Digital Commons Network^™

Narratives Of Distinctiveness Or Similarity And Connection - A Response To Korman, De Jong And Jordan’S Steve De Shazer’S Theory Development, Guy Shennan

Translated Abstracts

En 2020, le Journal of Solution Focused Practices a publié un article intitulé «Steve de Shazer’s Theory Development» (Développement de la théorie de Steve de Shazer). Cet article passait en revue l'ensemble de la carrière de De Shazer, que les auteurs ont divisée en quatre phases, à partir desquelles ils ont identifié six axiomes qui, selon eux, sont fondamentaux dans la pensée et la pratique de De Shazer. Dans leur commentaire sur les six axiomes, il y a un accent considérable mis sur le caractère distinctif de la SFBT, que les auteurs tiennent à établir comme différente, dans chacun de …

Solution-Focused Chronic Pain Self-Management Education: A Pilot Study, Jay E. Valusek

Translated Abstracts

Aujourd'hui, aux États-Unis, environ un adulte sur trois souffre de douleurs chroniques. C'est pour cette raison que le gouvernement américain a récemment publié une stratégie nationale de lutte contre la douleur qui préconise, entre autres, l'éducation des patients aux techniques proactives de maîtrise de soi. Pour évaluer l'efficacité du programme Solution-Focused Chronic Pain Management (SFCPM ou Management de la Douleur Chronique Orientée Solution) - un nouveau programme psycho-éducatif ambulatoire basé sur la thérapie brève centrée sur les solutions (SFBT) - une étude pilote a été menée à Longmont, dans le Colorado. Cinq auto-évaluations ont été administrées. En raison de la …

Solution-Focused Zone Of Proximal Development: A Vygotskyan Contribution To Solution-Focused Therapy, Stephanie Freeman

Translated Abstracts

Cet article théorique explore la possibilité de combiner les principes de la thérapie orientée vers la solution (SFT) avec les théories de l'apprentissage et du développement du psychologue Lev Vygotsky, dont la pensée a conduit au développement de la théorie de l'activité historico-culturelle (TAHC). Les similitudes et les complémentarités entre ces traditions méritent qu’on y prête attention. En outre, la SFT a été caractérisée comme une approche éclectique et en constante évolution, dont les fondements théoriques et philosophiques sont quelque peu éparpillés. Cet article tente donc de redéfinir le positionnement philosophique et théorique de la SFT à travers une lentille …

The Validation Of Solution Building Inventory In The Turkish Population, ÜmüT Arslan, Sinan Okur, Sara Smock Jordan

Translated Abstracts

Cette étude vise à adapter le Solution Building Inventory (SBI) - ou inventaire de construction de solutions - à la langue et culture turque et à examiner ses propriétés psychométriques. Le groupe d'étude était composé de 278 individus (195 femmes et 83 hommes), âgés de 18 à 23 ans. L'inventaire de construction de solutions (SBI), la Dispositional Hope Scale (échelle d'espoir dispositionnelle) et la Positive and Negative Affect Scale (échelle d'affect positif et négatif) ont été utilisés comme outils de mesure. Les résultats de l'analyse factorielle exploratoire ont montré que les données se prêtaient à une analyse factorielle et ont …

Creating A Common Language: How Solution Focused Brief Therapy Reflects Current Principles Of Change And Common Factors, Beverley Kort, Adam Froerer, Cecil Walker

Translated Abstracts

许多专业训练和领域一直在研究关于改变（change）的共同因素和机制。本研究藉由 “ ‘较短期’实践手册（Briefer Practice Manual）”修订内容进行分析，并应用共同因素取向的方法于焦点解决短期治疗（SFBT）上。研究发现可应用于SFBT的七个共同因素。对于共同因素取向如何能拓宽 SFBT 实证研究基础，本研究做出相关结论；同时，本研究亦并对共同因素取向的实施和应用，提出建议。

