Family-Like Environment Better for Troubled Children and Teens

The Teaching-Family Model changes bad behavior through straight talk and loving relationships.
Findings

In the late 1960′s, psychologists Elaine Phillips, Elery Phillips, Dean Fixsen, and Montrose Wolf developed an empirically tested treatment program to help troubled children and juvenile offenders who had been assigned to residential group homes. These researchers combined the successful components of their studies into the Teaching-Family Model, which offers a structured treatment regimen in a family-like environment. The model is built around a married couple (teaching-parents) that lives with children in a group home and teaches them essential interpersonal and living skills. Not only have teaching parents’ behaviors and techniques been assessed for their effectiveness, but they have also been empirically tested for whether children like them. Teaching-parents also work with the children’s parents, teachers, employers, and peers to ensure support for the children’s positive changes. Although more research is needed, preliminary results suggest that, compared to children in other residential treatment programs, children in Teaching-Family Model centers have fewer contacts with police and courts, lower dropout rates, and improved school grades and attendance.

Couples are selected to be teaching-parents based on their ability to provide individualized and affirming care. Teaching-parents then undergo an intensive year-long training process. In order to maintain their certification, teaching-parents and Teaching-Family Model organizations are evaluated every year, and must meet the rigorous standards set by the Teaching-Family Association.
Significance
The Teaching-Family Model is one of the few evidence-based residential treatment programs for troubled children. In the past, many treatment programs viewed delinquency as an illness, and therefore placed children in institutions for medical treatment. The Teaching-Family Model, in contrast, views children’s behavior problems as stemming from their lack of essential interpersonal relationships and skills. Accordingly, the Teaching-Family Model provides children with these relationships and teaches them these skills, using empirically validated methods. With its novel view of problem behavior and its carefully tested and disseminated treatment program, the Teaching-Family Model has helped to transform the treatment of behavioral problems from impersonal interventions at large institutions to caring relationships in home and community settings. The Teaching-Family Model has also demonstrated how well-researched treatment programs can be implemented on a large scale. Most importantly, the Teaching-Family Model has given hope that young people with even the most difficult problems or behaviors can improve the quality of their lives and make contributions to society.
Practical Application
In recent years, the Teaching-Family Model has been expanded to include foster care facilities, home treatment settings, and even schools. The Teaching-Family Model has also been adapted to accommodate the needs of physically, emotionally, and sexually abused children; emotionally disturbed and autistic children and adults; medically fragile children; and adults with disabilities. Successful centers that have been active for over 30 years include the Bringing it All Back Home Study Center in North Carolina, the Houston Achievement Place in Texas, and the Girls and Boys Town in Nebraska. Other Teaching-Family Model organizations are in Alberta (Canada), Arkansas, Hawaii, Kansas, Michigan, Mississippi, New Jersey, North Carolina, Ohio, South Carolina, Tennessee, Texas, Utah, Virginia, and Wisconsin.

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Believing You Can Get Smarter Makes You Smarter

Thinking about intelligence as changeable and malleable, rather than stable and fixed, results in greater academic achievement, especially for people whose groups bear the burden of negative stereotypes about their intelligence.
Findings

Can people get smarter? Are some racial or social groups smarter than others? Despite a lot of evidence to the contrary, many people believe that intelligence is fixed, and, moreover, that some racial and social groups are inherently smarter than others. Merely evoking these stereotypes about the intellectual inferiority of these groups (such as women and Blacks) is enough to harm the academic perfomance of members of these groups. Social psychologist Claude Steele and his collaborators (2002) have called this phenomenon “stereotype threat.”

Yet social psychologists Aronson, Fried, and Good (2001) have developed a possible antidote to stereotype threat. They taught African American and European American college students to think of intelligence as changeable, rather than fixed – a lesson that many psychological studies suggests is true. Students in a control group did not receive this message. Those students who learned about IQ’s malleability improved their grades more than did students who did not receive this message, and also saw academics as more important than did students in the control group. Even more exciting was the finding that Black students benefited more from learning about the malleable nature of intelligence than did White students, showing that this intervention may successfully counteract stereotype threat.
Significance

This research showed a relatively easy way to narrow the Black-White academic achievement gap. Realizing that one’s intelligence may be improved may actually improve one’s intelligence, especially for those whose groups are targets of stereotypes alleging limited intelligence (e.g., Blacks, Latinos, and women in math domains.)
Practical Application

