P. (2010). Exploring identity within the recovery process of people with serious mental illnesses. Psychiatric Rehabilitation Journal, 33 (3), 219-227.Exploring identity within the recovery process of people with serious mental illnesses
AbstractObjective: To examine self-identity within the recovery processes of people with serious mental illnesses using a repertory grid methodology. Method: Cross-sectional study involving 40 mental health service consumers. Participants rated different "self " and "other" elements on the repertory grid against Constructs related to recovery, as well as other recovery focused measures. Results: Perceptions of one's "ideal self " represented more advanced recovery in contrast to perceptions of "a person mentally unwell." Current perceptions of self were most similar to perceptions of "usual self " and least similar to "a Person who is mentally unwell." Increased identification with one's "ideal self " reflected increased hopefulness in terms of recovery. Conclusions: The recovery repertory grid shows promise in clinical practice, in terms of exploring identity as a key variable within mental health recovery processes. Distance measures of: similarity between various self-elements, including perceptions of others, maps logically against the recovery process of hope.
Teacher collaboration continues to be deeply grounded within effective professional development. Teacher teams, where small groups of teachers work together in teaching and learning, have become progressively more popular and are considered one of the most effective approaches to improvement and growth. However, teacher teams are situated within a school system where interrelated sets of elements, such as resources and priorities, interact and impact on their work. These interactions can both enable and constrain the necessary conditions of members working effectively together but also their capabilities in producing a meaningful impact on the school organization. As such, paying attention to both the teacher team and the broader working environment of the school is important. Employing an open systems framework, this paper explores the phenomenon of collaborative teacher teams by examining them within the context of three primary schools in Australia. We propose a preliminary framework for collaborative teacher teams as a useful lens to consider both the internal working interactions of the team and how the site based professional development is influenced by and transferred back into the school organization.
This study aims to assess the validity of the Online Multiliteracy Assessment for students in Years 5 and 6. The Online Multiliteracy Assessment measures students' abilities in making and creating meaning, using a variety of different modes of communication, such as text, audio and video. The study involved selecting two groups of students: the first group (n=19) was used in two pilot studies of the items and the second (n=299) was used in a field trial validating the functioning of the items and assessing the quality of the scale. The results indicated that the Online Multiliteracy Assessment has acceptable test-retest reliability; however, the fit to the Rasch model was less than ideal. Further investigation identified two important areas for improvement. First, the items assessing the higher order skills of synthesising, communicating and creating need to be more cognitively demanding. Second, some items need to be modified in order to improve their functionality.
There is need and opportunity for assessments that support quick and playful – yet also accurate, rigorous and developmentally sensitive – appraisals of early numeracy. Ideally, these should be accessible to those who have opportunity to support children’s learning development and ultimately shift children’s trajectories. The iPad-based Early Years Toolbox (EYT) Early Numeracy assessment was developed and evaluated to determine its validity and reliability, and appropriateness of use by researchers and preschool educators. Results from two studies with 246 children aged 3–5 years indicated the following: construct validity and internal consistency, concurrent validity with established measures, developmental sensitivity, test–retest reliability and highly comparable results whether used by a researcher or an educator. This yields a brief and playful assessment of early numeracy and a potential approach to develop broad-use early years assessments.
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