Narratives Of Distinctiveness Or Similarity And Connection - A Response To Korman, De Jong And Jordan’S Steve De Shazer’S Theory Development, Guy Shennan

Translated Abstracts

2020 年，Journal of Solution Focused Practices 发表了一篇名为 “ Steve de Shazer 的理论发展” 文章。这篇文章的作者探究了 de Shazer 整个职业生涯，将其分为四个阶段，并从中提炼出作者认为是 de Shazer 思想和实践基础的六个公理（axiom）。在作者对这六个公理的评论中，相当强调 SFBT 的独特性；作者相当希望从这六个公理的各个基本面向，能将SFBT与大多数、甚或是所有其他治疗方法，明确地建构出差异区分度。本文是对 “Steve de Shazer 理论发展” 一文中特定一项面向给予回应。本文建议，透过心理治疗专业领域不同取向之间的对照比较，SFBT是可以构建出关于独特性的叙事，以及相似性与联系性的叙事。本文尚提出一些如何发展更多相似性与联系性叙事的相关论点。

Solution-Focused Chronic Pain Self-Management Education: A Pilot Study, Jay E. Valusek

Translated Abstracts

如今，美国大约有三分之一的成年人患有慢性疼痛，因此之故，美国政府最近发布了一项 “全国疼痛策略”；在其中，特别提倡主动对病患提供自我管理技术的教育。为了评估 “焦点解决慢性疼痛管理” (SFCPM)——一种基于以焦点解决短期治疗(SFBT) 的新型门诊心理教育计划——在科罗拉多州朗蒙特开展了一项预试研究，邀请了受试病患进行了五次自我报告评估。由于样本量小（n = 12），仅计算了从基本线到后续追踪的百分比变化。受试病患在生活质量 (41.4%)、疼痛自我效能 (22%)、希望感 (16%)、心理健康 (9.3%) 、以及与问题脱离 (12.3%) 等项，均有所改善。初步结果显示，日后需要进行更为严谨的研究调查。于本研究中发现，比起 “以问题为焦点”的模式，焦点解决模式提供病患更多个别化与赋能性的替代方案。尽管有着慢性疼痛，参与本研究的病患对于他们身体、思想和生活等方面，变得不再那么关注什么是错误的，而是转为专注于何谓正确或有效之处。

Solution-Focused Zone Of Proximal Development: A Vygotskyan Contribution To Solution-Focused Therapy, Stephanie Freeman

Translated Abstracts

本文是一篇理论性文章，探究焦点解决治疗（SFT）的原则以及心理学家列夫·维果斯基 (Lev Vygotsky) 的学习与发展理论相结合的可能性。列夫·维果斯基的思想导引了 “文化历史活动理论”的发展。这些传统观点之间的相似性和互补性值得关注，而且，SFT 的特色被描述为一种折衷且不断发展的方法，其理论和哲学基础有些松散。因此，本文试图通过 “维果斯基者与聊天-知情（Vygotskyan and CHAT-informed）”视角，重新定义 SFT 的哲学和理论的定位。由于 SFT 强调的重点似乎是对当事人技能的辨认和详细描述，作者提供了一种新的 SFT 观点，即社会建构主义的实用版本。基于维果茨基的“文化中介”和“进侧发展区”的概念，作者提出了一个新的概念： “焦点解决近侧发展区”；该概念强调在 SFT 中，学习是一个经过优化设计、非个人主义的一个扩展过程，从而增强赋能了当事人的独立性和创造力。

The Validation Of Solution Building Inventory In The Turkish Population, ÜmüT Arslan, Sinan Okur, Sara Smock Jordan

