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Graduate Students (graduate + student)

Distribution by Scientific Domains

Humanities and Social Sciences	35%
Medical Sciences	20%
Psychology	10%
Education	10%
Life Sciences	7%
Chemistry	6%
Business, Economics, Finance and Accounting	6%
2 Other Domains	6%

Distribution within Humanities and Social Sciences

General & Introductory Geography	17%
Human Geography	8%

Selected Abstracts

Feminism and Mentoring of Graduate Students,

FAMILY RELATIONS, Issue 1 2006
Áine M. Humble
Abstract: A small body of mentoring literature exists, but how mentoring relates to feminist supervision of graduate students has not been explicitly addressed. Because mentoring typically socializes individuals into a preexisting structure that feminist scholars may be challenging, critiquing, and attempting to change, important considerations arise for feminist mentoring. Three established feminist educators' stories of mentoring are presented. Commonalities and concerns are identified, and implications for graduate pedagogy are presented. [source]

A Method for Graduate Students to Provide Feedback to Their Major Professors

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2002
F.M. Dong
ABSTRACT: A graduate student survey was developed and administered annually for 3 y by a graduate student committee in the School of Fisheries, Univ. of Washington, Seattle, Wash., U.S.A. The main objective of the 5-point rating scale survey was to raise the consciousness level of faculty as to how they were being perceived as major professors by their students. Results indicate that the anonymous survey can be an effective assessment tool in the development of mentoring skills by a major professor, is a heuristic device, and should be continually improved based on results and feedback. It is also important that there be some way to help faculty with the process of improvement of mentoring skills if that is a desired outcome. [source]

Graduate Students and Knowledge Exchange with Local Stakeholders: Possibilities and Preparation

BIOTROPICA, Issue 5 2009
Amy E. Duchelle
ABSTRACT Tropical biologists are exploring ways to expand their role as researchers through knowledge exchange with local stakeholders. Graduate students are well positioned for this broader role, particularly when supported by graduate programs. We ask: (1) how can graduate students effectively engage in knowledge exchange during their research; and (2) how can university programs prepare young scientists to take on this partnership role? We present a conceptual framework with three levels at which graduate students can exchange knowledge with stakeholders (information sharing, skill building, and knowledge generation) and discuss limitations of each. Examples of these strategies included disseminating preliminary research results to southern African villages, building research skills of Brazilian undergraduate students through semester-long internships, and jointly developing and implementing a forest ecology research and training program with one community in the Amazon estuary. Students chose strategies based on stakeholders' interests, research goals, and a realistic evaluation of student capacity and skill set. As strategies became more complex, time invested, skills mobilized, and strength of relationships between students and stakeholders increased. Graduate programs can prepare students for knowledge exchange with partners by developing specialized skills training, nurturing external networks, offering funding, maximizing strengths of universities in developed and developing regions through partnership, and evaluating knowledge exchange experiences. While balancing the needs of academia with those of stakeholders is challenging, the benefits of enhancing local scientific capacity and generating more locally relevant research for improved conservation may be worth the risks associated with implementing this type of graduate training model. [source]

Program Proficiency in Training Graduate Students for Clinical Faculty Careers: Does Program Size Matter?

CLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 2 2002
Stephen C. Ilardi
Hunt suggests that our published analysis of program proficiency in training graduate students for clinical psychology faculty careers is "worse than useless," inasmuch as it utilizes as its principal measure the total number (rather than the percentage) of each program's graduates which have attained training faculty status, an approach that, according to Hunt, "systematically underrates small programs." In reply, we note that (a) our analysis was not intended as an overall rating of program strength, but rather as an indication of program achievement in a narrowly specified domain, (b) the utilized total number metric has considerable specific informative utility, and (c) additional analyses based upon Hunt's preferred percentage metric do not support the claim that our previously published report systematically underrated small programs. Because it may be of interest to prospective students (and others), a rank-ordered listing of programs which have placed at least 5% of recent Ph.D. recipients in clinical faculty positions is provided. [source]

Graduate Students and Knowledge Exchange with Local Stakeholders: Possibilities and Preparation

The Local Shape of Revolution: Reflections on Quantitative Geography at Cambridge in the 1950s and 1960s

GEOGRAPHICAL ANALYSIS, Issue 3 2008
Peter Haggett
The "quantitative revolution" in human geography which swept across so many universities in the 1950s and 1960s had its main diffusion centers in a few locations which were to have global significance. Two critical early centers were the University of Washington in the Pacific Northwest and Lund University in southern Sweden. But the experience of change was different in different locations as the general forces of perturbation sweeping around academia were translated into local eddies with local repercussions. Here, small and somewhat random quirks at the outset, led eventually to fundamental divergences between adoption and rejection. The theme is illustrated by reference to changes which occurred at Cambridge, one of England's two oldest universities, as seen from the perspective of someone who,as undergraduate, graduate student, and later, faculty member,was caught up in these changes and took some small part in propagating them. Special attention is given to the role of two environmental scientists, Vaughan Lewis and Richard Chorley, in introducing changes and the way in which later developments in human geography drew on preceding experiences in physical geography. The reasons behind the "Cambridge variant" and the questions of how intellectual DNA is passed across the generations are discussed. [source]

EARLY INTELLECTUAL INFLUENCES ON D. W. MEINIG: A FORMER STUDENT'S FOND MEMORIES,

GEOGRAPHICAL REVIEW, Issue 3 2009
BRUCE BIGELOW
ABSTRACT. As an undergraduate and graduate student in the 1940s and a young professor at the University of Utah in the 1950s, D. W. Meinig was influenced by a number of scholars. They included six historians, three geographers, two anthropologists, and two philosophers. I identify the influence of the thirteen scholars on Meinig's major achievements: the culture area model, geography as an art, the historical imperative for geography, cultures and civilizations, and geopolitics and imperialism. [source]

