5 research outputs found
Book Review: Cataloging Legal Literature, 4th Edition
No full textIn the twenty years since the last edition of Cataloging Legal Literature was published, the cataloging has changed dramatically. Resource Description and Access (RDA) is the new cataloging standard, and it is impossible to overlook just how much the Internet has radically changed the world of legal literature. New to the publication of this edition is co-author Beck, who freely admits in the preface that her contributions are more about what she has learned and is learning rather than what she knows. This statement illustrates the fundamental tenant of the manual, that cataloging legal publications is an ever-changing and developing concept. The authors present information and sometimes unanswered questions to “help a cataloger analyze materials and think like a law cataloger” (xxi).</jats:p
Transcript Analysis and Teacher Study Group: Improving Comprehension Instruction
No full textThe purpose of this study was to determine if teachers’ participation in a teacher study group and transcript analysis would have an effect on the reading comprehension scores of their students. The 6 teacher participants learned about classroom discussion and comprehension instruction through reading Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997) and analyzing their classroom discussions. Students of the participating teachers and students of 6 matched control group teachers completed the Degrees of Reading Power comprehension assessment (n = 171). Treatment group students scored significantly higher than control group students when pre-test scores were held constant (p = .001). Teachers reported transcript analysis and
study groups as viable methods of improving their instruction and increasing student reading achievement
The effects of teachers' questioning patterns on learners' outcomes.
No full textThe purpose of this study was to determine the effects of middle school social studies teachers' questioning patterns on learners' outcomes. Using a strategy developed by Beck, McKeown, Sandora, Kucan, & Worthy (1996), Questioning the Author, participants were trained in the implementation of this effective questioning strategy in an effort to improve classroom questioning and students' responses to text.Two volunteer social studies teachers from an inner city middle school in western Pennsylvania were the participants in the study. The investigator served as the primary observer using a case study format.The primary instrument used to gather data was observations. The investigator observed and audio taped each lesson. Once the lessons were audio taped, the observations were transcribed and categorized using an observation tool based on the work of Beck, McKeown, Sandora, Kucan, & Worthy (1996).Four social studies texts were used and each was taught by the participants during a separate 45-minute class period. Together the investigator and the participants pre selected these texts based on curriculum criteria. Once the chosen texts were taught to the students, the investigator trained the subjects in the implementation of Questioning the Author (Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L., 1997; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) strategies. The investigator then observed the subjects teaching the same four texts. The data obtained from the audio tapes and observations were analyzed using tables and descriptive narratives. In addition, participants kept reflective teaching journals, which were also categorized and analyzed. Additional instruments used to gather data included the Survey: Teaching Questioning Survey and interviews with participants. The survey was distributed prior to the study and sought after information about the participants' general knowledge of questioning strategies. Interviews were conducted before and during the study with information obtained woven into the analysis and conclusions.The study concluded that the intervention staff development strategy, Questioning the Author (Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L., 1997; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) resulted in an increased ability of teachers to ask questions that prompted higher student engagement with text. Similarly, the increase in text engagement resulted in elevated levels of comprehension