Translated Abstracts

如今，美国大约有三分之一的成年人患有慢性疼痛，因此之故，美国政府最近发布了一项 “全国疼痛策略”；在其中，特别提倡主动对病患提供自我管理技术的教育。为了评估 “焦点解决慢性疼痛管理” (SFCPM)——一种基于以焦点解决短期治疗(SFBT) 的新型门诊心理教育计划——在科罗拉多州朗蒙特开展了一项预试研究，邀请了受试病患进行了五次自我报告评估。由于样本量小（n = 12），仅计算了从基本线到后续追踪的百分比变化。受试病患在生活质量 (41.4%)、疼痛自我效能 (22%)、希望感 (16%)、心理健康 (9.3%) 、以及与问题脱离 (12.3%) 等项，均有所改善。初步结果显示，日后需要进行更为严谨的研究调查。于本研究中发现，比起 “以问题为焦点”的模式，焦点解决模式提供病患更多个别化与赋能性的替代方案。尽管有着慢性疼痛，参与本研究的病患对于他们身体、思想和生活等方面，变得不再那么关注什么是错误的，而是转为专注于何谓正确或有效之处。

Creating A Common Language: How Solution Focused Brief Therapy Reflects Current Principles Of Change And Common Factors, Beverley Kort, Adam Froerer, Cecil Walker

Translated Abstracts

許多專業訓練和領域一直在研究關於改變（change）的共同因素和機制。本研究藉由 「『較短期』實踐手冊（BRIEFER Practice Manual）」修訂內容進行分析，並應用共同因素取向的方法於焦點解決短期治療（SFBT）上。研究發現可應用於SFBT的七個共同因素。對於共同因素取向如何能拓寬 SFBT 實證研究基礎，本研究做出相關結論；同時，本研究亦並對共同因素取向的實施和應用，提出建議。

Narratives Of Distinctiveness Or Similarity And Connection - A Response To Korman, De Jong And Jordan’S Steve De Shazer’S Theory Development, Guy Shennan

Translated Abstracts

2020 年， 2020 年，Journal of Solution Focused Practices 發表了一篇名為「 Steve de Shazer 理論發展」 文章。這篇文章的作者探究了 de Shazer 整個職業生涯，將其分為四個階段，並從中提煉出作者認為是 de Shazer 思想和實踐基礎的六項公理（axiom）。在作者對這六項公理的評論中，相當強調 SFBT 的獨特性；作者相當希望從這六項公理的各個基本面向，能將SFBT與大多數、甚或是所有其他治療方法，明確地建構出差異區分度。本文是對 「Steve de Shazer 理論發展」 一文中特定一項面向給予回應。本文建議，透過心理治療專業領域不同取向之間的對照比較，SFBT是可以構建出關於獨特性的敘事，以及相似性與聯繫性的敘事。本文尚提出一些如何發展更多相似性與聯繫性敘事的相關論點。

Solution-Focused Chronic Pain Self-Management Education: A Pilot Study, Jay E. Valusek

Translated Abstracts

現今，美國大約有三分之一的成年人患有慢性疼痛，因此之故，美國政府最近發佈了一項 「全國疼痛策略」；在其中，特別提倡主動對病患提供自我管理技術的教育。為了評估 「焦點解決慢性疼痛管理」 (SFCPM)——一種基於以焦點解決短期治療(SFBT) 的新型門診心理教育計畫——在科羅拉多州朗蒙特開展了一項預試研究，邀請了受試病患進行了五次自我報告評估。由於樣本量小（n = 12），僅計算了從基本線到後續追蹤的百分比變化。受試病患在生活品質 (41.4%)、疼痛自我效能 (22%)、希望感 (16%)、心理健康 (9.3%) 、以及與問題脫離 (12.3%) 等項，均有所改善。初步結果顯示，日後需要進行更為嚴謹的研究調查。於本研究中發現，比起 「以問題為焦點」的模式，焦點解決模式提供病患更多個別化與賦能性的替代方案。儘管有著慢性疼痛，參與本研究的病患對於他們身體、思想和生活等方面，變得不再那麼關注什麼是錯誤的，而是轉為專注於何謂正確或有效之處。