Solid-phase synthesis: a paradigm shift

JOURNAL OF PEPTIDE SCIENCE, Issue 9 2003
Dr Garland R. Marshall
Abstract A personal review by the first graduate student of Professor R. Bruce Merrifield of the evolution of solid-phase synthesis and its acceptance by various subsets of the chemistry community. Solid-phase synthesis, as currently practised in the synthesis of biopolymers, combinatorial solid-phase organic chemistry, synthesis of natural products, catalyst selection, chemical ligation and materials development, has proven a paradigm shift for the chemistry community. Copyright © 2003 European Peptide Society and John Wiley & Sons, Ltd. [source]

Musings about the development of XAFS

JOURNAL OF SYNCHROTRON RADIATION, Issue 2 2001
Edward A. Stern
A personal recollection of the development of X-ray absorption fine structure (XAFS) into a structure-determination technique is presented. Because of confusion in the theoretical explanation of the `Kronig structure', now called EXAFS, the extended XAFS, its explanation remained unresolved for about 40 years. As I was introduced to the EXAFS phenomenon by Farrel Lytle and saw his impressive data, the thought came to me that scattering of the photoelectron from surrounding atoms could be the mechanism of the effect. My graduate student, Dale Sayers, agreed to work on developing the theory under my supervision and to make EXAFS measurements under Lytle's supervision as his PhD thesis. The theory led to the idea of a Fourier transform of the EXAFS, which showed peaks from surrounding atoms, proving the validity of the theory and suggesting the method of structure determination by using standards from known structures. Within a few years, facilities at synchrotron sources were developed to measure XAFS, opening up the technique to the general scientific community. In spite of some initial growing pains, XAFS has matured into a powerful technique for local structure and has been applied to obtain magnetic structure, in addition to distribution of atoms. Other related techniques have been spawned from XAFS, expanding the impact of the original phenomenon. [source]

Walter Miles, Pop Warner, B. C. Graves, and the psychology of football

JOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 1 2006
Frank G. Baugh
In 1926,1927, a graduate student, B. C. Graves, working with Stanford University psychologist Walter Miles and legendary football coach Pop Warner, conducted an investigation of variations in signal calling as they affected the charging times of football players. The study was one of two that involved Miles and the ingenious multiple chronograph that he had invented to time the reactions of seven players simultaneously. These studies represented a brief digression in the career of Miles, who certainly was no sport psychologist. They tell of an interesting collaboration between scientist and coaches that produced one of the richest studies in sport psychology in the first half of the twentieth century. © 2006 Wiley Periodicals, Inc. [source]

NMR studies on the basic pancreatic trypsin inhibitor,

MAGNETIC RESONANCE IN CHEMISTRY, Issue S1 2003
G. Wagner
Abstract In 1973, the state of protein NMR was in its infancy and the tremendous developments that have happened since were not foreseeable. This article describes developments as they happened in the laboratory of Professor Kurt Wüthrich while the author was a graduate student and postdoctoral fellow during the time period from 1973 to 1987. This is a subjective view and deals primarily with the developments in which the author was involved. This includes the characterization of the dynamics of aromatic side chains in basic pancreatic trypsin inhibitor, the development of strategies for sequential assignments in proteins, and the first attempts of calculating protein structures. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Gesture and Creating Zones of Proximal Development for Second Language Learning

MODERN LANGUAGE JOURNAL, Issue 2 2002
Steven G. McCafferty
This study investigated the role of gesture in and of itself and in conjunction with speech in creating zones of proximal development (ZPD) for second language learning and teaching. A university student of English, newly arrived in the United States, was videorecorded once a week in conversational interaction with an American graduate student, an ESL/EFL teacher, over two different periods lasting 15 weeks altogether. The view taken in the study of Vygotsky's concept of the ZPD follows that of Newman and Holtzman (1993), who argued that it primarily concerns revolutionary activity, that learning and teaching transforms as a consequence of interacting in the ZPD, and that this affects all participants. Findings indicate the important role that gesture played both in promoting language learning and in facilitating positive interaction between the two participants, helping to create a sense of shared social, symbolic, physical, and mental space. [source]

Proceedings of the 20th Annual Conference of the Japanese Association for Adolescent Psychotherapy, 16 November 2002, Tokyo, Japan

