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- ItemAdolescent Development and Career Planning in Schools(Contact Point, 2007) Boan, Shelley L.; Piquette-Tomei, Noëlla A.There are various developmental factors that can affect a student's ability and willingness to engage in career planning. The developmental areas that will be considered for this project are cognitive and social because they are so closely linked in adolescence (DeHart, Sroufe, & Cooper, 2004; Kasschau, 1995). The context of this development must also be noted as these factors are mutually interactive.
- ItemAdolescent Perceptions of Career and Occupation(2002) Bernes, Kerry B.; Pyne, Deena PatriciaA Comprehensive Career Needs Survey was designed to assess the career needs of junior high- and senior high-school students in Southern Alberta. The questionnaire explored career needs from the perspective of students, teachers, parents, counselors, and administrators. An important aspect of the research was to examine how adolescents perceive the terms career and occupation, and to also determine if and how these perceptions evolve over time and through developmental stages. Results suggest that the way students conceptualize the terms occupation and career do not quantitatively differ across grade level, nor are there any conceptualizations specific to one grade level. However, the way in which these students think about career and occupation becomes much richer as they get older. The results suggest a need for earlier career education, clearer articulation of career exploration activities with student perceptions of career and occupation, and increased adolescent involvement in future needs assessments. (Contains 12 references.) (Author
- ItemAdolescents’ Perceptions of Career Concern(2006) Bernes, Kerry B.; Code, M.The Merriam-Webster (2003) definition states that a concern is an "uneasy state of blended interest, uncertainty and apprehension". Ginzberg and colleagues (1951) indicated a process of choosing an occupation concerning different periods of vocational choice. Super (1953; 1980) indicated that some concerns have a vocational basis and even created an instrument with an intent to measure individual’s stage of concerns in life (Super, Thompson, and Lindeman, 1988). Ginzberg (1952) and Super (1980) focused on the stage of adolescence as a critical period where students develop a sense of the future and become ready to plan and decide. Though the word ‘concern’ has been discussed by these authors, it appears that the term is anything but clear or well understood in the realm of career development.
- ItemAfterword: meeting the challenges of Workplace English Communication in the 21st century(The WAC Clearinghouse, 2021) Slomp, David H.; Oliveri, Maria E.; Elliot, Norbert[Abstract not available]
- ItemAre They Nuts? When Psychopathology Interferes with Career Issues(2002) Bernes, Kerry B.This article is written to help career practitioners better understand mental health problems, or psychopathology from a career case-study perspective. After an introduction to the core concepts of psychopathology, three case studies of increasing complexity will be discussed to illustrate the effects that mental health problems have on a person's career.
- ItemArticulating a sociocognitive construct of writing expertise for the digital age(The WAC Clearinghouse, 2021) Corrigan, Julie A.; Slomp, David H.Background: In this article, we articulate an updated construct describing domains of expertise in writing, one that meets the contemporary needs of those who research, teach, and assess writing—particularly in a digital age. This article appears in a collection published as a special issue of The Journal of Writing Analytics that explores both the challenges and the opportunities involved in integrating digitally delivered formative assessments into classroom instruction, illustrated by the example of Workplace English Communication (WEC). Each article in this special issue addresses different aspects of the challenges involved in developing assessments of complex tasks. The three framework articles that lead this special issue all highlight the importance of robust construct models as a foundation for assessment design. In this article, we present an integrated sociocognitive-oriented construct model for expertise in writing that informs the assessment design work discussed in this special issue. Research Questions: With the overarching purpose of developing a contemporary, integrated construct, we conducted a critical review of journal articles focused on expertise in writing ability, exploring the following research questions: o RQ1: What knowledge domains necessary for writing expertise are described in research articles from 1971 to 2020? o RQ2: How do these domains coalesce to describe a construct of writing expertise for the digital age? o RQ3: How can this broad construct be extrapolated to an idiographic model that describes the expertise required for writing in workplace contexts assessed by the WEC modules? Methodology: We conducted a critical review of writing scholarship from the past 50 years. The purpose of a critical review is to synthesize the significant scholarship in the field in order to advance theory. We chose 1971 as our starting date, which was the year in which Emig published her seminal study examining writing processes, as opposed to products. Our search parameters included the following: the articles were to address writing constructs or theories in their title or abstract, be peer reviewed, written in English, and written between 1971 and the present (spring 2020). We consulted the databases of ERIC (Educational Resource Information Center), Academic Search Complete, and ProQuest. Then, we conducted a second round of searching via a hand search of the top five ranked journals in writing research. From our initial screening, we eliminated any articles that were either duplicates or irrelevant during a close read of the texts. Articles were eliminated if they were not explicitly focused on construct/theory development and/or made little contribution to construct development; also, some were eliminated if they did not contribute anything new to construct development due to saturation. Once we arrived at our final list of texts, we read the texts and coded them using NVivo over two rounds including provisional coding and pattern coding. Results: Our critical review of 109 texts revealed that the following writing knowledge domains have predominated the literature: metacognitive, critical discourse, discourse, rhetorical aim, genre, communication task process, and substantive knowledge. We bring these domains together to form a sociocognitive construct of writing expertise, which describes the knowledge domains necessary to develop expertise in the digital age. Discussion and Conclusion: After discussing the knowledge domains revealed by our critical review of the literature, we then describe how we take our construct from the nomothetic level and apply it at the idiographic level in the context of the WEC modules that are the focus of this special issue. We conclude by elucidating the implications this construct has for writing curriculum, instruction, and assessment.
