Facilitating congruence, empathy, and unconditional positive regard through therapeutic limit-setting: Attitudinal conditions limit-setting model (ACLM).

2019 ◽  
Vol 28 (4) ◽  
pp. 238-249
Author(s):  
Kimberly M. Jayne ◽  
Katherine E. Purswell ◽  
Hayley L. Stulmaker
Keyword(s):  
Unconditional Positive Regard ◽  
Limit Setting

Development of a Posted Speed Limit Setting Procedure and Tool

2021 ◽  
Author(s):  
Kay Fitzpatrick ◽  
Subasish Das ◽  
Michael P. Pratt ◽  
Karen Dixon ◽  
Tim Gates ◽  
...  
Keyword(s):  
Speed Limit ◽  
Limit Setting

scholarly journals Gambling Data and Modalities of Interaction for Responsible Online Gambling: A Qualitative Study

2020 ◽  
Vol 44 ◽  
Author(s):  
George Drosatos ◽  
Emily Arden-Close ◽  
Elvira Bolat ◽  
Raian Ali
Keyword(s):  
Responsible Gambling ◽  
Tobacco Consumption ◽  
Online Gambling ◽  
Persuasive Messages ◽  
Multiple Stakeholders ◽  
Consommation D’Alcool ◽  
Online Addiction ◽  
Limit Setting ◽  
Personal Context ◽  
Additional Support

Online gambling, as opposed to land-based gambling and other mediums of problematic and addictive behaviour such as alcohol and tobacco consumption, offers unprecedented opportunities for monitoring and understanding users’ behaviour in real-time. It also provides the ability to adapt persuasive messages and interactions that would fit the gamblers usage and personal context. These features open a new avenue for research on the monitoring and interactive utilization of gambling behavioural data. In this paper, we explore the range of data and modalities of interaction which can facilitate richer interactive persuasive interventions, and offer additional support to limit setting, with the ultimate aim of aiding gamblers, who gamble at low to moderate levels, to stay in control of their gambling experience. The exploration is based on our previous research on online addiction and interviews with experts (ne = 13) from different relevant multidisciplinary backgrounds and different points of view. We also interviewed gamblers (ng = 6) about their perception of the utilization of their data for aiding more conscious gambling. Directed at multiple stakeholders, including the gambling software providers, compliance and responsible gambling personnel, as well as policymakers, this paper aims to provide a basis and a reference point for empowering future responsible gambling socio-technical tools through the capture and utilization of relevant online gambling behavioural data.RésuméLe jeu en ligne, contrairement aux formes de jeu hors ligne et à d’autres types de comportements problématiques et de dépendance comme la consommation d’alcool et de tabac, offre des possibilités sans précédent de surveillance et de compréhension du comportement des utilisateurs en temps réel, ainsi que la capacité d’adapter des messages persuasifs et des interactions adaptées à l’utilisation des joueurs et au contexte personnel. Cela ouvre une nouvelle voie pour la recherche sur la surveillance et l’utilisation interactive des données comportementales relatives au jeu. Dans cet article, nous explorons à cette fin la gamme de données et les modalités d’interaction qui peuvent faciliter des interventions persuasives interactives plus riches et permettre un soutien accrû pour l’établissement de limites, dans le but ultime d’aider les joueurs de niveaux faibles à modérés à demeurer en contrôle de leur expérience de jeu. L’exploration est basée sur nos recherches antérieures sur la dépendance en ligne et sur des entretiens avec des experts (ne = 13) issus de différents contextes multidisciplinaires pertinents et ayant différents points de vue. Nous avons également interrogé des joueurs (ng = 6) à propos de leur perception de l’utilisation de leurs données pour contribuer à un jeu plus conscient. Ce document vise à fournir une base et un point de référence pour l’autonomisation de futurs outils socio-techniques du jeu responsable grâce à la saisie et l’utilisation de données pertinentes sur les comportements de jeu en ligne, et il est destiné à de multiples parties prenantes, notamment des fournisseurs de logiciels de jeu, du personnel de conformité et de jeu responsable ainsi que des décideurs.

Pedagogy of Authenticity in the Online Learning Environment

2019 ◽  
pp. 214-229
Author(s):  
Olga R. Dietlin ◽  
Jeremy S. Loomis ◽  
Jenny Preffer
Keyword(s):  
Online Education ◽  
Course Design ◽  
Virtual Classroom ◽  
Student Interaction ◽  
Course Content ◽  
The Core ◽  
Unconditional Positive Regard ◽  
Excellent Teachers ◽  
Core Condition ◽  
Authentic Care

Genuineness, or authenticity, has long been established as the core attribute of excellent teachers. To reach their diverse learners, caring educators build genuine connections. Congruence has been described as the core condition for a meaningful learning and restorative growth, along with unconditional positive regard and empathetic understanding. While ample research has been generated on effectiveness in online education, few studies have focused on the notion and transferability of genuineness in the virtual classroom. This chapter presents a review of the interdisciplinary literature on authenticity, explores its link to diversity, and discusses the ways of cultivating authenticity online. It explores how faculty integrate the holistic self into course content, the virtual environment, and student interaction, and concludes with a review of best practices in course design and facilitation that convey authentic care for students online.

Limit Setting

2011 ◽  
pp. 91-104
Author(s):  
Dee C. Ray
Keyword(s):  
Limit Setting

Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

Session 13: Parent Coaching Session 1: Between Adolescent Sessions 3–5

2020 ◽  
pp. 161-168
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parenting Style ◽  
Attention Deficit ◽  
Management System ◽  
Behavioral Therapy ◽  
Contingency Management ◽  
Parent Coaching ◽  
Hyperactivity Disorder ◽  
Limit Setting ◽  
Coaching Session

This chapter describes the first optional parent coaching session. The primary goal of this session is to assess parent motivation for and hopefulness about cognitive behavioral therapy (CBT) in helping their adolescent with attention-deficit/hyperactivity disorder (ADHD). The therapist can also discuss services that the adolescent is currently receiving at school, help the parents decide if other services are needed, and talk about how to advocate for these services. Other topics discussed in this chapter are how the contingency management system is working, how to address any issues with this system that may have come up, parenting style, and limit-setting with adolescents.

Positive Regard and Affirmation

2019 ◽  
pp. 288-322 ◽  
Author(s):  
Barry A. Farber ◽  
Jessica Y. Suzuki ◽  
David A. Lynch
Keyword(s):  
Treatment Outcome ◽  
Clinical Outcome ◽  
Meta Analysis ◽  
Positive Association ◽  
Data Sets ◽  
Unconditional Positive Regard ◽  
Use Of Data ◽  
Therapy Relationship ◽  
History Of ◽  
Repeated Use

This chapter meta-analytically reviews the research on the association between therapist positive regard and treatment outcome. The history of the construct of unconditional positive regard in client-centered theory, as well as the efforts to operationalize and measure this construct, are reviewed. Several clinical examples are presented. The meta-analysis, which features 64 studies, yielded a small positive association between positive regard and treatment outcome, g = 0.28. To control for the repeated use of data sets and study samples within the database, a multilevel meta-analysis was adopted that indicated a stronger relation between positive regard and clinical outcome, g = 0.36. These analyses support positive regard’s standing as a significant component of the therapy relationship that leads to improved clinical outcomes. The chapter concludes with limitations of the research, patient contributions, diversity considerations, and practice recommendations.

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