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 5 2003
Article first published online: 28 AUG 200
Inpatient treatment of obsessive,compulsive disorder in a child and adolescent psychiatry ward M. USAMI National Center of Neurology and Psychiatry, Kohnodai Hospital, Chiba, Japan This is a case report of a 13-year-old-boy (2nd grade in junior high school). His father had poor communication; his mother was a very fragile woman. The boy had been overprotected by his parents, as long as he responded to their expectations. He did not have any other siblings. He played well with his friends since he was young, and did not have problems until the 1st term (from April to July) of 1st grade in junior high school. However, in September he started to have difficulties going well with his friends, and going to school. He spent most of his time in his room, and began to repeat checking and hand-washing frequently. Even at midnight, he forced his mother to touch the shutter from outside of the house for many times. He also ritually repeated to touch his mother's body, after he licked his hands, for over an hour. He became violent, when his parents tried to stop him. In April, year X, his parents visited our hospital for the first time. From then, his mother could not tolerate her son's coerciveness any longer. His father explained to the boy that ,your mother has been hospitalized', and she started to live in the next room to the boy's without making any noise. After 3 months he noticed that his mother was not hospitalized, and he got very excited. He was admitted to our hospital with his family and relatives, in October, year X. At the initial stage of hospitalization he showed distrust and doubt towards the therapist and hospital. He had little communication with other boys and did not express his feelings. Therefore, there was a period of time where he seemed to wonder whether he could trust the treatment staff or not. During his interviews with his therapist he repeated only ,I'm okay' and did not show much emotional communication. For the boy, exposing himself was equivalent to showing his vulnerability and incompleteness. Therefore, the therapist considered that he was trying to denying his feelings to avoid this. The therapist set goals for considering his own feelings positively and expressing them appropriately. Also, the therapist carried out behavioral restrictions towards him. He hardly had any emotional communication with the staff, and his peer relationship in the ward was superficial. Therefore, he gradually had difficulty spending his time at the end of December On the following day in which he and the therapist decided to return to his house for the first time, he went out of the ward a few days before without permission. From thereon it was possible for him to share feelings such as hostility and aggression, dependence and kindness with the therapist. The therapist changed his role from an invasive one to a more protective one. Then, his unsociability gradually faded. He also developed good peer relationships with other boys in the ward and began to express himself feeling appropriately. He was also able to establish appropriate relations with his parents at home, and friends of his neighborhood began to have normal peer relationships again. During childhood and adolescence, boys with obsessive,compulsive disorder are known to have features such as poor insight and often involving their mothers. We would like to present this case, through our understanding of dynamic psychiatry throughout his hospitalization, and also on the other therapies that were performed. Psychotherapy with a graduate student that discontinued after only three sessions: Was it enough for this client? N. KATSUKI Sophia University, Tokyo, Japan Introduction: Before and after the psychotherapy, SWT was administrated in this case. Comparing these two drawings, the therapist was provided with some ideas of what kind of internal change had taken place inside this client. Referring to the changes observed, we would like to review the purposes and the ways of the psychotherapy, as well as the adequacy of the limited number of the sessions (vis-a-vis result attained.) Also we will discuss later if any other effective ways could be available within the capacities of the consulting system/the clinic in the university. Case: Ms. S Age 24 years. Problems/appeal: (i) awkwardness in the relationship with the laboratory colleagues; (ii) symptoms of sweating, vomiting and quivering; and (iii) anxiety regarding continuing study and job hunting. Diagnosis: > c/o PTSD. Psychotherapeutic setting: At the therapy room in the clinic, placed at the university, 50 min-session; once a week; paralleled with the medical treatment. Process: (1) Since she was expelled from the study team in the previous year, it has become extremely difficult for her to attend the laboratory (lab) due to the aforementioned symptoms. She had a feeling of being neglected by the others. When the therapist suggested that she compose her mental confusions in the past by attending the therapy room, she seemed to be looking forward to it, although she said that she could remember only a few. (2) She reported that she overdosed on sedatives, as she could not stop irritating. She was getting tough with her family, also she slashed the mattress of her bed with a knife for many times. She complained that people neither understood nor appreciated her properly. and she said that she wanted revenge on the leader of the lab by punishing him one way or other. (3) Looking back the previous session, she said ,I had been mentally mixed up at that time, but I feel that now I can handle myself, as I stopped the medication after consulting the psychiatrist. According to what she said, when she disclosed the occurrences in the lab to her mother, she felt to be understood properly by her mother and felt so relieved. and she also reported that she had been sewing up the mattress which she slashed before, without any reason. She added, " although I don't even know what it means, I feel that this work is so meaningful to me, somehow". Finally, she told that she had already made her mind to cope with the situation by herself from now on, although it might result in a flinch from the real solution. Situations being the above, the session was closed. Swt: By the remarkable changes observed between the two drawings, the meanings of this psychotherapy and its closure to the client would be contemplated. Question of how school counselors should deal with separation attendant on students' graduation: On a case in which the separation was not worked through C. ASAHARA Sophia University, Tokyo, Japan Although time limited relationship is one of the important characteristics in school counseling, the question of separation attendant on it has not been much discussed based on specific cases. This study focuses on the question of separation through looking at a particular case, in which the separation was not worked through, and halfway relationship continued even after the student's graduation and the counselor's resignation. I was a part time school counselor at a junior high school in Tokyo. The client was a 14-year-old female student, who could not go to her classroom, and spent a few hours in a sick bay when she came to school. She was in the final grade and there was only half a year left before graduation when we first met, and we started to see each other within a very loose structure. As her personality was hyper-vigilant and defensive, it took almost 2 months before I could feel that she was nearer. Her graduation was the first occasion of separation. On that occasion, I found that there had been a discrepancy between our expectations; while I took it for granted that our relationship would end with the graduation, she expected to see me even after she graduated, and she actually came up to see me once in a while during the next year. A year later, we faced another occasion of separation, that was my resignation. Although I worried about her, all I have done for her was to hand a leaflet of a counseling office, where I work as a part time counselor. Again I could not refer to her feelings or show any concrete directions such as making a fixed arrangement. After an occasional correspondence for the next 10 months (about 2 years after her graduation), she contacted me at the counseling office asking for a constant counseling. Why could I not deal with both occasions? and how did that affect the client thereafter? There were two occasions of separation. At the time of the client's graduation, I seemed to be enmeshed in the way of separation that is peculiar to the school setting. In general in therapeutic relationship, mourning work between counselor and client is regarded as being quite important. At school, however, separation attendant on graduation is usually taken for granted and mourning work for any personal relationship tends to be neglected. Graduation ceremony is a big event but it is not about mourning over one's personal relationships but separation from school. That may be why I did not appreciate how the client