Category Archives: Volume 54. No. 1-2, 2017

Change Management in Kuwait Public Schools: A Mixed-Methods Study. By Dr. Abdulmuhsen Ayedh Alqahtani, Dr. Mutlaq M. Alenezi & Dr. Salem S. Alhajeri

Schools, like other organizations, are characterized by significant change and uncertainty. The purpose of the current study was to explore what factors influence organizational change in Kuwait public schools. To achieve that purpose, a sequential multi-methods research design was used. The empirical research began with exploratory focus group discussions, a qualitative phase, followed by a survey. The focus group discussions were done first to identify issues and themes to be addressed in the quantitative phase. Focus groups sought to elicit insights and subjective interpretations of change. Two themes with respect to change management have been revealed: leadership and conflict management. Both themes were used later to further develop the premise of the quantitative part of the study. Using path analyses of the survey data, it was found that “effective leadership” could directly and indirectly affect conflict management and change management. The value of this study lies in its methodological implications for further investigations, and practical implications for professional development issues.

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The Explosive First in Musical Composition and Psychotherapeutic Treatment. By Elliott Schuman

The realization that many initial musical compositions of particular categories (as categorical examples, symphony or violin concerto) are characterized by longer periods of gestation, resulting in a product distinguished by a greater significance than later works, led to the conjecture that efforts to assist individuals, couples, and families to achieve happier and more productive lives, and closer relationships with others, are likely as well to evolve into significant outcomes because of more extended periods of intrapsychic preparation, typically preconscious and unconscious.

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Using Strong Instructions and Hands-On Procedures to Attenuate Bias in Observations: A Follow-Up Study. By Elizabeth Hanna, Michael L. Raulin, Abbey Mirkin, & Rae’ven Crum

This study used the Illusory Correlational paradigm to explore whether instructions can attenuate observational biases. In this paradigm, subjects tend to see relationships between drawing characteristics on Draw-a-Person figures and clinical problems even when no such relationships exist. Hanna et al. (2016) found that instructional sets had modest effects on this bias. This study strengthened the instructions to see if a larger reduction in bias was possible. The stronger warning used in this study reduced the observational bias by 18% and the data-gathering condition reduced it by 9%. This study confirms that reducing observational bias is difficult, and instructional sets alone are insufficient to produce accurate data on which to base decisions.

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Ace in the Hole: Service Learning in Adapted Physical Education and Sports. By BerNadette Lawson-Williams

This article presents a service-learning project and its impact on student participants. This project, implemented three times over a three-year period, was designed to provide undergraduate students with majors in sport management and minors in physical education, enrolled in an Adapted Physical Education Pedagogy class with an opportunity to employ and strengthen their professional skills while working with students with disabilities in a school specifically for students with exceptionalities located in Charlotte, NC. The project enabled students to forge positive relationships with the adapted professionals in the broader Charlotte, NC community. 

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Habit of Mind: Acquisitions by Gifted and Traditional Seventh and Ninth Grade Jordanian Students. By Abdelnaser Al-Jarrah & Khaled Alazzi

The purpose of this study was to investigate to what extent gifted and traditional seventh and ninth grade Jordanian students acquired habit of mind.  Two groups of seventh and ninth grade students (total of 1,301 students) participated in a quantitative study about their acquisition of habit of mind.    The study revealed that students in both grades acquired habit of mind and they rated habit of mind according to their priorities. The study also showed statistically significant differences in three habits of mind favored by gifted female students. Additionally, the study revealed statistically significant differences in 10 habits of mind favored by gifted students.

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Female College Students’ Academic Anxiety at Kuwait University. By Nabila Y. AlKandari

Many college students experience and suffer daily frequent anxiety. It is a prevalent phenomenon for students. The purpose of this study is to identify female students’ perceptions of academic anxiety. A qualitative study was conducted on 50 female students from the College of Education, Kuwait University. Female students were interviewed in a focus group in the college using a structured interview schedule. Data were analyzed using a descriptive qualitative methodology. Participants identified many factors that cause academic anxieties such as the difficulty of the curriculum, academic load and assignment, midterm and final exams, and having a low GPA. The participants presented some strategies for managing academic anxiety such as using psychological counseling center services, and practicing physical and relaxation activities. The study validates the importance of providing female students with professional psychological health therapists and recreation services to overcome academic anxiety.

