Counseling kids : "a view from the front lines with the goal of stimulating valid functional orientation for counselors in the schools" / / Donald L. Peters

• Record Nr.: UNINA9910453402003321
• Autore: Peters Donald L. <1925, >
• Pubbl/distr/stampa: New York : , : Routledge, , 2013
• ISBN: 1-138-41528-6; 1-315-78169-7; 1-317-70627-7; 1-317-70628-5
• Descrizione fisica: 1 online resource (362 p.)
• Disciplina: 373.14/0973
• Soggetti: Educational counseling - United States; Counseling in secondary education - United States; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: First published by Accelerated Development, 1991.
• Nota di contenuto: Cover; Title Page; Copyright Page; DEDICATION; PREFACE; Table of Contents; INTRODUCTION; CHAPTER ONE HELP; CHAPTER TWO THEORY MAKES PERFECT; Hierarchy of Needs; Homeostasis; Frustration-Aggression Cycle; Self; Conflict; Unconscious Influences on Behavior and Perception; CHAPTER THREE ECLECTIC ALL THE WAY; Working It Out; To Start With; Defining the Situation; No 90-Day Guarantees; Changes; What Do They Need?; CHAPTER FOUR FIGURING IT OUT-TOGETHER; Face Facts; Honest !; Respect?; On Short-term Relationships; Promises, Promises; The Uncooperative; CHAPTER FIVE IN THE LIMITED TIME AVAILABLE; The Monstrous InfantsMinimize Threat; Provide Confidentiality; Listen; Maximize Freedom; Note the Consequences; CHAPTER SIX BEYOND OMBUDSMEN; Empathize; Accept; Relate; Teach Concepts; Define Rational Reality; CHAPTER SEVEN RESPONSIBILITY, ONE STEP AT A TIME; Explore and Discover Purpose; Help to Establish Goals; Emphasize the Positive; Help Them to Develop Plans; Enable Action; Imperatives in Effective Counseling; CHAPTER EIGHT REALITY IN OUR FUN-ORIENTED ; SOCIETY; Action; Learning and Discovery; Emotional Experience; That Need to Belong; A Voice in What's Going On; Being Somebody; The Look AheadThe Teen Fun Formula; Using the Formula in Counseling; CHAPTER NINE SEX IS NO FOUR-LETTER WORD; Consuming Concerns; On Natural Functions; The Look Ahead; Action; Discovery; Emotional Experience; Belonging; Being Somebody; Voice; Sex and the Practicing School Counselor; CHAPTER TEN SEXUAL ABUSE; Predispositions; Insufficient Inner Control; Opportunity; Lack of Realistic Understanding; Prevention; Aftermath; Treatment of Victims; Catharsis; Acceptance; Rational Reality Testing; Resolution of Guilt; Valid, Functional Conceptualizations; Family Understanding and Support; Control of EnvironmentThe Look Ahead; Treatment of Juvenile Offenders; CHAPTER ELEVEN STONED, STONING, AND STONE WALLS; Action; Discovery; Emotional Experience; Belonging; Voice; Being Somebody; The Look Ahead; CHAPTER TWELVE ON THE SCENE, PREVENTION; Helping on the Scene; Prevention; CHAPTER THIRTEEN CAREERS AHEAD; Resistance to Planning; It Ought to Be Fun; Being Somebody-Really; Career Exploration; College, or Something Better; Group Activities; CHAPTER FOURTEEN DARING TO HELP; Sex Film; Homosexuality; Suicide; CHAPTER FIFTEEN STAYING ALIVE, PROFESSIONALLY; Counselor Recommendations; Failure and Limitations""Roll"" and Function; APPENDIX A THE PRACTICE OF COUNSELING IN THE SECONDARY SCHOOL; General Working Definition; Historical Background; The Role of the Secondary School Counselor; Description of the Practice of Counseling; Counseling and Group Guidance; Registration, Curriculum, and Special Course Placement; Testing; Records; Conferences and Consultation; Coordination, Liaison, and Public Relations; Professional Growth, Program Development, Research, and Innovation; Evaluation and Accountability Systems; Issues and Current Concerns; Relationships; Load; ""Generalist"" or ""Specialist?""