Solution-Focused Zone Of Proximal Development: A Vygotskyan Contribution To Solution-Focused Therapy, Stephanie Freeman

Translated Abstracts

本文是一篇理論性文章，探究焦點解決治療（SFT）的原則以及心理學家列夫·維果斯基 (Lev Vygotsky) 的學習與發展理論相結合的可能性。列夫·維果斯基的思想導引了 「文化歷史活動理論」的發展。這些傳統觀點之間的相似性和互補性值得關注，而且，SFT 的特色被描述為一種折衷且不斷發展的方法，其理論和哲學基礎有些鬆散。因此，本文試圖透過 「維果斯基者與聊天-知情（Vygotskyan and CHAT-informed）」視角，重新定義 SFT 的哲學和理論的定位。由於 SFT 強調的重點似乎是對當事人技能的辨認和詳細描述，作者提供了一種新的 SFT 觀點，即社會建構主義的實用版本。基於維果茨基的「文化仲介」和「進側發展區」的概念，作者提出了一個新的概念：「焦點解決近側發展區」；該概念強調在 SFT 中，學習是一個經過優化設計、非個人主義的一個擴展過程，從而增強賦能了當事人的獨立性和創造力。

The Validation Of Solution Building Inventory In The Turkish Population, ÜmüT Arslan

Translated Abstracts

本研究旨在修訂「建構解決之道量表」（SBI） 於土耳其的適用性，同時檢查其心理測量特性。受試者共為278 人（195 名女性和 83 名男性），年齡範圍在 18 至 23 歲之間。SBI、希望傾向量表、以及正負向情緒量表為主要測量工具。透過探索性因素分析，雙因素結構的解釋總變異量% ，顯示了因素分析的資料適配度。驗證性因素分析的結果表明，在量表的 11 個題項以及二維結構中，該雙因素模型具有良好的符合度。此外，SBI 與其他量表之間的相關分析結果，顯示修訂後的SBI具有校標效度與聚合效度。在信度分析中，SBI的整體內部一性Cronbach alpha係數為 0.85，於「支持解決之道」次向度為 0.78，於「創建解決之道」次向度則為 0.85。是以，本研究結果支持SBI 是一個可應用於土耳其並具有良好信效度的測量工具。

Digital Partnerships: Nontraditional Learning Opportunities At The Freedman Center For Digital Scholarship, Amanda Koziura, R. Benjamin Gorham

Library Faculty Research

This book chapter details instructional partnerships between experts at the Freedman Center for Digital Scholarship and faculty and students at Case Western Reserve University. Applications of digital scholarship methods in the classroom are discussed through case studies, which include assignments and activities incorporating GIS, Scalar, and photogrammetry. A literature review and mapping of digital scholarship concepts and methods to the ACRL Framework for Information Literacy in Higher Education are included.

Hot Topics Trade Publications Connect Research With Career Ambitions, Lateka J. Grays, Mark N. Lenker Iii

Library Faculty Research

The University of Nevada, Las Vegas (UNLV), is home to the William F. Harrah College of Hospitality. Due to the college’s size and its importance for the city’s economy, it is a separate school from the College of Business. Information literacy for hospitality has been a priority for the college’s first-year seminar program since its inception, and the hospitality librarian has been working with seminar coordinators to refine this aspect of the curriculum for over six years.

