Neuropsychological Functioning In Social Phobia

The purpose of the current study was to clarify the neurocognitive mechanisms underlying social phobia. Previous research has identified some specific group differences in neurocognitive functioning between individuals diagnosed with social phobia and nonpsychiatric controls, but has failed to administer a comprehensive neuropsychological battery to a social phobia patient group, resulting in a piecemeal understanding of the neurocognitive functioning of this population and an incomplete picture of the neuropsychological profile inherent to this group. The present research utilized a broader collection of neuropsychological tests to assess nine cognitive domains: Verbal Learning, Verbal Delayed Memory, Visual Immediate Memory, Visual Delayed Memory, Visual-Spatial Processing, Verbal Working Memory, Visual Working Memory, Executive Functioning, and Attention. A mixed analysis of variance (ANOVA) did not reveal a significant group by cognitive domain interaction, nor a significant main effect of group. As this was the first study to examine multiple cognitive domains in a single sample of individuals with generalized social phobia, exploratory univariate analyses were performed to examine group differences for the specific cognitive domains. This revealed significant group differences specific to the Visual Working Memory domain, with the social phobia group scoring significantly lower than the nonpsychiatric control group. Implications of these findings and directions for future research are discussed

Amistades: The Development of Relationships Between Preservice Teachers and Latino Families

Preservice teachers from a Hispanic-serving university and Latino families reflected on their interactions during an after-school children’s tutoring program conducted at an elementary school. This paper focuses on issues that both preservice teachers and families found important to communication and relationship building. These issues were valuing what families bring to the educational process, congruency in the interpretation of teacher roles, and the importance of language to communication and relationship building

They Call Me Maestra: Preservice Teachers\u27 Interactions with Parents in a Reading Tutoring Program

Our community university, located along the Texas-Mexico border, in cooperation with a local elementary school campus is involved in a project focused on working with elementary students and their families in relation to early literacy development. The project provides preservice teachers with a structured opportunity to work directly with Latino families. Two years of data, collected and analyzed from preservice teachers\u27 reflections about their experiences, revealed positive benefits and concerns. Benefits include development of preservice teachers\u27 skill and confidence in working with parents, their ability to build relationships with families, and their capacity to form partnerships for children\u27s literacy development. However, preservice teachers may fail to recognize that all families possess cultural capital or funds of knowledge. We recommend that university programs consider family involvement as a necessary component of the curriculum to build preservice teachers\u27 capacity to involve all

Lack of Neuropsychological Deficits in Generalized Social Phobia

There are relatively few existing studies examining neuropsychological functioning in social phobia (SP), which collectively yield mixed results. Interpretation of results is further complicated by a number of methodological inconsistencies across studies, including the examination of neuropsychological domains in relative isolation from one another. The present study utilized a broader collection of neuropsychological tests to assess nine domains of functioning in 25 individuals diagnosed with generalized SP and 25 nonpsychiatric controls (NC). A mixed ANOVA revealed neither a significant group by domain interaction, nor a significant main effect of group. Furthermore, no significant group differences emerged between the SP and NC groups within each specific neuropsychological domain. These findings suggest that underlying neuropsychological deficits are not likely to account for the information processing biases observed in the empirical literature, and appear to be consistent with current theoretical models which argue for the specificity of these biases to social information

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Secondary art teachers' perceptions of a regional art gallery

Thesis (M.Ed.)--University of Melbourne, Faculty of Education, 2004This study examines the view of five teachers in relation to their use of a regional gallery within their art program. Using qualitative inquiry, the study focuses on interviews with the gallery educator and five secondary teachers within the region. The key purpose of the study is to identify the value and reasons why teachers incorporate gallery visits into their teaching program

Todos somos amigos: cross-cultural and cross-linguistic play interactions in a two-way immersion prekindergarten classroom

textThe focus of this study was on the cross-linguistic and cross-cultural play interactions of children during free play. The children were observed over the course of one year and their they were audiotaped and their conversations analyzed based on aspects of language used, cultural themes of play, the setting of interactions and the representation of language power during their play. The children preferred to segregate by language group when given the opportunity and the language of play tended to be in English. This differed from the language of official discourse which tended to be in Spanish. The culture of the children’s play was reflected in their use of elements from their home experiences and in vi their use of elements based on classroom themes. The settings for play which most encouraged cross-linguistic interactions generally provided a structure for the children’s interactions. Games and scripted play routines were the highest structure activities, while free dramatic play and functional play did not encourage cross-linguistic interactions because of their low levels of structure. Although the children used English as their preferred language of play, the teacher’s use of Spanish for official discourse led to children using Spanish for official discourse functions. The implications of this study for the development of two-way immersion programs are that although teachers can control the language of official discourse, children often use English as their preferred language. Children should have opportunities for free play in two-way classrooms as this type of play provides opportunities to develop language with same language and different language peers.Curriculum and Instructio

Attentional Bias Across the Dimension of Social Anxiety

The objective of this study was to examine attentional bias for threat in relation to social anxiety. It is well known that socially anxious individuals are likely to exhibit this bias, and this phenomenon may be clearly separated into two subsections: facilitation and disengagement. Facilitation, or vigilance, is the initial drawing of attention toward threat, and disengagement is the process of drawing attention away from threat. Past research focuses only on individuals ranked in the lowest and highest percentiles of any particular social anxiety measure, however, and fails to consider those having median scores. The current study included participants representing the full range of socially anxious individuals. In order to do this, the Fear of Negative Evaluations Scale (FNE) was distributed to undergraduate students (N = 230). A portion of these students was then drawn from each of six scoring ranges on the FNE. Participants in this new sample (N = 19) were asked to complete a computerized dot-probe detection task measuring attentional bias. The face stimuli for the current version of the computerized task included disgusted, happy, and neutral faces. Results of the correlational analyses showed a statistically significant positive correlation between FNE score and disengagement bias for disgust faces. There also was a statistically significant negative correlation between FNE score and vigilance bias for disgust faces. There was no suggestion of a statistically significant correlation between FNE score and vigilance or disengagement biases with happy faces