- ItemBehavior Disorders: The Need for Multiple and Integrated Treatment Activities(1993) Bernes, Kerry B.In response to increasing demands that Canadian school boards provide behavior adaptation programs to counter the effects of disruptive home environments, school violence, and victimization, this paper explores definitions and diagnostic criteria for the following behavior disorders: attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, juvenile delinquency, and antisocial personality. The paper outlines how these disorders can be placed on a continuum from least problematic to most problematic. A brief literature review summarizes effects of interventions currently employed to treat youth with behavior disorders. Difficulties associated with current treatments are highlighted and an integrated approach to treatment is provided. The proposed model targets youth diagnosed with conduct disorder ages 13 through 17 by providing them with male and female leaders and a group revolving around an educational/remedial framework. Activities are arranged to challenge students intellectually, physically, and emotionally, in order to form, challenge and extend self-concepts held by group members. (Contains 27 references.) (PB)
- ItemBehind the Mask: A Symposium on Women Problem Gamblers(2010-04-08) Hodgins, David C.; Piquette-Tomei, Noëlla A.; Tata, Matthew S.; Williams, Robert J.; Stevens, Rhys M. G.Presentations from a one-day symposium on the unique characteristics of women problem gamblers. This event took place on April 8, 2010 at The Banff Centre in Banff, Alberta, Canada.
- Item"Being the Best," One Man's Experience with Steroids: An Interview with Josh(2008) Bernes, Kerry B.; Bardick, Angela D.; Nixon, GaryThis article describes one man’s experience with weight lifting and steroid use. Men may engage in heavy weight lifting and steroid use in order to change their bodies, possibly developing behaviours associated with eating disorders and muscle dysmorphia. Previous research has examined the risks associated with steroid use and exercise abuse, however, very little research has used qualitative methodologies to investigate men’s actual lived experience with this phenomenon. The purpose of this article is to present the transcript of an interview with a man who is currently weight lifting and using steroids to gain an insiders perspective into his lived experience, and demonstrate how a qualitative methodology may add depth and richness to our understanding of this phenomenon.
- ItemBringing curriculum down to earth: the terroir that we are(Foundation for Curriculum Theory, 2011) Hurren, Wanda; Hasebe-Ludt, Erika[No abstract available]
- ItemBuilding Future Career Development Programs for Adolescents(2004) Bernes, Kerry B.; Magnusson, Kris C.;Heuristically, adolescent career development programs may provide significant outcomes on personal, social, economic and national development levels. Unfortunately, however, very little research has been done on what is and what is not working within existing adolescent career development programs. Instead, adults continue to develop multiple resources that lack integration for adolescents, most notably, without the input from the students themselves (Hiebert et al., 2001). Unfortunately, the field appears to suffer from a lack of integration, wherein efficacy data on current programs is generally scarce and significant longitudinal data is absent. Creating a sense of integration, evaluating the results of current career development programs and creating longitudinal studies to gather objective data on the long- term impact of these programs appear to be critical missing ingredients. Without this research, we will never uncover the critical ingredients that are needed to support significant personal, social, economic and national development. Worse yet, the field may continue to go on to develop one product after another until it fragments so significantly that it fails to attract any further resources for development. In other words, the writers believe that too many resources are going into new products without any efficacy data to support them, currently or on a longitudinal basis, and that without some integration and objective support for their use, the field may fail to be financially supported in a future wherein financial resources are allocated upon the basis of results, not heuristic value.
