Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to study the effect of interventions developed to teach academic skills, on the behaviour of students with EBD. Thirty studies were included in this analysis, which was undertaken between 2000 and 2012. The studies which varied considerably in terms of design and implementation did not present a conclusive answer, indicating that systematic research on the effect of teaching academic skills on the behaviour of students with EBD is still in its infancy. However, the combination of findings in this review provides some support for the conceptual premise that teachers, confronted with problem behaviour, would do well to reconsider their curriculum instead of focusing only on the behaviour of these students. More systematic research is necessary to verify if teaching academic skills could be a key approach to reducing both behavioural problems as well as increasing the academic progress of students with EBD.
This study aimed at validating a method for selecting expert teachers of students with behavioural problems. Participants were Dutch primary school teachers, head teachers and special needs support teachers. Data were gathered through an observation instrument developed for the benefit of the study, a self-efficacy scale and a nomination procedure. Factor-, reliability-, descriptive-, correlation- and sensitivity analyses were performed. Significant positive correlations were found between the instruments, indicating that these measure related but not identical dimensions of teacher quality in teaching students with behavioural problems. Via application of selection criteria, 8 expert teachers were selected.
This PD project aims to gather new knowledge through artistic and participatory design research within neighbourhoods for possible ways of addressing and understanding the avoidance and numbness caused by feelings of vulnerability, discomfort and pain associated with eco-anxiety and chronic fear of environmental doom. The project will include artistic production and suitable forms of fieldwork. The objectives of the PD are to find answers to the practice problem of society which call for art that sensitises, makes aware and helps initiate behavioural change around the consequences of climate change. Rather than visualize future sea levels directly, it will seek to engage with climate change in a metaphorical and poetic way. Neither a doom nor an overly techno-optimistic scenario seem useful to understand the complexity of flood risk management or the dangers of flooding. By challenging both perspectives with artistic means, this research hopes to counter eco-anxiety and create a sense of open thought and susceptibility to new ideas, feelings and chains of thought. Animation and humour, are possible ingredients. The objective is to find and create multiple Dutch water stories, not just one. To achieve this, it is necessary to develop new methods for selecting and repurposing existing impactful stories and strong images. Citizens and students will be included to do so via fieldwork. In addition, archival materials will be used. Archives serve as a repository for memory recollection and reuse, selecting material from the audiovisual archive of the Institute of Sound & Vision will be a crucial part of the creative work which will include two films and accompanying music.
YOUNG-D is a European project on the prevention and management of anxiety, stress and sleep problems in people with early onset dementia (OED).The overall aim of this project is to increase awareness and knowledge of (future) health care providers in the included EU-partners on psychosocial and behavioral program YOUNG-D in people with early onset dementia in order to prevent and manage anxiety, stress and sleep problems, which in turn increases heart rate variability, wellbeing and quality of life.ErasmusprojectThis project aims to educate and sensitize health care providers, organisations and health care students and -lecturers about early onset dementia. More specifically, this project focuses on knowledge transfer about aspects in the prevention and management of anxiety, stress and sleep problems in people with early onset dementia by means of a psychosocial and behavioural program. Activities to implement(1) the development and organisation of a train-the-trainer course for professional health caregivers and organisations.; (2) the health care organisation partner in each European country (partner) will enroll the six week psychosocial and behavioural program in its own setting; (3) knowledge transfer towards future health care students and lecturers will be provided per country by means of a blended learning module. Planned results: (1) Development of the train-the-trainer course: a syllabus and a joint report(2) Implementation of the six week program in each health care setting in the included health care partners and a joint report (3) development of blended learning course and a joint report