Blackwell, Dweck, and Trzesniewski (2002) recently replicated and applied this research with seventh-grade students in New York City. During the first eight weeks of the spring term, these students learned about the malleability of intelligence by reading and discussing a science-based article that described how intelligence develops. A control group of seventh-grade students did not learn about intelligence’s changeability, and instead learned about memory and mnemonic strategies. As compared to the control group, students who learned about intelligence’s malleability had higher academic motivation, better academic behavior, and better grades in mathematics. Indeed, students who were members of vulnerable groups (e.g., those who previously thought that intelligence cannot change, those who had low prior mathematics achievement, and female students) had higher mathematics grades following the intelligence-is-malleable intervention, while the grades of similar students in the control group declined. In fact, girls who received the intervention matched and even slightly exceeded the boys in math grades, whereas girls in the control group performed well below the boys.

These findings are especially important because the actual instruction time for the intervention totaled just three hours. Therefore, this is a very cost-effective method for improving students’ academic motivation and achievement.
Cited Research

Aronson, J., Fried, C. B., & Good, C. (2001). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 1-13.

Steele, C. M., Spencer, S. J., & Aronson, J. (2002), Contending with group image: The psychology of stereotype and social identity threat. In Mark P. Zanna (Ed.), Advances in experimental social psychology, Vol. 34, pp. 379-440. San Diego, CA: Academic Press, Inc.
Additional Sources

Blackwell, L., Dweck, C., & Trzesniewski, K. (2002). Achievement across the adolescent transition: A longitudinal study and an intervention. Manuscript in preparation.

Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

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Finance for aerospace industry

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Are Jeans Fashionable?

The term ‘fashion’ refers to a dominant mode of expression. Although the term ‘fashion’ can apply to a wide range of fields, from interior design and architecture to economics and technology, many people associate fashion with clothing. What a certain culture understands by fashion is goodness and beauty. What goes by these criteria will therefore be fashionable. What doesn’t fit in that particular mode of expression will be considered unfashionable. When used, the word ‘fashion’ usually has a positive meaning and is frequently associated with the concepts of style and glamour. However, when referring to a person as being materialistic or trendy, the term ‘fashion’ has a negative connotation.

The idea of making a statement through fashion goes back to the sixteenth century in Europe, so we can say that fashion is more than four centuries old. Still, what most people understand by fashion – expression through clothes – only began to express itself in the eighteenth century on the old continent.

Fashion varies depending on many factors, among which the most important are time and society. How fashion changes over time is more than obvious. Young and people have distinct concepts of fashion. Their perceptions of fashion are not interchangeable, as everyone knows it would be ridiculous to see an old man dressed in a young man’s clothes and the other way around. There are also multiple perceptions of fashion within a society, according to age, occupation, generation, social class and so on.

The most prominent feature of fashion is that it is constantly subjected to change. Not too many people regard this constant change as productive, since it encourages consumers to purchase things unnecessarily, just out of the pleasure of constantly experiencing something interesting and new.

As far as clothes are concerned, how can we decide what is fashionable what is unfashionable? How do we decide what to wear? Do we go by the latest fashion trends and become fashion victims, or do we stick to what we know looks good on us? Tough choice! The idea of fashion in the 21st century refers mostly to high-heeled shoes, handbags, sports suits, designer jeans and ripped jeans.

Jeans are a choice for many people, as they are easy to suit, practical and comfortable. Although most of the jeans are made from denim, they may also come in a variety of other fabrics. Jeans are most popular with teenagers, but they are now gaining popularity with other age categories as well. At their origin, the jeans were work clothes, but they began to be worn outside work places at the middle of the 20th century when they became popular among other social categories.

When most people think of jeans, they think of a casual way of dressing. The choice of color and style is a very wide one. Nowadays jeans come in so many styles that it is virtually impossible not to find at least one pair of jeans that will suit you perfectly.
But jeans don’t vary on color alone. There are also various types of jeans according to the fits. The jeans fits can go from straight or loose to slim, baggy or skinny, from high-waisted to superlow-waisted.

One thing’s for sure, jeans will never be unfashionable. A certain style will always be developed in order to keep up with the latest trends in fashion. So, if you want to be fashionable, but also comfortable, a pair of jeans is a safe choice.

