There have been few studies assessing students' use and perception of traditional teacher-centered syllabi versus learner-centered syllabi. Therefore, we compared students' perceptions of both teacher-centered and learner-centered syllabi using an experimental design. In the present study, 90 students were randomly assigned to either learner-or teacher-centered syllabi; they rated the faculty authors using well-validated measures of teaching behaviors. Student perceptions of faculty using a learner-centered syllabus were markedly more positive; they rated faculty as more creative, caring, happy, receptive, reliable, and enthusiastic as well as having more student engagement in their class than faculty using a teacher-centered syllabus. Implications for student engagement and learning are discussed.
Psychologists are increasingly delivering or supervising services in the homes or residences of their clients. However, the very process of delivering home-based services creates challenges to the psychologist-patient relationship and an opportunity for clients to challenge the boundaries in ways that would not ordinarily occur in office-based services. Supervisees or inexperienced psychologists may be unprepared for the boundary challenges that could occur. This article reviews those challenges to professional boundaries and makes recommendations to ensure the quality of psychological services delivered in those settings.SAMUEL KNAPP received his EdD in counseling from Lehigh University in 1982. He is the director of professional affairs of the Pennsylvania Psychological Association. His area of professional interest is ethics. JEANNE M. SLATTERY received her PhD in experimental psychology from Miami University and her clinical respecialization from Indiana University of Pennsylvania. She is a professor of psychology at Clarion University. Her research interests include in-home therapy and the contexts of therapy and change. THESE VIEWS do not necessarily represent those of the Pennsylvania Psychological Association.
This chapter focuses on relations between religion/spirituality (R/S) and physical health, focusing on the role of emotions as mediating these links. First, we review the literature regarding the effects of R/S on physical health and the effects of physical health on R/S. We then present a model of the reciprocal influences of R/S and health and the pathways of positive and negative emotions as important mediators of the R/S–health relationships. We review and summarize theory and research findings regarding these links and conclude the chapter by suggesting questions that may guide future research.
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