Five years ago, the hospitality librarian began collaborating with a new teaching and learning librarian in order to give him more teaching experience …

Mechanisms Of Memory Updating: State Dependency Vs. Reconsolidation, Christopher Kiley, Colleen M. Parks

Psychology Faculty Research

Reactivating a memory trace has been argued to put it in a fragile state where it must undergo a stabilization process known as reconsolidation. During this process, memories are thought to be susceptible to interference and can be updated with new information. In the spatial context paradigm, memory updating has been shown to occur when new information is presented in the same spatial context as old information, an effect attributed to a reconsolidation process. However, the integration concept holds that memory change can only occur when reactivation and test states are the same, similar to a state-dependent effect. Thus, in …

Online Teaching Of Program Planning & Evaluation, Manoj Sharma

UNLV Best Teaching Practices Expo

Program Planning & Evaluation (PBH 440-1001) offered by the School of Public Health at University of Nevada, Las Vegas was taught asynchronously online by Manoj Sharma to undergraduate students (primarily from public health) in Spring 2021 (n=34). This course is designed to equip students with the knowledge and skills necessary to systematically develop, implement, and evaluate health-related programs, services, and interventions. The specific teaching techniques that were used in teaching this course were organizing the entire course in Canvas and making it available from day 1, recording all lectures beforehand in Panopto, utilizing cases studies in modules, embedding journal articles …

Guided Research-Informed Notetaking, Julian Kilker

UNLV Best Teaching Practices Expo

Structured note-taking is useful for courses—particularly online courses—that expect students to closely read texts and integrate them into their research. This flexible and reconfigurable practice encourages students to take notes about texts using Google Form prompts. Faculty can efficiently review notes to assess students’ engagement with texts and adjust class meetings and assignments.

This practice extends Cornell’s Notes system originally created by Walter Pauk. I use Google Forms to create structured prompts, and use Google Sheets to review, organize, and distribute student notes.

Improving Active Learning Through Advanced Teaching Practices On An Online Course, Jin Ouk O. Choi

UNLV Best Teaching Practices Expo

Since the outbreak of the COVID, there has been a great need to advance learning experiences and opportunities for students when the courses are taught remotely. To address the need, the author incorporated the teaching strategies learned from the Culturally Relevant & Responsive Teaching (CRRT) fellows program supported by the NSF TRANSCEnD project. In Fall 2021, the author implemented multiple new teaching techniques and strategies in the CEM453-653 course, delivered entirely online. The specific teaching practices and technologies are: 1) Delivering lectures both live (synchronous) and recordings (asynchronous); 2) Using adaptive technology (Mentimeter & WebEx Poll) with real-time feedback; 3) …

Toward Building Science Literacy, Kathryn Rafferty

UNLV Best Teaching Practices Expo

Reading scientific literature is a critical science competency that proves difficult to “teach.” Students enter our classes with varying science vocabularies, and many suffer imposter syndrome when reading technical reports because they do not yet identify as capable scientists. The “Science Literacy” assignment guides students to develop and expand strategies to read science articles. Over the semester, students read 5 to 6 articles ranging from peer-reviewed manuscripts to popular science magazines to science blogs about sequencing Ozzy Osbourne's DNA. In Canvas Discussion boards, they a guiding set of questions and then respond to their peers. This assignment is a low-stakes …

Online Small Groups And Student-Faculty Connections, Sheila Janofsky

UNLV Best Teaching Practices Expo

When classes moved online to protect community health, many students felt disconnected from their teachers and peers. To address this lost sense of connection, I restructured a live remote class. Rather than teaching this 400-level class live via WebEx with some breakouts for active learning assignments, I pre-recorded the lectures for each week and asked the students to watch these on their own time. I assigned the students to small (5-6 person) discussion groups and broke out our assigned class meeting times into multiple small group meetings. We meet in these small groups every week to discuss questions prepared by …

An Intensive Course: Benefits For Non-Traditional Students In A Practice-Based Discipline, Lisa Nicholas, Necole Leland, Jennifer Pfannes, Jovi Dumangan, Hope Hinchman, Gretchen Little, Angela E. Silvestri-Elmore

UNLV Best Teaching Practices Expo

Intensive courses: compressed, condensed, or accelerated courses deliver content within a shortened period of time. An intensive course is not meant to be a copy and paste of a traditional full-semester course.

Students will:

• Meet more frequently for a shorter period of time for class activities, discussions, and group work.