Alcohol abuse and hopelessness scores in young adults
No full textPlan BAlcohol abuse among college students is a problem has direct effects on young adults’ personal, social, family, school, legal, and health status. Many suicide attempts involve alcohol, and individuals who have a history of severe alcohol abuse are at greater risk for suicide than the general population. The chronic and sedative effects of alcohol may have a direct effect on hopelessness in the college population. This study examines variance in hopelessness among young adults who differ in alcohol use. The relationship between hopelessness symptoms, as measured by the Beck’s Hopelessness Scale (BHS), and young adult alcohol abuse may have ramifications for prevention, treatment, and relapse programming for young adult alcohol abusers
Rumination and Activities Participation in Persons with Depression
No full text背景：根據世界衛生組織(World Health Organization, WHO)資料顯示，憂鬱症自西元2000年起已列入全球負擔沈重疾病中的第四名，普遍造成各國社會的動盪不安及經濟的產值降低。在職能治療臨床上，常見憂鬱症患者對於他們的疾病症狀、造成的原因以及未來可能發生的結果，在腦海中會有不斷反覆、被動思考的反應，這種現象也被稱為反芻（rumination）(Nolen-Hoeksema, 1991)，被認為會導致加重憂鬱症的嚴重度，以及延長憂鬱症的病史。近幾年來，世界衛生組織發展出「功能、失能、和健康之國際分類(International Classification of Functioning, Disability, and Health, ICF)」的健相關康議題概念架構（WHO, 2001），強調「活動(Activity)」與「參與(participation)」對人類的重要性。如同職能治療著重臨床病患的活動參與，本研究目的是要調查憂鬱症患者的反芻與活動參與之間的關聯性；特別是在研究反芻對於活動型態的影響（包括參與活動時間、頻率、場所、目的以及參與活動的主觀感受）。
方法：研究參與的受試者共143位，研究方法為橫斷研究法(cross-sectional study)採方便取樣法，量表包括反芻型反應量表中文版（RRS）、貝克憂鬱量表二版中文版（BDI-II）、貝克絕望感量表中文版（BHS）、貝克自殺意念量表中文版（BSS）、活動參與及限制問卷（APRQ），並蒐集參與者基本資料。
結果：研究結果初步發現反芻型反應量表中文版透過因素分析可以初步分為「內省」、「孤立」和「自我專注」等三因素，同時具有良好的內部一致性（Cronbach’s alpha＝ 0.924 ）、內容效度及效標效度。在人口學特質以及和其他量表之間的關聯也發現，「內省」因素和性別、婚姻狀況、宗教信仰、支持系統、貝克憂鬱量表二版中文版、貝克絕望感量表中文版以及活動參與及限制問卷的部分項目有關聯性；「孤立」因素和性別、婚姻狀況、宗教信仰、支持系統、診斷類別、貝克憂鬱量表二版中文版、貝克絕望感量表中文版以及活動參與及限制問卷的部分項目有關聯性；「自我專注」因素則只和病史長短有關聯性。複回歸分析結果顯示RRS內省因素＝1.798+0.036貝克憂鬱量表，得知貝克憂鬱量表分數是反芻的「內省」因素的重要解釋因子，且在共變量分析（ANCOVA）中發現「性別」是顯著的變項。另外，RRS自我孤立因素＝2.088+0.31貝克憂鬱量表-0.013年齡，再經由共變量分析(ANCOVA)檢定非連續性變項，則發現性別(F= 4.612, p<.05)、婚姻狀況(F=2.683 , p<.05)、支持系統(F=4.355 , p<.01)及貝克憂鬱量表(F= 36.299, p<.001)會是影響反芻孤立分數的顯著因素。
而受測者提供之各項活動經過ICF系統、台灣時間運用調查分類系統，以及研究者分類系統等三種方法進行分類，整合結果後，發現反芻型反應風格傾向高的個案，並不太容易選擇休閒娛樂類的活動，去作為他們會規律從事的有意義活動，而可能會長時間耗在有壓力的工作上，但卻缺乏投入感和正向感；這也代表這一類的患者較不傾向透過休閒娛樂的方式去轉移他們負向情緒和思考，同時可能較不容易從工作中獲得成就感來肯定自己，這與反應風格理論的論述一致。
結論：綜上所言，從本研究可了解反芻型反應風格在憂鬱症患者的活動參與層面確實存有顯著的差異與影響；因此，對於職能治療專業而言，在臨床上，更需仔細區別憂鬱症患者之間的差異，尤其對於反芻型反應風格傾向明顯的病患，後續去探討如何降低反芻在活動參與的影響，將會是一個很重要的方向。口試委員會審定書…………………………………………………… i
誌謝……………………………………………………………………. ii
中文摘要……………………………………………………………… iii
第一章、 導論………………………………………………………….1
第二章、 文獻回顧…………………………………………………….3
第一節、 憂鬱症的特徵及相關理論介紹………………………..3
第二節、 反芻型反應風格………………………………………..8
第三節、 活動和參與……………………………………………11
第三章、 研究方法…………………………………………………...16
第四章、 研究結果…………………………………………………...20
第五章、 討論………………………………………………………...55
第六章、 結論………………………………………………………...60
參考文獻…………………………………………………………………61
附錄
圖目錄
圖一、無望憂鬱的路徑圖(Abramson et al., 1989)………………………………….…5
圖二、ICF要素間之交互作用(WHO, 2001)…………………………………………11
圖三、RRS四因素模式陡坡圖(Scree Plot).............................................……………25
圖四、RRS三個因素平均得分圖……………………………………………………26
圖五、憂鬱症患者活動參與頻率分佈圖……………………………………………32
圖六、憂鬱症患者活動共同參與者分佈圖…………………………………………32
圖七、憂鬱症患者主要參與活動場所分佈圖………………………………………33
圖八、憂鬱症患者主要參與活動目的分佈圖……………………………………….33
圖九、APRQ主動參與活動之心理感受平均得分………………………………….35
圖十、APRQ活動參與限制因素分佈圖……………………………………………..36
圖十一、APRQ活動參與限制心理感受……………………………………………..37
圖十二、受試者日常參與之前六項活動（ICF分類系統之細項分法）…………..41
圖十三、受試者日常參與之前五類活動（ICF分類系統之九大類分法）………..41
圖十四 受試者參與受限的前七項活動（ICF分類系統之細項分法）……………44
圖十五、受試者參與受限的前五類活動（ICF分類系統之九大項分法）………..45
圖十六、受試者參與受限的前五項活動（台灣時間運用調查細項分類法）……46
圖十七、受試者參與受限的前三類活動（時間運用調查七大項分類法）………47
圖十八、受試者預期參與受限的前五項活動(台灣時間運用調查細項分類法)…...49
圖十九、受試者預期參與受限的前三類活動(台灣時間運用調查七大項分類法)...50
圖二十、受試者日常參與活動前五項（研究者分類系統之細項分法）………….51
圖二十一、受試者日常參與活動前三類（研究者分類系統之八大項分法）………..51
圖二十二、受試者預期參與受限之前五項活動（研究者分類系統之細項分法）…..54
圖二十三、受試者預期參與受限之前三類活動（研究者分類系統之八大類分法）..54
表目錄
表一、受試者人口學特質…………………………………………………………….21
表二、RRS的項目分析結果…………………………………………………………23
表三、RRS探索式因素分析結果……………………………………………………24
表四、RRS各因素與BDI、BHS及BSS之相關情形……….................................27
表五、年齡、病史長短、首次罹患憂鬱症歲數與RRS之相關情形………………31
表六、RRS各因素與APRQ各心理感受之相關表…………………………………..3
