolysis of aromatic beta-glucosides by non-pathogenic bacteria confers a chemical weapon against predators

Bacteria present in natural environments such as soil have evolved multiple strategies to escape predation. We report that natural isolates of Enterobacteriaceae that actively hydrolyze plant-derived aromatic beta-glucosides such as salicin, arbutin and esculin, are able to avoid predation by the bacteriovorous amoeba Dictyostelium discoideum and nematodes of multiple genera belonging to the family Rhabditidae. This advantage can be observed under laboratory culture conditions as well as in the soil environment. The aglycone moiety released by the hydrolysis of beta-glucosides is toxic to predators and acts via the dopaminergic receptor Dop-1 in the case of Caenorhabditis elegans. While soil isolates of nematodes belonging to the family Rhabditidae are repelled by the aglycone, laboratory strains and natural isolates of Caenorhabditis sp. are attracted to the compound, mediated by receptors that are independent of Dop-1, leading to their death. The b-glucosides-positive (Bgl(+)) bacteria that are otherwise non-pathogenic can obtain additional nutrients from the dead predators, thereby switching their role from prey to predator. This study also offers an evolutionary explanation for the retention by bacteria of `cryptic' or `silent' genetic systems such as the bgl operon.

Análise da prevalência de resistência aos antimicrobianos em pacientes com infecção urinária comunitária de um laboratório privado na cidade do Rio de Janeiro

Descrever a prevalência das espécies bacterianas isoladas nas infecções urinárias comunitárias. Descrever os perfis de susceptibilidade aos antibióticos de uso oral utilizado frente às bactérias isoladas nas infecções urinárias comunitárias. Avaliar a prevalência de fenótipos de resistência bacterianos através dos resultados dos testes de susceptibilidade e dos rastreamentos específicos utilizados. Amostras colhidas exclusivamente no atendimento ambulatorial com contagens de unidades formadoras de colônias entre 100.000 a ≥1.000.000 por mililitro (UCF/ml) Com ou sem piúria no exame de elementos anormais na urina e sedimentoscopia (EAS). Foram analisados retrospectivamente os resultados de urinoculturas e dos testes de susceptibilidade a antimicrobianos, realizados em um Laboratório da rede privada na cidade do Rio de janeiro, de pacientes atendidos em ambulatórios e com quadros de ITU. As amostras de urina coletadas englobavam basicamente os seguintes bairros: Botafogo, Barra da Tijuca, Ipanema, Copacabana, Tijuca e Centro. Foram analisados um total de 8.475 culturas de urina divididas em 7.286 urinas de pacientes femininos e 1.189 de pacientes masculinos entre Janeiro de 2006 a Dezembro de 2012. As amostras foram todas coletadas na Cidade do Rio de Janeiro e englobavam basicamente os seguintes bairros: Botafogo, Barra da Tijuca, Ipanema, Copacabana, Tijuca e Centro. Encontramos um percentual de resistência de 27% para ciprofloxacina frente à Escherichia coli que com 68.23% é a principal etiologia encontrada na ITU na comunidade os resultados das três fluoroquinolonas avaliadas no estudo, ciprofloxacina (2 geração), levofloxacina (3 geração) e norfloxacina (2 geração), acharemos respectivamente 27%, 25% e 20% de resistência em Escherichia coli. O uso de fluoroquinolonas em infecções urinárias comunitárias e consequentemente os achados de padrões de resistência neste estudo, reforçam o que já foi descrito em outros trabalhos. A cefalosporina de 2 geração (cefuroxima), demonstrou percentuais de resistência bastante satisfatórios frente as principais etiologias. Em Escherichia coli o percentual foi de 2%, em Klebsiella pneumoniae 3% e em Proteus mirabilis não houve nenhum achado de resistência. Uma das vantagens da cefuroxima é ser ativa quanto à produção de beta lactamase, conferindo um espectro maior frente a possíveis produtoras desta enzima. Seu esquema posológico é de 250mg duas vezes ao dia por 7 dias para infecções urinárias não complicadas. O meio mais eficaz de melhorar a administração antimicrobiana provavelmente envolverá um programa abrangente que incorpora múltiplas estratégias e colaboração entre as diversas especialidades dentro de uma determinada instituição de saúde. Neste contexto, a observação periódica da incidência bacteriana com seus respectivos índices de resistência aos antimicrobianos por sitio de infecção e correlação com os antibióticos mais comumente utilizados, é mandatória para o sucesso terapêutico.