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An Intervention to Improve Adolescents’ Decision Making Styles: Effects of a Transactional Analysis Program. By Somaye Keshavarzi, Eskandar Fathi Azar, Mir Mahmoud Mirnasab, & Rahim Badri Gargari

We investigated the effect of a transactional analysis program on decision-making styles among 10th-grade female students during 2016 in Tabriz, Iran. A pretest/post-test comparison group quasi-experimental design was conducted. Two classes were randomly assigned to the experimental and the control groups. The Decision Styles Questionnaire (Leykin, DeRubies, 2010) was administered. Transactional analysis intervention was performed in eight sessions for the experimental group. Both groups were tested for follow-up a month later. Data were analyzed by Multivariate Analysis of Covariance indicating a significant increase in the mean score of the dependent style, as well as a significant decrease in the mean score of the avoidant, anxious, intuitive, and spontaneous styles in the experimental group as compared with the control group.

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The Model of Bullying Behavior on Senior High School Students: A Case Study in Indonesia. By Fuad Nashori, Gunarsih Mayasari, Gentasari Dewisukma, Danurrachman Iskandar, Kurniawan Wicaksono, Cahyo Prehastamto, & Yuli Andriansyah

This research attempts to test the model of bullying behavior within high school students. The proposed hypothesis is that the bullying behavior is influenced by forgiveness, agreeableness, and neuroticism. The subjects of the research are 214 students from Senior High School “Y” in Sleman Regency, Yogyakarta Special Province, Indonesia. The instruments used are the scales of agreeableness, neuroticism, forgiveness, and bullying. The analysis technique applied is structural equation modeling. The results show the model of bullying behavior is influenced by forgiveness, agreeableness, and neuroticism. It fits and is suitable with the data gathered.

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Book Review: Vance, J.D. (2016). Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. New York: Harper Collins, 264 pages. Reviewed by Prof. Joel C. Snell, Emeritus, Kirkwood College

Vance tells a story about himself and his larger environs. For the most part, Hillbillies that he discusses are located in Jackson, Kentucky and Middleton, Ohio. His early socialization is in the midst of chaos. It is a pattern of “structural poverty.” Families and neighbors tell others they believe that life is lost. You can’t get ahead, you become very loyal, mean, and are heading nowhere.

No one here does much. They are poor during good times and bad. They clutch their Bible and gun. Outsiders are looked upon with suspicion. Females get pregnant early and too many males go to jail. The author’s mother has many boyfriends and lots of trouble. There is a variation of this among other groups of various colors and ethnicities. It is called the subculture of poverty.

Among this group is a smaller one, called the cyclical poor. These folks may inadvertently find opportunities and start a movement toward upward mobility and hope times will be good. That is what happened to the author. Because of circumstances beyond his control, he spent his junior and senior years of high school living with grandparents. There was peace and quiet, and time to do his homework and sleep.

A new environment changed to good grades in school and earned a scholarship to Ohio State University, and later to Yale Law School. And, he learned the social skills for each new class. Hillbillies love their country but hate their government. Many of the women attend church, but not the men. Evangelical Christianity is most attractive to this group. Any attempt to control guns is a paranormal offense. Every day language is a mix of religion and magic. They know how to game the system, but are not proud of it. Yet, in some indirect way they are able to fight back. Their enemy are the educated rich who think of new ways to “screw” them out of a job. Environmentalists will shut down their coal mines and other job killing legislation.

Some of the richest descriptions of Hillbillies reflect this account. Hillbillies and folks of other colors are socialized as lowland Scottish-Irish norm. You don’t back down, it is called an honor code or southern code. The outcomes are vicious and frightening.

There is a “ton” of very interesting examples. The book is on the New York Times Best Seller list. It reminds this reviewer of The Other America, by Harrington published in the mid 60’s.

Posted in Volume 54. No. 1-2, 2017 | Comments Off on Book Review: Vance, J.D. (2016). Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. New York: Harper Collins, 264 pages. Reviewed by Prof. Joel C. Snell, Emeritus, Kirkwood College