• Sommario/riassunto: First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

Human-Computer Interaction – INTERACT 2021 : 18th IFIP TC 13 International Conference, Bari, Italy, August 30 – September 3, 2021, Proceedings, Part I / / edited by Carmelo Ardito, Rosa Lanzilotti, Alessio Malizia, Helen Petrie, Antonio Piccinno, Giuseppe Desolda, Kori Inkpen

• Record Nr.: UNINA9910495218403321
• Autore: Ardito Carmelo
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021
• ISBN: 9783030856236; 3030856232
• Edizione: [1st ed. 2021.]
• Descrizione fisica: 1 online resource (752 pages)
• Collana: Information Systems and Applications, incl. Internet/Web, and HCI, , 2946-1642 ; ; 12932
• Altri autori (Persone): LanzilottiRosa; MaliziaAlessio; PetrieH (Helen); PiccinnoAntonio; DesoldaGiuseppe; InkpenKori
• Disciplina: 005.437; 004.019
• Soggetti: User interfaces (Computer systems); Human-computer interaction; Computer networks; Artificial intelligence; Application software; User Interfaces and Human Computer Interaction; Computer Communication Networks; Artificial Intelligence; Computer and Information Systems Applications
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Intro -- Welcome -- Preface -- IFIP TC13 -- http://ifip-tc13.org/ -- IFIP TC13 Members -- Conference Organizing Committee -- Contents - Part I -- Keynote Speeches -- Human-Centered AI: A New Synthesis ; -- 1 Introduction: A New Synthesis -- References -- Multisensory Experiences: Where the Senses Meet Technology -- 1 Introduction -- 2 Defining Multisensory Experiences -- 3 Designing Multisensory Experiences -- 4 Responsible Innovation Around the Senses and Technology -- References -- Nicolas Cage is the Center of the Cybersecurity Universe -- 1 Introduction -- 1.1 ``Kevin Bacon Is the Center of the Entertainment Universe'' -- 1.2 Is Nicolas Cage the Center of the Cybersecurity Universe? -- 2 Cybersecurity Show and Tell -- 3 Nicolas Cage and Cybersecurity -- 4 Conclusions -- References -- Future Digital Challenges: Social-Emotional Skills as Critical Enablers for Good Technical Design Work -- 1 Introduction -- 1.1 Motivating the Importance of Social-Emotional-Ethical Skills for Design -- 2 Taking Social-Emotional-Ethical Skills Seriously - Challenges -- 3 The Call -- References -- POISE: A Framework for Designing Perfect Interactive Systems with and for Imperfect People -- 1 Introduction -- 2 Specificities of Interactive Systems and Their Users -- 2.1 The H-MIODMIT Generic Architecture -- 2.2 Incorporating Operators' Work -- 3 Taxonomies of Faults -- 3.1 Faults Altering the System -- 3.2 Faults Altering the Human -- 4 The Quest for Perfect Software -- 4.1 Expected Properties of Interactive Software -- 4.2 Processes Supporting the Presence of Expected Properties -- 5 Techniques and Approaches for Addressing Faults -- 5.1 Techniques for Addressing Human Faults -- 5.2 Techniques for Addressing Interactive System Faults -- 6 Conclusion and Perspectives -- References -- Affective Computing.; A Field Dependence-Independence Perspective on Eye Gaze Behavior within Affective Activities -- 1 Introduction -- 2 Background Theory -- 3 Method of Study -- 3.1 Research Questions -- 3.2 Apparatus -- 3.3 Sampling and Procedure -- 3.4 Image Set -- 3.5 Data Metrics -- 4 Analysis of Main Effects -- 4.1 Visual Exploration Time Differences Between FD vs. FI Users for Images that Trigger Different Emotional Valence (RQ1) -- 4.2 Eye Gaze Behavior Differences Between FD vs. FI Users for Images that Trigger Different Emotional Valence (RQ2) -- 5 Conclusion -- References -- A Systematic Review of Thermal and Cognitive Stress Indicators: Implications for Use Scenarios on Sensor-Based Stress Detection -- 1 Introduction -- 2 Methodology -- 3 Results -- 3.1 Results of Thermal Stressors Effects on Physiological Responses -- 3.2 Results of Combined Thermal and Cognitive Stressors Effects on Physiological Responses -- 4 Discussion -- 4.1 Thermal Stressors Effects on Physiological Responses -- 4.2 Combined Thermal and Cognitive Stressors Effects on Physiological Responses -- 4.3 Limitations -- 5 Implications of the Review Results: Three Use Scenarios -- 5.1 Work Context -- 5.2 Education Context -- 5.3 Health Context -- 5.4 Future Work: Realization of the Use Scenarios -- 6 Conclusion -- References -- Emotion Elicitation Techniques in Virtual Reality -- 1 Introduction -- 2 Background -- 2.1 Emotions and Emotion Elicitation Methods -- 2.2 Utilizing VR as a Research Platform -- 2.3 Emotion Elicitation in VR -- 2.4 Summary and Research Approach -- 3 User Study -- 3.1 Participants -- 3.2 Study Design -- 3.3 Apparatus -- 3.4 Study Procedure -- 4 Results -- 4.1 Correlations Between Emotions and Personality, Age, Gender, and VR Experience -- 4.2 Emotions Between the Real World and the Virtual World -- 4.3 Emotion Elicitation Methods -- 4.4 Lasting Effects of Emotions.; 4.5 Participants' Perspective -- 5 Discussion -- 5.1 Elicitation Methods in VR -- 5.2 Elicited Emotions -- 5.3 The Lasting Effects of the Elicited Emotions -- 5.4 Lessons Learned -- 5.5 Limitations and Future Work -- 6 Conclusion -- References -- Expanding Affective Computing Paradigms Through Animistic Design Principles -- 1 Introduction -- 2 ; Related Work -- 3 Method -- 3.1 Participants -- 3.2 Procedure -- 4 Results -- 4.1 Interview Results -- 4.2 Prototyping Results -- 4.3 Focus Group Results -- 5 Discussion -- 6 Conclusion -- References -- Assistive Technology for Cognition and Neurodevelopmental Disorders -- AI-Based Clinical Decision Support Tool on Mobile Devices for Neurodegenerative Diseases -- 1 Introduction -- 2 Related Work -- 2.1 Dementia -- 2.2 Assessment of Cognitive Functioning -- 3 Acquisition Protocol -- 4 Implemented Tasks -- 4.1 Preliminary Tests -- 4.2 Attention Matrix -- 4.3 Dots Connect -- 4.4 Geometrical Figure Copying Task -- 4.5 Copy and Trace of Archimedes' Spiral -- 4.6 "l" and "e" Sequence -- 4.7 Repeat the Indicated Word Aloud -- 4.8 Description of the Content of an Image -- 5 Usability Tests -- 6 Conclusion and Future Remarks -- References -- COBO: A Card-Based Toolkit for Co-Designing Smart Outdoor Experiences with People with Intellectual Disability -- 1 Introduction -- 2 Rationale and Background -- 2.1 Tangible User Interfaces for People with ID -- 2.2 Co-design Toolkits -- 2.3 SNaP -- 3 Design Process -- 3.1 Workshop 1: Familiarization with the Game -- 3.2 Online Survey with Special-Education Professionals -- 3.3 Interview with Special-Education Professionals -- 3.4 Workshop 2: Gaining Feedback on the Extensions -- 3.5 Outcomes -- 4 COBO -- 5 Remote Exploratory Study -- 6 Discussion -- 6.1 Limitations -- 7 Conclusions and Future Work -- References -- Digital Producers with Cognitive Disabilities -- 1 Introduction.; 2 Background -- 2.1 Cognitive Disabilities -- 2.2 Cognitive Disability and Digital Technology-A Call for Participatory Support Strategies -- 3 Participatory Video Tutorials -- 3.1 Ethical and Methodological Study Design -- 3.2 Participatory Video Tutorial Production Sessions -- 4 Results -- 4.1 Setting the Stage for Professional Production -- 4.2 Embracing Multiple Production Strategies -- 4.3 Sharing Digital Production -- 5 Discussion -- 5.1 Principles for Participatory Video Tutorials -- 5.2 Challenges for Participatory Video Tutorials as Support Strategies -- 6 Conclusions -- References -- Dot-to-Dot: Pre-reading Assessment of Literacy Risk via a Visual-Motor Mechanism on Touchscreen Devices -- 1 Introduction -- 2 Related Work -- 2.1 Possible Causes for Reading Difficulties -- 2.2 Early Identification of Dyslexia -- 2.3 Dyslexia Screening Tools for Pre-schoolers -- 2.4 Digital Tools for Cognitive Assessments -- 3 The Design of Dot-to-Dot Task -- 4 User Study -- 4.1 Participants -- 4.2 Apparatus -- 4.3 Input Conditions -- 4.4 Procedure -- 4.5 Data and Analysis -- 4.6 Findings -- 5 Discussion -- 5.1 Relevance to Literacy-Related Factors -- 5.2 Feasibility as a Pre-reading Assessment Mechanism -- 5.3 Limitations and Future Work -- 6 Conclusion -- References -- Exploring the Acceptability of Graphical Passwords for People with Dyslexia -- 1 Introduction -- 2 Background -- 2.1 Computer Users with Dyslexia -- 2.2 User Authentication and Graphical Passwords -- 2.3 Design -- 2.4 