非言语学习不良青少年空间关系推理及其影响因素研究

It has reported that individuals with nonverbal learning disabilities (NLD) have deficits in visual-spatial organization and strengths in rote language abilities. At present, there are few studies on higher order cognitive abilities of adolescents with NLD, such as the reasoning about spatial relations. The study sampled three groups: a normal group (a control group, C), a nonverbal learning disabilities group (NLD), and a verbal learning disabilities group (VLD). The aim of this study was to examine spatial and nonspatial relation reasoning abilities in adolescents with NLD under figure and word conditions, and assessed the relative involvement of different working memory components in four types of reasoning tasks: reasoning about figure-spatial, figure-nonspatial, verbal-spatial, and verbal-nonspatial relations. Using the double-tasks methodology, visual, spatial, central-executive, and phonological loads were realized. We tried to find how working memory components impact on adolescents with NLD spatial and nonspatial reasoning. The main results of present research are as follows. (1) The NLD group didn’t differ from normal group on reasoning about figure-nonspatial relations. The NLD group scored lower than the C group in spatial problems. So, adolescents with NLD showed a dissociation between spatial and non-spatial relation reasoning. They scored higher in non-spatial problems than in spatial ones. Adolescents with VLD developed well in reasoning about figure-nonspatial relations, but showed deficits in other three tasks. (2) For each reasoning task, the difficult of four types of reasoning problem had different changing trend. For figure and verbal spatial problems, mental model approach can interpret performance of the four problems well. For verbal nonspatial problems, a logical rule approach can interpret performance of the four problems well. (3) Adolescents with NLD did not differ from adolescents with VLD and normal adolescents in phonological, central-executive, and visual dual tasks. But the NLD group had lower performance than the other two groups in spatial dual task. The results showed a dissociation between visual and spatial working memory in NLD group. The VLD group only experienced deficits in central-executive subsystem. (4) The studies found that spatial reasoning mainly loaded spatial working memory, whist the involvement of spatial resources in nonspatial reasoning was little. Visual working memory mainly involved in reasoning about spatial and figure-nonspatial relations, especially in figure-nonspatial problems, and had few impacts on verbal-nonspatial reasoning. Central executive system was involved in all reasoning tasks. The role of phonological loop in the reasoning tasks required further explored. (5) According to the findings, we concluded that the deficits in spatial working memory resulted in poor spatial reasoning abilities for teenagers with NLD, whist because of the limited central executive capability, teenagers with VLD showed poor reasoning abilities. (6) The three groups can used multiple strategies during the reasoning process. They didn’t differ from each other in reasoning strategies. They all used mental model strategy to solve figure and verbal spatial problems, and used logic rule strategy to solve verbal nonspatial problems.

Limitations of instantaneous water quality sampling in surface-water catchments: Comparison with near-continuous phosphorus time-series data.

The validity of load estimates from intermittent, instantaneous grab sampling is dependent on adequate spatial coverage by monitoring networks and a sampling frequency that re?ects the variability in the system under study. Catchments with a ?ashy hydrology due to surface runoff pose a particular challenge as intense short duration rainfall events may account for a signi?cant portion of the total diffuse transfer of pollution from soil to water in any hydrological year. This can also be exacerbated by the presence of strong background pollution signals from point sources during low flows. In this paper, a range of sampling methodologies and load estimation techniques are applied to phosphorus data from such a surface water dominated river system, instrumented at three sub-catchments (ranging from 3 to 5 km2 in area) with near-continuous monitoring stations. Systematic and Monte Carlo approaches were applied to simulate grab sampling using multiple strategies and to calculate an estimated load, Le based on established load estimation methods. Comparison with the actual load, Lt, revealed signi?cant average underestimation, of up to 60%, and high variability for all feasible sampling approaches. Further analysis of the time series provides an insight into these observations; revealing peak frequencies and power-law scaling in the distributions of P concentration, discharge and load associated with surface runoff and background transfers. Results indicate that only near-continuous monitoring that re?ects the rapid temporal changes in these river systems is adequate for comparative monitoring and evaluation purposes. While the implications of this analysis may be more tenable to small scale ?ashy systems, this represents an appropriate scale in terms of evaluating catchment mitigation strategies such as agri-environmental policies for managing diffuse P transfers in complex landscapes.