counted on our relationship. At the time of my resignation I was too worried about working through a change from very loose structure which is peculiar to the school setting to a usual therapeutic structure (fees are charged, and time, place are fixed). That is why I did nothing but give her a leaflet. In this way, we never talked about her complex feelings such as sadness or loneliness, which she was supposed to experience on separation. Looking at the aforementioned process from the client's viewpoint, it can be easily imagined that she could not accept the fact of separation just because she graduated. and later, she was forced to be in double-bind situation, in which she was accepted superficially (handed a leaflet), while no concrete possibility was proposed concerning our relationship (she could never see me unless she tries to contact me.) As a result, she was left alone and at a loss whether she could count on me or not. The halfway situation or her suspense was reflected in her letter, in which she appeared to be just chatting at first sight, but between the lines there was something more implying her sufferings. Above discussion suggests that in some case, we should not neglect the mourning work even in a school setting. To whom or how it is done is the next theme we should explore and discuss in the future. For now, we should at least be conscious about the question of separation in school setting. Study of the process of psychotherapy with intervals for months M. TERASHIMA Bunkyo Gakuin University, Tokyo, Japan This is a report on the process of psychotherapy of an adolescent girl who showed manic and depressive state. At the time of a depressed state, she could not go to a college and withdrew into home, and the severe regressive situation was shown. Her therapy began at the age of 20 and she wanted to know what her problem was. The process of treatment went on for 4 years but she stopped coming to sessions for several months because of failure of the therapist. She repeated the same thing twice. After going through these intervals the client began to remember and started to talk about her childhood , suffering abusive force from her father, with vivid impressions. They once were hard for her to accept, but she began to establish the consistent figure of herself from past to present. In this case, it could be thought that the intervals of the sessions had a certain role, with which the client controlled the structure of treatment, instead of an attack against the therapist. Her object relation, which is going to control an object offensively, was reflected in these phenomena. That is, it can be said that the ambivalence about dependency , difficult to depend but desirous of the object , was expressed. Discontinuation of the sessions was the product of the compromise formation brought about the ambivalence of the client, and while continuing to receive this ambivalence in the treatment, the client started to realize discontinuance of her memories and then advanced integration of her self-image. For the young client with conflict to dependence such as her, an interval does not destroy the process of treatment but in some cases it could be considered as a therapeutic element. In the intervals the client could assimilate the matter by herself, that acquired by the sessions. Psychotherapy for a schizoid woman who presented eccentric speech and behaviour M. OGASAWARA Osaka University Graduate School of Medicine, Osaka, Japan Case presentation: A case of a 27-year-old woman at the beginning of therapy. Life history: She had been having a wish for death since she was in kindergarten and she had been feeling strong resistance to do the same as others after school attendance. She had a history of ablutomania from the age of 10,15, but the symptom disappeared naturally. and she said that she had been eliminated from groups that she tried to enter. After graduating a junior college, she changed jobs several times without getting a full-time position. Present history: Scolded by her boy friend for her coming home too late one day, she showed confusion such as excitement, self-injury or terror. She consulted a psychiatrist in a certain general hospital, but she presented there eccentric behaviours such as tense facial expression, stiffness of her whole body, or involuntary movement of limbs. and because she felt on bad terms with the psychiatrist and she had come to cause convulsion attacks in the examination room, she was introduced to our hospital. Every session of this psychotherapy was held once a week and for approximately 60 min at a time. Treatment process: She sometimes presented various eccentric attitudes, for example overturning to the floor with screaming (1), going down on her knees when entrance at the door (5), entering with a knife in her mouth and hitting the wall suddenly (7), stiffening herself just outside the door without entering the examination room (9), taking out a knife abruptly and putting it on her neck (40), exclaiming with convulsion responding to every talk from the therapist (41), or stiffening her face and biting herself in the right forearm suddenly (52). She also repeated self-injuries or convulsion attacks outside of the examination room in the early period of the therapy. Throughout the therapy she showed hypersensitivity for interpersonal relations, anxiety about dependence, terror for self-assertion, and avoidance for confrontation to her emotional problems. Two years and 6 months have passed since the beginning of this therapy. She ceased self-injury approximately 1 year and 6 months before and her sense of obscure terror has been gradually reduced to some extent. Discussion: Her non-verbal wariness and aggression to the therapist made the sessions full of tension and the therapist felt a sense of heaviness every time. In contrast, she could not express aggression verbally to the therapist, and when the therapist tried to identify her aggression she denied it. Her anxiety, that she will be thoroughly counterattacked to self-disintegration if she shows aggression to other persons, seems to be so immeasurably strong that she is compelled to deny her own aggression. Interpretations and confrontations by the therapist make her protective, and occasionally she shows stronger resistance in the shape of denial of her problems or conversion symptoms (astasia, aphonia, or involuntary movements) but she never expresses verbal aggression to the therapist. and the therapist feels much difficulty to share sympathy with her, and she expresses distrust against sympathetic approach of the therapist. However, her obvious disturbance that she expresses when she feels the therapist is not sympathetic shows her desire for sympathy. Thus, because she has both strong distrust and desire for sympathy, she is in a porcupine dilemma, which is characteristic of schizoid patients as to whether to lengthen or to shorten the distance between herself and the therapist. This attitude seems to have been derived from experience she might have had during her babyhood and childhood that she felt terror to be counterattacked and deserted when she showed irritation to her mother. In fact, existence of severe problems of the relationship between herself and her mother in her babyhood and childhood can be guessed from her statement. Although she has been repeating experiences to be excluded from other people, she shows no attitude to construct interpersonal relationship actively. On the contrary, by regarding herself to be a victim or devaluating other persons she externalizes responsibility that she herself should assume essentially. The reason must be that her disintegration anxiety is evoked if she recognizes that she herself has problems; that is, that negative things exist inside of her. Therefore, she seems to be inhibited to get depressive position and obliged to remain mainly in a paranoid,schizoid position. As for the pathological level, she seems to have borderline personality organization because of frequent use of mechanisms to externalize fantastically her inner responsibility. For her high ability to avoid confronting her emotional problems making the most of her verbal ability, every intervention of the therapist is invalidated. So, it seems very difficult for her to recognize her own problems through verbal interpretations or confrontation by the therapist, for the present. In general, it is impossible to confront self problems without containing negative emotions inside of the self, but her ability seemed to be insufficient. So, to point out her problems is considered to be very likely to result in her confusion caused by persecution anxiety. Although the therapy may attain the stage on which verbal interpretation and confrontation work better some day, the therapist is compelled to aim at promoting her ability to hold negative emotion inside of herself for the time being. For the purpose, the therapist is required to endure the situation in which she brings emotion that makes the therapist feel negative counter-transference and her process to experience that the therapeutic relation itself would not collapse