Materials -- 2.5 Procedure -- 2.6 Data Analysis -- 3 Results -- 3.1 Poor Password Management Behaviours -- 3.2 System Familiarity -- 3.3 Patterns -- 3.4 Effort -- 4 Discussion -- 4.1 Pattern-Based Code Composition -- 4.2 Conclusion -- References -- IntraVox: A Personalized Human Voice to Support Users with Complex Needs in Smart Homes -- 1 Introduction -- 2 Background.; 3 Development Process -- 3.1 Requirements Gatherings -- 3.2 System Explorations -- 3.3 Prototype Interviews -- 4 IntraVox -- 4.1 Proof-of-Concept -- 4.2 First Validation Workshop -- 4.3 Second Validation Workshop -- 4.4 Integrated System -- 4.5 Online Evaluation Workshops -- 5 Discussion -- 6 Limitations and Future Work -- 7 Conclusion -- References -- LIFT: An eLearning Introduction to Web ; Search for Young Adults with Intellectual Disability in Sri Lanka -- 1 Introduction -- 2 Background and Related Work -- 2.1 Intellectual Disability Definition and the Context of Sri Lanka -- 2.2 ELearning for People with Intellectual Disability -- 3 Methodology -- 3.1 The eLearning Tool - LIFT -- 3.2 Participants and Their Context -- 3.3 Procedure -- 3.4 Data Collection -- 4 Findings -- 4.1 Effectiveness -- 4.2 Engagement -- 4.3 Satisfaction -- 5 Discussion -- 5.1 ICT for Learning ICT -- 5.2 Training Supporters -- 5.3 The Benefit of the Accessible eLearning Tool Integrating Mental Models -- 6 Limitations and Implications for Future Research -- 7 Conclusion and Recommendations -- References -- Social Robots in Learning Experiences of Adults with Intellectual Disability: An Exploratory Study -- 1 Introduction -- 2 Related Work -- 2.1 Human Robot Interaction -- 2.2 Social Robots and Education -- 2.3 Social Robots and Intellectual Disability -- 2.4 Social Robots and Support Workers or Caregivers -- 2.5 Social Robots - Embodiment and Anthropomorphism -- 3 Methodology -- 3.1 Overview -- 3.2 Apparatus -- 3.3 Participants -- 3.4 Applications -- 3.5 Qualitative Data -- 4 Findings -- 4.1 Overview of Findings -- 4.2 Researcher Observations of Participants with Intellectual Disability -- 4.3 Support Worker Perspectives -- 4.4 Application Structure and Design -- 5 Discussion -- 5.1 Social Nature of the Robot and Physical Presence -- 5.2 Applicability to Support Centers Context.; 5.3 Avenues for Future Research.
• Sommario/riassunto: The five-volume set LNCS 12932-12936 constitutes the proceedings of the 18th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2021, held in Bari, Italy, in August/September 2021. The total of 105 full papers presented together with 72 short papers and 70 other papers in these books was carefully reviewed and selected from 680 submissions. The contributions are organized in topical sections named: Part I: affective computing; assistive technology for cognition and neurodevelopment disorders; assistive technology for mobility and rehabilitation; assistive technology for visually impaired; augmented reality; computer supported cooperative work. Part II: COVID-19 & HCI; croudsourcing methods in HCI; design for automotive interfaces; design methods; designing for smart devices & IoT; designing for the elderly and accessibility; education and HCI; experiencing sound and music technologies; explainable AI. Part III: games and gamification; gesture interaction; human-centered AI; human-centered development of sustainable technology; human-robot interaction; information visualization; interactive design and cultural development. Part IV: interaction techniques; interaction with conversational agents; interaction with mobile devices; methods for user studies; personalization and recommender systems; social networks and social media; tangible interaction; usable security. Part V: user studies; virtual reality; courses; industrial experiences; interactive demos; panels; posters; workshops. The chapter ‘Stress Out: Translating Real-World Stressors into Audio-Visual Stress Cues in VR for Police Training’ is open access under a CC BY 4.0 license at link.springer.com. The chapter ‘WhatsApp in Politics?! Collaborative Tools Shifting Boundaries’ is open access under a CC BY 4.0 license at link.springer.com.