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Issues in Garden Design – Designing Gardens With Limited Space and for Health and Play

Perhaps the trend towards smaller gardens makes good design even more important. It is often said that designing a small garden is more difficult than designing a large one. In a small space there can be issues of privacy; the need to disguise borders whilst still maintaining enough usable space. Choice of plants is critical because each plant has to earn its living in more than one way – a small tree, such as Amelanchier lamarckii, for instance, will provide spring blossom, attractive spring foliage, summer shade, autumn colour and winter structure – a shrub such as Choisya ternata will be evergreen, provide spring flowers, sometimes with a second flush in September, and a gorgeous scent when its leaves are brushed, whereas something like an oriental poppy (Papaver orientale), spectacular though its flowers are, will only bloom for a short period, and leave behind rather scruffy foliage for the rest of the season, or a hole if it is cut down, and in any case dies down in winter. It really doesn’t earn its keep where interest needs to be maintained throughout the year within a limited space. Although the space is small, planting should not be limited to small plants which can make the space seem even smaller. Climbers are an essential ingredient in a small garden, and this is where green roofs and living walls come into their own. Gardens in built up areas can be very sheltered, so allowing a wider range of less hardy plants to be grown, on the other hand, they can be very shady, which offers its own set of planting opportunities. Good design will maximise the opportunities presented by any setting, and create a coherent space, full of interest that offers an enhanced quality of life.

However, budget may be another problem. Garden designers, like everyone else, are facing recession. It may be difficult to persuade people to splash out on what is seen as a luxury, and when they do decide to invest in having their garden designed, the budgets available may constrain the design. We have to be inventive about how we retain the quality of design whilst limiting the cost, for instance by specifying smaller but faster growing trees, rather than spending money on mature specimens. Garden designers are also having to diversify by looking towards designing public spaces, writing, teaching, supplying plants and offering garden maintenance as supplementary sources of income.

Some of the public spaces garden designers have been called upon to design in recent years include hospital and hospice gardens, and there is a growing interest in the impact of gardens on health and well-being. According to a paper presented by Roger S. Ulrich PhD, to the International Exhibition Floriade conference ‘Plants for People’, entitled “Health Benefits of Gardens in Hospitals”, there are significant benefits to patients of viewing environments dominated by greenery, flowers or water, in terms of reducing stress, diminishing stressful thoughts, promoting recovery, elevating positive emotions and reducing negative emotions such as fear, anger and sadness. These can be measured in terms of blood pressure, heart activity, muscle tension and brain electrical activity. There is also a decrease in anxiety, pain and the length of stay in hospital when an appropriately designed garden is provided, and an increase in levels of patient satisfaction. As far as the design goes, an over dominance of hardlandscaping at the expense of planting, is detrimental to these positive outcomes, and abstract, ambiguous artworks can aggravate stress rather than reduce it. So concentrating on planting and natural scenery seems to be the best policy for a designer, which allows him or her plenty of scope to think about appealing to the senses – sight, sound and smell through the use of scented plants, water for sound, making the garden attractive to birds which will sing, choosing plants for year round colour, texture and movement. Soft and gentle colours, avoiding any violent clashes, may provide a calm and stress-reducing atmosphere, such as greens, lavenders, pinks and blues, although gentle yellows and whites can also be uplifting. The garden needs to be calming and relaxing, but still retain interest.

Gardens can also have a beneficial effect on mental health. Having the opportunity to work in a garden can be therapeutic, and at a time of growing obesity, any outdoor activity can help. Children, it is often said, are becoming out of touch with where food comes from and garden designers can help by designing public and private spaces that put them back in touch with nature and consider their educational and play needs. What children need most from a garden setting is space to play. Quite aside from all the play equipment such as trampolines, swings, tree-houses, Wendy houses, sandpits, swimming pools or paddling pools that can be provided, just having a range of colours, textures, sizes and shapes of plants can provide a stimulating environment. Places to hide, shrubberies to build dens in, mud to dig in are all play opportunities. Tall grasses and tall perennials that tower over the children’s heads, with paths winding through can be magical, as can very small plants. Conkers, acorns or cobnuts to collect, and ponds to do pond dipping are all stimulating and educational opportunities. A garden is a good way of introducing children to wildlife, and no child’s education can be complete without having the chance to grow something from seed. Of course, as designers we must take into account safety issues, including putting a grate over ponds, making sure boundaries are secure, and not planting the most poisonous plants, although no garden can be completely risk free, and there are so many poisonous plants, it is better to educate children not to eat them than trying to avoid them altogether.

Good garden design can be so beneficial to society that it should thrive in the 21st century in spite of recession.

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