by holding negative emotion. On supportive psychotherapy with a male adolescent Y. TERASHIMA Kitasato University Health Care Center, Kanagawa, Japan Adolescent cases sometimes show dramatic improvements as a consequence of psychotherapy. The author describes how psychotherapy can support an adolescent and how theraputic achievements can be made. Two and a half years of treatment sessions with a male adolescent patient are presented. The patient was a 19-year-old man, living with his family. He had 5 years of experience living abroad with his family and he was a preparatory school student when he came to a mental clinic for help. He was suffering from not being able to sleep well, from difficulties concerning keeping his attention on one thing, and from fear of going to distant places. He could barely leave his room, and imagined the consequence of overdosing or jumping out of a window. He claimed that his life was doomed because his family moved from a town that was familiar to him. At the first phase of psychotherapy that lasted for approximately 1 year, the patient seldom responded to the therapist. The patient was basically silent. He told the therapist that the town he lives in now feels cold or that he wants to become a writer. However, these comments were made without any kind of explanation and the therapist felt it very difficult to understand what the patient was trying to say. The sessions continued on a regular basis. However, the therapist felt very useless and fatigued. Problems with the patient and his family were also present at this phase of psychotherapy. He felt unpleasant at home and felt it was useless to expect anything from his parents. These feelings were naturally transferred to the therapist and were interpreted. However, interpretation seemed to make no changes in the forms of the patient's transference. The second phase of psychotherapy began suddenly. The patient kept saying that he did not know what to talk about. However, after a brief comment made by the therapist on the author of the book he was reading, the patient told the therapist that it was unexpected that the therapist knew anything of his favorite writer. After this almost first interaction between the patient and the therapist, the patient started to show dramatic changes. The patient started to bring his favorite rock CDs to sessions where they were played and the patient and the therapist both made comments on how they felt about the music. He also started asking questions concerning the therapist. It seemed that the patient finally started to want to know the therapist. He started communicating. The patient was sometimes silent but that did not last long. The therapist no longer felt so useless and emotional interaction, which never took place in the first phase, now became dominant. The third phase happened rapidly and lasted for approximately 10 months. Conversations on music, art, literature and movies were made possible and the therapist seldom felt difficulties on following the patient's line of thought. He started to go to schools and it was difficult at first but he started adjusting to the environment of his new part-time jobs. By the end of the school year, he was qualified for the entrance to a prestigious university. The patient's problems had vanished except for some sleeping difficulties, and he did not wish to continue the psychotherapy sessions. The therapist's departure from the clinic added to this and the therapy was terminated. The patient at first reminded the therapist of severe psychological disturbances but the patient showed remarkable progress. Three points can be considered to have played important roles in the therapy presented. The first and the most important is the interpretation by behavior. The patient showed strong parental transference to the therapist and this led the therapist to feel useless and to feel fatigue. Content analysis and here-and-now analysis seemed to have played only a small part in the therapy. However, the therapist tried to keep in contact with the patient, although not so elegant, but tried to show that the therapist may not be useless. This was done by maintaining the framework of the therapy and by consulting the parents when it was considered necessary. Second point is the role that the therapist intentionally took as a model or target of introjection. With the help of behavioral interpretation that showed the therapist and others that it may not be useless, the patient started to introject what seemed to be useful to his well being. It can be considered that this role took some part in the patient going out and to adjust to the new environment. Last, fortune of mach must be considered. The patient and the therapist had much in common. It was very fortunate that the therapist knew anything about the patient's favorite writer. The therapist had some experience abroad when he was young. Although it is a matter of luck that the two had things in common, it can be said that the congeniality between the patient and the therapist played an important role in the successful termination of the therapy. From the physical complaint to the verbal appeal of A's recovery process to regain her self-confidence C. ITOKAWA and S. KAZUKAWA Toyama Mental Health Center, Toyama, Japan This is one of the cases at Toyama Mental Health Center about a client here, we will henceforth refer to her simply as ,A'. A was a second grade high school student. We worked with her until her high school graduation using our center's full functions; counseling, medical examination and the course for autogenic training (AT). She started her counseling by telling us that the reason for her frequent absences from school began because of stomach pains when she was under a lot of stress for 2 years of junior high school, from 2nd grade to 3rd grade. Due to a lack of self confidence and a constant fear of the people around her, she was unable to use the transportation. She would spend a large amount of time at the school infirmary because she suffered from self-diagnosed hypochondriac symptoms such as nausea, diarrhea and a palpitation. She continued that she might not be able to have the self-confidence to sit still to consult me on her feelings in one of our sessions. A therapist advised her to take the psychiatric examination and the use of AT and she actually saw the medical doctor. In counseling (sessions), she eventually started to talk about the abuse that started just after her entering of junior high school; she approached the school nurse but was unable to tell her own parents because she did not trust them. In doing so, she lost the rest of her confidence, affecting the way she looked at herself and thought of how others did. At school she behaved cheerfully and teachers often accused her of idleness as they regarded this girl's absences along with her brightly dyed hair and heavy make-up as her negligent laziness. I, as her therapist, contacted some of the school's staff and let them know of her situation in detail. As the scolding from the teachers decreased, we recognized the improvement of her situation. In order to recover from the missed academic exposure due to her long absence, she started to study by herself. In a couple of months her physical condition improved gradually, saying ,These days I have been doing well by myself, haven't I?' and one year later, her improved mental condition enabled her to go up to Tokyo for a concert and furthermore even to enjoy a short part-time job. She continued the session and the medical examination dually (in tangent) including the consultation about disbelief to the teachers, grade promotion, relationships between friends and physical conditions. Her story concentrated on the fact that she had not grown up with sufficiently warm and compassionate treatment and she could not gain any mental refuge in neither her family nor her school, or even her friends. Her prospects for the future had changed from the short-ranged one with no difficulty to the ambitious challenge: she aimed to try for her favorite major and hoped to go out of her prefecture. But she almost had to give up her own plan because the school forced her to change her course as they recommended. (because of the school's opposition with her own choice). So without the trust of the teachers combined with her low self-esteem she almost gave up her hopes and with them her forward momentum. In this situation as the therapist, I showed her great compassion and discussed the anger towards the school authorities, while encouraging this girl by persuading her that she should have enough self-confidence by herself. Through such sessions, she was sure that if she continued studying to improve her own academic ability by herself she could recognize the true meaning of striving forward. and eventually, she received her parents' support who had seemed to be indifferent to her. At last she could pass the university's entrance exams for the school that she had yearned to attend. That girl ,A' visited our center 1 month later to show us her vivid face. I saw a bright smile on her face. It was shining so brightly. [source]