• Have increased number of out-of-class, self-study commitment hours for pre intensive course preparation.

Intensive courses provide a different modality to the higher educational environment. Non-traditional students, such as second-degree-seeking, desire to return to school while keeping pace with their daily responsibilities and therefore require non-traditional methods of instruction. This type …

Informed Self-Assessment And Peer Evaluation To Foster The Development Of Adaptive Learners In Online Education, Tiffany Barrett, Jen Nash

UNLV Best Teaching Practices Expo

Functioning in an online education model, we find ourselves refocusing on the best way to engage learners in academic content and professional development. For example, physical therapy students have shown difficulty engaging in self-reflection.¹ Yet, we know that self-assessment helps practitioners recognize, interpret, and be moved to action.² Research has suggested that self-assessment is vitally important during the assessing phase of becoming a master adaptive learner.³ It has also been shown to increase students’ understanding and promote the implementation of patient-centered practice.⁴ We aimed to adapt previous modes of assessment to the online environment. We did …

It’S So Complex! Active Learning Strategy For Teaching The Autonomic Nervous System And Referred Pain, Jessica Immonen

UNLV Best Teaching Practices Expo

This poster highlights the use of an active learning tool to draw the course of action potentials in autonomic nerves. The diagrams used offer a simplified and novel breakdown of ANS targets.

Promoting Equity And Engagement With Randomness, Aaron Saiewitz

UNLV Best Teaching Practices Expo

Classroom discussion is a key aspect of learning, but class discussion is often dominated by extroverted students. Further, research shows that students from underrepresented groups are often less likely to participate in classroom discussion. While instructors may attempt to broaden participation by calling on students to participate, instructors are often subject to unconscious biases which cause them to call more often on students with certain characteristics. To address these issues, I recommend a random calling technique using a random number generator to create an advance list of students to call on during class. This random approach addresses the issue of …

Remote Learning, Van Whaley, Dustin Davis

UNLV Best Teaching Practices Expo

• One instructor presents live, virtual, synchronous lectures while another instructor builds engagement and support using the live chat feature.

• An engaging way to highlight concepts and explain key figures, pictures, and drawings using shared screens.

I share my screen and move through the e-textbook to discuss the most important topics from each week’s chapter. During each discussion, I intersperse my drawings of body structures on Google Jamboard. While I present, Dustin works in the chat to ask recall and application questions, answer students’ questions, and link resources such as educational YouTube videos and practice quizzes. Our DVDs address two key …

Research Skills: Identifying Peer-Reviewed Scientific Articles, Catherine Brotman, Sharon Jalene

UNLV Best Teaching Practices Expo

Students entering into college are exposed to a variety of new academic experiences, challenges, and expectations. Of these, developing proper research skills is one of the most difficult yet essential skills for students to master. Specifically, identifying and differentiating between primary and secondary research along with being able to properly reference and cite scientific articles. During Assignment 2, students in the Kinesiology Milestone class, KIN 350, learn how to search for peer-reviewed scientific articles using the UNLV library website. Students are then required to identify types of articles (e.g., original research and literature reviews) and their components (i.e. abstract, introduction, …

Unlv Teaching And Technology Model, Nicole Hudson, Ted Weisman

UNLV Best Teaching Practices Expo

The teaching practice is UNLV's Online Teaching and Technology Model which incorporates asynchronous and synchronous learning opportunities.

The Return Of Labor-Based Grading Contracts, Erica J. Marti

UNLV Best Teaching Practices Expo

Despite best attempts, grading can be very subjective when it comes to determining quality. For certain courses, the process is just as important as the product, but often the grade is based mainly on the quality of the product and doesn’t take the labor or process into account. One alternative to standard grade systems is labor-based grading or contract grading. In this system, students meet certain requirements to earn a certain grade. If students meet the criteria for the assignment, it counts toward the contract. If not, they can revise, reflect and resubmit. With this format, students can focus on …