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Basic Principles of the Rasch Model
Published in Trevor G. Bond, Zi Yan, Moritz Heene, Applying the Rasch Model, 2020
Trevor G. Bond, Zi Yan, Moritz Heene
Let us imagine a segment in children’s development, such as the progressive attainment of the skills in drawing a reasonable human form or their progress toward understanding lineal measurement as revealed by Piaget in Chapter 1. Our underlying developmental theory for either of these two examples might define a single sequence of development that could be represented by the arrow in Figure 3.1, but following from Chapter 2, we would not really expect our recorded observations of those developments to be as perfectly ordered or precise as the points on that straight line. In practice, what we need to be able to do is build a measurement tool (a set of tasks, a list of assessment criteria, or a series of questions) that will be empirically useful enough to make meaningful assessments of that ability.
The Structure of Observed Learning Outcomes (SOLO) Taxonomy
Published in Gillies Robyn M., Inquiry-Based Science Education, 2020
The SOLO taxonomy is not a developmental theory of learning such as Piaget’s (1950) Theory of Cognitive Development, which proposes that children proceed through different stages in an irreversible sequence from pre-operational to concrete to formal. Piaget argued that the sequence of development was hierarchical and that the stages followed one after the other from the sensorimotor stage (birth to about 18 months), pre-operational (4–6 years), early concrete (7–9 years), middle concrete (10–12 years), and concrete generalisations (13–15 years) until the formal operations stage (16 years plus). Furthermore, Piaget believed the stages and sub-stages were stable so once individuals arrive at a particular developmental stage, they think in alignment with that stage. For example, a child who has the ability to think in a way that is characteristic of an early concrete level (7–9 years) would be expected to demonstrate this type of thinking across all problem-solving tasks and school subjects.
Women’s Sexual Health and Embodiment
Published in Jane M. Ussher, Joan C. Chrisler, Janette Perz, Routledge International Handbook of Women’s Sexual and Reproductive Health, 2019
In a recent book on embodiment and the research-based Developmental Theory of Embodiment (Piran, 2017), I described ways in which diverse girls and women are socialized into inequity through the targeting of their bodies, which assures the maintenance of the social status quo. The sexual domain is effective in disenfranchising diverse girls, women, and their bodies. Viewed through the embodiment lens, the lack of sexual health is one expression of inequitable social conditions that bar diverse girls and women from acting in the world with embodied power and agency. Hence, sexual health and social justice are strongly linked.
A History of the Concept of Interpersonal Relations in Nursing Based on the Psychiatric Nursing Textbook Literature
Published in Issues in Mental Health Nursing, 2023
Peplau discussed a definition of nursing, the phases of the nurse-patient relationship and roles in nursing. She highlighted the importance of the nurse and patient coming to know and respect each other as persons who are both alike and different and as persons who share in the solution of problems. Peplau also commented on the taboo against personal relationships in nursing but stated that this represents a misunderstanding of what a personal relationship is in nursing and suggested that a personal relationship is one in which “two persons come to know each other well enough to face the problem at hand in a co-operative way” (Peplau, 1952, p. 9). Peplau then went on to discuss various influences in nursing situations such as human needs, interferences to achievement of goals, opposing goals and unexplained discomfort. An important aspect of her text from a practice perspective is Peplau’s discussion of psychological tasks. Peplau discussed ideas about learning to count on others, learning to delay satisfaction, identifying oneself and developing skills in participation. In each of these chapters, Peplau described the developmental theory associated with each concept and provided examples of how problems with these developmental tasks might be expressed through the patient’s behaviour. Peplau provided practical examples to illuminate the discussion and suggested helpful ways in which nurses could respond to help develop maturity and growth in the patient. For example, in relation to dependence she summarised her ideas as:
Content analysis of parent training programs for children with neurodisabilities and mental health or behavioral problems: a scoping review
Published in Disability and Rehabilitation, 2023
Jeffrey McCrossin, Lucyna Lach, Patrick McGrath
While some CBT-based programs included additional theoretical positioning around social acceptance [54], and psychosocial determinants of childhood anxiety [49], their theoretical focus remained predominantly at the level of the child. In contrast, studies reporting on PCIT applied theories of attachment, and Baumrind’s developmental theory of parenting [64]. These theories guided the program of intervention to focus on the quality of the relationship between the child and caregiver, supporting the parent to be authoritative in nature while supporting the child’s learning through positive parenting techniques. The SSTP program also expanded its theoretical frame beyond the focus on the child, reporting that the notion of reciprocal and bi-directional social learning models within parent–child relationships is central to the model. This is evidenced by the focus of change at multiple levels including that of the child, parent, and family unit [41]. Positive parenting strategies to manage child behavior are viewed as a means of disrupting coercive and dysfunctional family patterns.
Vestibular nerve deficiency and vestibular function in children with unilateral hearing loss caused by cochlear nerve deficiency
Published in Acta Oto-Laryngologica, 2021
Keita Tsukada, Shin-ichi Usami
Embryologically, the inner ear nerve is divided into the upper and lower branches from 4 to 5 weeks; the upper branch begins to differentiate into the utricle, and the superior and lateral semicircular canals and, then at 5-6 weeks, the lower branch is further subdivided with the upper half forming the saccule and posterior semicircular canal, and the lower half forming the cochlea [13]. As the vestibular nerve is thought to develop at an earlier stage than the cochlear nerve, a deficiency in the vestibular nerve may always be accompanied by a deficiency in the cochlear nerve. The higher frequency of CND without VND is presumed to be due to the higher frequency of damage to the auditory nerve after vestibular nerve differentiation than before vestibular nerve differentiation, and it is difficult to believe that vestibular nerve deficiency alone might occur. The present results are in-line with this developmental theory.