Conducting fieldwork with Tarieng communities in southern Laos: Negotiating discursive spaces between neoliberal dogmas and Lao socialist ideology

ASIA PACIFIC VIEWPOINT, Issue 2 2010
Steeve Daviau
Abstract Based on research with ethnic minorities in Laos aimed at understanding how they cope with and negotiate political and economic ,double domination', this article examines the experiences of prolonged fieldwork in a remote Tarieng area in the Annam Range, southern Laos. After briefly reviewing Lao ethnographical policy and practice regarding ethnic minorities, I introduce the Tarieng people. I detail how I initially gained access to these local communities via long-term engagement with a range of development project initiatives. Then, after eight years of conducting such fieldwork in a Tarieng area ,below the radar of the state', I managed to obtain official authorisations to continue research as a graduate student. In this new position, I accessed the field via different negotiations with central, provincial and local official bureaucracies. After detailing this process, back in the field I reveal my strategies to create a discursive space that has allowed me to access dissident Tarieng voices and agency. Finally, I highlight four central elements that have continued to shape my field research: language proficiency, working with research assistants, awareness of political relations and cultural sensitivity, and ethical concerns. These have emerged while the possibilities and constraints of political engagement with the Tarieng people are explored. [source]

Research Note: Fieldwork, supervision and trust

ASIA PACIFIC VIEWPOINT, Issue 2 2010
Jean Michaud
Abstract In this research note I reflect upon my different experiences as a researcher with ethnic minorities in Southeast Asia, from my years as a postgraduate student to my current work as a professor. From being a graduate student, to supervising them, I have learned many lessons about graduate fieldwork. Nowadays, I pass these on to supervisees as best I can. I consider it my professional and personal duty to actively warn, inform and prepare young anthropologists about to leave for their masters' and doctoral field research in China, Vietnam and Laos about the field locations to which they are travelling, the political negotiations that they will need to undertake, and the cultural, economic and political differences they will encounter. I also stress that the anthropology that is played out in the field in socialist settings is not necessarily that which we read about in textbooks. [source]

The Schooling of Women: Maternal Behavior and Child Environments

ETHOS, Issue 3 2001
Professor Robert A. LeVine
Beatrice Whiting was a member of the first generation of graduate students to be trained in psychological anthropology, and she has always presumed a broad range of connections between psychological and social processes. She salvaged the Six Cultures Study through an ecological analysis of its child-observation material, and she stimulated further studies, using quantitative and qualitative methods, of the ways in which broad categories like sex, age, and education influence child development. This article presents in overview a crosscultural research program on the effects of women's schooling that was influenced by her ideas. [source]

An Approach to Interdisciplinary Training in Postgraduate Education

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006
P Brodin
Aims, A primary goal for clinical graduate training is to provide the student with the expertise required for specialist treatment in the actual discipline. At the same time there is an increasing need for a broader perspective on specialist care and the students should be aware of the limitations inherent in own specialty. In order to plan treatment in the best interest of the patient, and to be prepared to take part in treatments involving other specialties, the students should be exposed to interdisciplinary cooperation throughout the training. An approach to joint academic and clinical training with the purpose of providing graduate students with a broader perspective on specialist care is described and discussed. Material and methods, During their first year graduate students in the 7 different disciplines complete a joint Core Curriculum consisting of 8 different courses to stimulate a scientific approach to their profession and understanding of basic biologic mechanisms. To create a learning environment focusing on the development of interdisciplinary competence, a joint clinic has been established. Teams of students from different disciplines have been organized in order to establish ,partnership' for the treatment of patients with complex problems. The students also take part in the sessions held by a faculty Team of experts for assessment and treatment planning of referred patients with complex problems. Furthermore, faculty members conduct courses and seminars for students from other disciplines and students also participate in selected parts of the regular program in other disciplines. Results, Formal evaluation has so far been conducted for the Core Curriculum. Most students respond that they are satisfied with the courses, and the curriculum has also been adjusted based on the comments. The students report that treatment of patients in need of interdisciplinary treatment has been facilitated by having ,partners' in other disciplines. Participation in the Team of expert's sessions has been appreciated, and the attendance at interdisciplinary courses and seminars has been good. Conclusions, Based on the experience over the last 5 years, the interdisciplinary aspects of graduate training should be expanded to stimulate a holistic approach also to specialist treatment. [source]