- ItemCampus Alberta: A Collaborative, Multi-University Counsellor Training Initiative(2001) Bernes, Kerry B.; Collins, S.; Hiebert, B. A.; Magnusson, Kris C.The need for trained counselors/counseling psychologists, and for counselor education, training, and accreditation, are topics of continued discussion within professional organizations, accrediting bodies, universities, and other training institutions. Following an exploratory meeting in 1998 to discuss the need for additional graduate counselor education in Alberta, an advisory committee was formed with representatives from Alberta universities and major stakeholder groups. This paper describes an innovative approach to inter-university collaboration in the delivery of graduate programming emerging from that initiative. The initiative works on the premise that the current model of graduate education must be changed to reduce the barriers to continuing professional development. The new graduate program in counseling has a two-stage process. The first stage focuses on the fundamentals of counseling theory and practice. In the second stage, students select relevant assessment and intervention modules and develop an area of counseling specialization. The program is a learner-driven delivery system within the context of adult education and professional development. Through this collaboration, the needs of students can be better served while maintaining high standards of academic excellence and professional practice. (JDM)
- ItemCareer Paths and Organizational Development: Expanding Alliances(1999) Bernes, Kerry B.; Magnusson, Kris C.The Synergistic Model of Organizational Career Development is an attempt to combine best practice principles from two domains: organizational development and individual career planning. The model assumes three levels of intervention within an organization: philosophical, strategic, and practical. Interventions at any of the levels may be directed toward the employees, the organization, or the balancing and interactive process that bring the two systems together. At the philosophical level, employees are concerned with becoming or managing to stay meaningfully connected to the world of work, organizations are concerned with defining their central purpose as an organization, and balancing/interactive processes are designed to balance employees' and the organization's long-term needs and goals. At the strategic level, employees are concerned with enhancing their careers, organizations are concerned with best meeting their organizational outcomes, and balancing/interactive processes are designed to balance short-term employees and organization goals. At the practical level, employees are concerned with staying employable, organizations are concerned ensuring that employees perform tasks essential to the organization, and balancing/interactive processes are designed to balance organizational demands with employee performance. The ultimate goal of balancing/interactive interventions must be to bring individual career planning into alignment with effective organizational development strategies. (Contains 23 references) (MN)
- ItemClassroom re-design to facilitate student learning: a case-study of changes to a university classroom.(Indiana University. Faculty Academy on Excellence in Teaching, 2016) Perks, Tom; Orr, Doug; Alomari, ElhamThis case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.
- ItemA Closer Examination of Bipolar Disorder in School Age Children(2005) Bernes, Kerry B.; Bardick, Angela D.Children who present with severe behavioral concerns may be diagnosed as having other commonly diagnosed childhood disorders, such as attention deficit hyperactivity disorder, oppositional defiant disorder, and/or conduct disorder, among others, when they may be suffering from early-onset bipolar disorder. Awareness of the symptoms of early-onset bipolar disorder may lead to appropriate referrals for assessment and treatment, as well as collaborative program planning for children with bipolar disorder. Implications and recommendations for school counselors are discussed.
- ItemA cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings(Frontiers, 2014) Piquette-Tomei, Noëlla A.; Savage, Robert S.; Abrami, Philip C.The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10 - 12 h of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d = +0.66), phonological blending (d = +0.52), and word reading (d = +0.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years.
- ItemComprehensive Sports Psychological Services for the Junior "A" Hockey Leagues in Canada(2004) Bernes, Kerry B.; Robinson, DerekThe Canadian Junior "A" Hockey League includes ten leagues that span across Canada. Junior hockey players face challenges during the developmental years that can have far-reaching implications. Most of these teams do not have access to sport psychologists, or high school, college or university counselors. There is a need for junior "A" hockey players to have access to positive and informed psychological services to enhance performance and their overall wellbeing. Currently there is no comprehensive sport psychology program in place for developing young athletes in hockey or any other sport that we know of. In this article, a brief literature review is provided with regard to sport psychology and sport counselling. Recommendations for increasing sport psychological services—for enhancing performance as well as overall wellbeing for individual athletes, teams, and the league—within junior "A" hockey, and the evaluation of services are also discussed.
- ItemConducting Adolescent Violence Risk Assessments: A Framework for School Counselors(American School Counselor Association, 2007-04) Bernes, Kerry B.; Bardick, Angela D.There have been numerous publications devoted to preventing violence and bullying in schools, resulting in school counselors being well equipped with school-wide violence prevention ideas and programs. Despite these violence prevention efforts, some students may pose a threat to others and thus may require a comprehensive assessment for violence risk, especially targeted violence. The purpose of this article is to provide school counselors with a framework for assessing students who may be at risk for violence in general or who may be at risk specifically for targeted violence.
- ItemCouples seeking CCT treatment for alcohol and gambling problems in a randomized trial(University of Lethbridge, 2017) Lee, Bonnie K.; Shi, Yanjun; Gaelzer, Jessica; Awosoga, Olu A.; Christensen, Darren R.
- ItemThe creation of a simulated rural hospital nursing unit for the purpose of conducting research(Sciedu Press, 2014) Sedgwick, Monique G.; Dersch, Sharon; Grigg, LanceWhile the use of simulation is gaining popularity as an educational and training method, little is known about its utility in supporting field research activities. To address this gap, the physical, psychological, and conceptual dimensions of a full-scale simulated multi-bed rural nursing unit that became the ‘field’ for a rural nursing practice study is presented. The advantages of using simulation in this manner are that it: 1) allows processes to unfold in a controlled but natural fashion; 2) supports the exploration of complex phenomena; 3) and provides comparable data sets for analysis. Items to consider prior to using a simulation environment are also discussed.