Search results for "Face-to-face"

Aquinas, education and the theory of illumination

2020

The CoVid-19 pandemic has profoundly disrupted schooling and education more generally through the shift from face to face teaching in classrooms and lecture theatres to an online mode of teaching a...

Psychodynamic Online Treatment Following Supportive Expressive Therapy (SET):Therapeutic Rationale, Interventions and Treatment Process.

2018

The feasibility of psychodynamic online treatments has remained an issue of debate. The paper presents rationale and technique of a psychodynamic online intervention discussing therapeutic process and alliance based on two case examples from an RCT.A weekly writing task is followed by individual feedback from the online therapist. Treatment focuses on a 'Core Conflict Relationship Theme' based on relationship episodes according to the wish of the patient, reactions of the others and reactions of the self. Maladaptive interpersonal interactions are worked through by supportive and expressive therapeutic interventions.Case reports from our study illustrate a productive therapeutic process wit…

Testosterone responses to competition: the opponent’s psychological state makes it challenging

2010

Testosterone (T) increases after competition have typically been attributed to winning, yet there is also evidence that being victorious is not in itself sufficient to provoke a T response. Instead, it has been proposed that T responses are moderated by psychological processes. Here, we investigated whether the opponent's psychological state affected hormonal changes in men competing face to face on a rigged computer task. The results show that, irrespective of outcome, the competition led to increases in heart rate and T levels. We found that the T levels of the participants increased more when their opponents had high self-efficacy and that T levels were not influenced by participants' ow…

ACT Internet-based vs face-to-face? A randomized controlled trial of two ways to deliver Acceptance and Commitment Therapy for depressive symptoms: A…

2013

The aim of the present study was to investigate two interventions based on Acceptance and Commitment Therapy (ACT) for depressive symptoms: A face-to-face treatment (ACT group) was compared to a guided self-help treatment delivered via the Internet consisting of two assessment sessions (pre and post) and an ACT-based Internet program (iACT). Outpatients experiencing at least mild depressive symptoms were randomized to either approach. The iACT treatment group received access to an ACT-based Internet program and supportive web-based contact over a period of 6 weeks. The face-to-face group received ACT-based treatment once a week over the same period of time. In both groups, the results showe…

Update on the ESCEO recommendation for the conduct of clinical trials for drugs aiming at the treatment of sarcopenia in older adults

2020

Abstract Background In 2016, an expert working group was convened under the auspices of the European Society for Clinical and Economic Aspects of Osteoporosis and Osteoarthritis (ESCEO) and formulated consensus recommendations for the conduct of clinical trials for drugs to prevent or treat sarcopenia. Aims The objective of the current paper is to provide a 2020 update of the previous recommendations in accordance with the evidence that has become available since our original recommendations. Methods This paper is based on literature reviews performed by members of the ESCEO working group and followed up with face to face meetings organized for the whole group to make amendments and discuss…

Computer‐based and Face‐to‐face Collaborative Argumentation in Secondary Schools in England and Finland

2005

Abstract This article focuses on the analysis of secondary school students’ argumentative interactions in England and Finland, within specific face‐to‐face and computer‐based environments. We propose that a combination of learning environments, in conjunction with teacher input and support, is important for developing argumentation skills in the classroom. Face‐to‐face argumentation, in particular, offers ample opportunity for concentrating on the quality (through deeper exploration) of arguments; such learning can enhance the construction of well‐structured arguments often associated with some computer‐based environments, such as synchronous computer chat.

Scientific communication in museums through presential mediation : Case study le Pavillon des Sciences

2014

In science museums and science centers, "presential" mediation positioning a mediator and the public in the co-presence of objects within a dedicated environment, remains relatively unknown. From a Communication Science perspective, analyzing actual situations transcends the simple provision of information, and focuses on the significance of third party forms within the construction of meaning. Presential communication is transient and centered on the words and gestures of an embodied third party. It provides a greater potential for interactions around practical situations, unlike other media (i.e. an exhibition). The purpose of this research is to question the rightful place of these speci…

2014

article i nfo Objective:Thisstudy (ID:NCT01205906) comparedtheimpact of theworkingalliancebetween the therapistand the client on treatmentoutcome ina group and an Internet-based cognitive behavior therapy (GCBT vs. ICBT) for chronic tinnitus. Methods: The Working Alliance Inventory — Short Revised (WAI-SR, scale range: 1-5) was administered to 26 GCBT and 38 ICBT participants after treatment weeks 2, 5, and 9, and the Tinnitus Handicap Inventory (THI) be- fore and after the treatment. Results: High alliance ratings were found in both ICBT (WAI-SR total scores at week 9:M =3 .59,SD= 0.72) and GCBT (WAI-SRtotal scoresatweek 9: M =4 .20,SD= 0.49), butsignificantlyhigher ratings occurred inGCBT…

University Students´ Knowledge Construction during Face to Face Collaborative Writing

2014

Collaborative writing combines social processes of writing with cognitive knowledge construction processes, and thus may lead to deeper learning than individual working. This study examined students’ knowledge construction during face-to-face collaborative writing. University students (n = 21) prepared themselves for the collaborative task by reading about developmental theories in a course book and writing individual summaries of them. In small groups, the students discussed each others’ summaries and wrote a joint essay on one of the theories. The data comprise the students’ individual summaries (n = 21), the students’ discussions during the essay writing (8177 speech turns), and the stud…

Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat

2009

Communicative competence needed in today's constructive learning environments both in virtual and physical classrooms requires most of all critical and argumentative thinking skills as well as abilities to use reciprocal and collaborative language. This study clarifies the quality of secondary school students' collaboration in dyadic face-to-face and computer chat debates during argumentative discussions. The speech acts produced in 24 debates were first classified into either on-task or off-task categories. The on-task speech acts were then further classified into six collaborative and two non-collaborative categories. The students commonly presented questions and made requests for clarifi…