A cost-effective simulation curriculum for preclinical endodontics

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2004
Roberta Pileggi
A challenge in contemporary dental education is to achieve a smooth transition from preclinical teaching environments to patient-care clinics in a cost-effective manner. The preclinical endodontic courses at The University of Texas, Dental Branch at Houston provide a unique learning environment that enables the student to perform endodontic treatment on extracted teeth in a typodont, and be involved in diagnosis and treatment-planning discussions. The specially designed stone typodont used has built-in radiographic capability, and is mounted at each chair in the clinic. During each preclinical session, students are assigned clinical cubicles and proper aseptic protocol is followed. Students are required to wear gloves, masks and eyewear, and place a rubber dam during treatment. Written self-assessment evaluations based upon prescribed criteria are utilised; feedback is given by faculty composed of both full-time endodontists and graduate students who periodically rotate and are calibrated on a regular basis. In the lecture phase, clinical case scenarios are presented to reinforce concepts of diagnosis and emergency care and to help integrate endodontics with other disciplines; a Socratic-like teaching style is established by the faculty facilitator to create an environment for developing critical-thinking and problem-solving skills. The overall feedback from graduating students has been very positive. Advantages of this format are an easier transition to patient management, a more keen interest in specialsation and a perceived increase in levels of confidence. [source]

Feminism and Mentoring of Graduate Students,

Do students' perceptions matter?

ACCOUNTING & FINANCE, Issue 2 2008
A study of the effect of students' perceptions on academic performance
M41; I20 Abstract Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students' attitudes towards learning and, consequently, influence their performance. We examine the relationship between students' perceptions and students' performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students' performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students' performance. [source]

A Profession Awry or Poised for the Future?

INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY, Issue 3 2010
Professional Identity, Work Psychology
The commentaries provided an array of perspectives on identity management in our profession. However, there was general agreement on what should be central and distinctive about our field and on the need to cultivate a positive identity for the profession. The commentators also suggested a number of ways to cultivate this identity. For us, the commentaries also stimulated further reflection on our approach to training graduate students. We share our reflections and encourage readers to take the time to reflect on their own efforts to contribute to the profession's management of identity. [source]

A Pragmatic Guide to Qualitative Historical Analysis in the Study of International Relations

INTERNATIONAL STUDIES PERSPECTIVES, Issue 4 2002
Cameron G. Thies
Researchers using qualitative methods, including case studies and comparative case studies, are becoming more self,conscious in enhancing the rigor of their research designs so as to maximize their explanatory leverage with a small number of cases. One aspect of qualitative research that has not received as much attention is the use of primary and secondary source material as data or evidence. This essay explores the potential problems encountered by political scientists as they conduct archival research or rely on secondary source material produced by historians. The essay also suggests guidelines for researchers to minimize the main problems associated with qualitative historical research, namely, investigator bias and unwarranted selectivity in the use of historical source materials. These guidelines should enable advanced undergraduates and graduate students to enhance the quality of their historically minded political science scholarship. [source]

Skin surface lipids and skin and hair coat condition in dogs fed increased total fat diets containing polyunsaturated fatty acids

JOURNAL OF ANIMAL PHYSIOLOGY AND NUTRITION, Issue 4 2009
N. A. Kirby
Summary It is generally believed that diets containing increased amounts of polyunsaturated fatty acids (PUFA) result in improved canine skin and hair coat (SHC). However, the extent to which dietary fat amount and type play a role remains to be systematically investigated. The objective of this study was to investigate the role of both increased dietary fat amount and type on SHC assessments of dogs. Improvements of SHC conditions were investigated after feeding three diets containing increased total dietary fat (i.e. 13% total fat) for 12 weeks in relation to a lower fat acclimation diet (i.e. 9% total fat). The higher fat diets varied in polyunsaturated and saturated fat types and amounts but total fat was kept constant. Skin and hair coat assessments were performed at selected intervals by a trained group of veterinarians and graduate students. In addition, hair lipids were fractionated by thin layer chromatography after extraction of plucked hair samples. Significant improvements were found in hair coat glossiness and softness in all dogs fed the higher fat diets in relation to the acclimation diet. Improvements as a result of fat type were also seen but only at 12 weeks. A parallel finding was a marked increase in hair cholesteryl ester content determined at the end of the study at which time SHC scores were significantly improved. Skin and hair coat condition improvements may thus be related to increased cholesteryl ester deposited on the hair shaft surface when high fat diets are fed. Whereas this finding is preliminary, hair lipid analysis may be a useful, non-invasive technique with which to help assess dietary effects on canine SHC. [source]

An attachment theory perspective on the proposed matrix model

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005
Hal S. ShoreyArticle first published online: 17 JUN 200
The matrix model (C.R. Snyder & T.R. Elliott, this issue) advocates an increased grounding of clinical psychology graduate students in theory. The matrix model is theory-based in the ways that it advances this goal. Accordingly, evaluating the matrix model from an extant theoretical perspective should shed light on its applicability and utility as an educational framework. The present attachment theory perspective on the matrix model demonstrates that it meets its stated goals in that it possesses adequate (a) breadth in incorporating theory from across subdisciplines in psychology, and (b) depth in how it facilitates conceptualizing clients and research participants at the intrapersonal, interpersonal, and societal levels. The benefits for incorporating the matrix model in clinical psychology graduate programs are discussed. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source]

National Science Foundation Graduate Teaching Fellows Promote Food Science Education in K-12 Schools in Maine

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2003
B. Calder
ABSTRACT: The Univ. of Maine is participating in the National Science Foundation's (NSF) GK-12 Teaching Fellows program. Between 2000 and 2003, 4 food science graduate students demonstrated food- and nutrition-related science lessons, among other innovative activities. This article includes details of an activity on natural dyes to help students understand plant pigments. Assessment of the NSF GK-12 program is ongoing both locally and nationally. NSF's goals are being met, including one of the most important, which is the effect of NSF Fellows as role models on K-12 students. [source]

What's Wrong With These People?

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2009
Clinicians' Views of Clinical Couples
Marriage and family therapy (MFT) faculty and graduate students rated the "typical" or predictable behaviors of husbands or wives coming for therapy using the Georgia Marriage Q-sort. Scores were compared with previously published scores for both "ideal" couples (i.e., showing positive behaviors, attitudes, and problem-solving skills) and a sample of 136 nonclinical, community couples. A review of correlations between MFT raters' scores for clients and the scores for "ideal" or actual community husbands or wives indicated that clinicians have negative views of both clinical husbands and wives. Such negative views of clinical husbands and wives are particularly marked in scores by MFT faculty. MFT students had a similarly negative view of clinical husbands, but such views were not evident for clinical wives. Recommendations for MFT training and implications for future research are discussed. [source]

A Qualitative Study of Intimate Partner Violence Universal Screening by Family Therapy Interns: Implications for Practice, Research, Training, and Supervision

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2008
Jeffrey L. Todahl
Although a few family therapy researchers and clinicians have urged universal screening for intimate partner violence (IPV), how screening is implemented,and, in particular, client and therapist response to screening,is vaguely defined and largely untested. This qualitative study examined the dilemmas experienced by couples and family therapy interns when implementing universal screening for IPV in an outpatient clinic setting. Twenty-two graduate students in a COAMFTE-accredited program were interviewed using qualitative research methods grounded in phenomenology. Three domains, 7 main themes, and 26 subthemes were identified. The three domains that emerged in this study include (a) therapist practice of universal screening, (b) client response to universal screening, and (c) therapist response to universal screening. Implications for practice, research, training, and supervision are discussed. [source]

FACTORS INFLUENCING STUDENT SELECTION OF MARRIAGE AND FAMILY THERAPY GRADUATE PROGRAMS

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2007
Katherine M. Hertlein
To understand which factors students consider most important in choosing a marriage and family therapy (MFT) graduate program and how programs met or did not meet these expectations of students over the course of graduate study, we conducted an online mixed-method investigation. One hundred twelve graduate students in Commission on Accreditation for Marriage and Family Therapy Education-accredited programs responded to an online survey assessing what factors led them to select a specific graduate program in MFT. In the quantitative portion, students ranked each factor (personal fit, faculty, funding, research, clinical work, and teaching) as well as characteristics of each factor in relation to its importance in their selection of an MFT program. Additionally, students indicated to what level their programs meet their expectations. In the qualitative portion, students described how they believed their chosen program was or was not meeting their expectations. Both doctoral and master's students ranked personal fit as the top factor affecting their choice of graduate program in MFT, but they differed on the characteristics of each of these factors and their importance in selecting an MFT program. Implications for this research include program evaluation and program advertising, and are consistent with the scientist,practitioner model. [source]

Native American Graduate Nursing Students' Learning Experiences

JOURNAL OF NURSING SCHOLARSHIP, Issue 2 2000
Suzanne Steffan Dickerson
Purpose: To identify learning experiences of Native American graduate nursing students in a university-based nurse practitioner program. Design: The phenomenological approach of Heideggerian hermeneutics. Method: A purposive sample of 11 Native American graduate students in a nurse practitioner program were given the choice of participating in a focus group or completing an individual interview to elicit common meanings and shared experiences. Findings: Four themes and two constitutive patterns: (a) Native American students' worldviews reflected unwritten knowledge that served as a background of common understanding, (b) academic environment as a rigid environment with only one way to learn and constant evaluation, (c) faculty-student relationship barriers to establishing a supportive learning environment, and (d) strategies to survive, including a commitment to succeed, conforming to unwritten rules, helping each other, and ultimately changing themselves. Constitutive patterns were: (a) value conflicts when students' values conflicted with academic behavioral values, and (b) on the fringe, when students felt isolation from the main student body, and open to attack (evaluation). Students struggled to be successful in their commitment to complete the degree, but often questioned the applicability of the program in their cultural setting. Conclusions: A more flexible supportive environment is needed to support students' goals to attain degrees, as well as to encourage dialogue on differing cultural values. Faculty who teach culturally diverse students may need to examine rigid behavioral standards that mandate an assertive practitioner persona and may be a barrier to attainment of goals. [source]

Influence of Educational Background on Stated Retreatment Choices for Suboptimal Fixed Prosthodontic Conditions

JOURNAL OF PROSTHODONTICS, Issue 2 2008
Riyadh Akeel BDS
Abstract Purpose: The aim of this study was to compare the stated retreatment choices for defined, suboptimal fixed prosthodontic scenarios among groups of dental professionals with differing levels of education. Materials and Methods: The study population (n = 75) comprised interns (n = 27), various categories of graduate students (n = 32), and specialist staff (n = 16) from the same institution. Participants were required to record their choices of retreatment or no retreatment for 22 suboptimal fixed prosthodontic scenarios. Results: Participants' choices varied within and between groups, with regard to specific scenarios. Intergroup differences that were statistically significant were for faulty occlusion (p= 0.013), open margin (p= 0.019), defective root filling (p= 0.001), periapical radiolucency (p= 0.011), and improper pontic design (p= 0.005), when no signs and symptoms, no caries, or no inflammation were present. The results confirm the widely-acknowledged variability in decision making that exists among dental professionals in general. Conclusion: The tendency for a significantly more interventive approach by those on a training pathway focused on imparting primarily clinical/technical skills than those enrolled in more conventional, academically-based programs, suggests that an educational dimension cannot be overlooked in the characterization of dentists' stated retreatment decision choices. [source]