A theoretical review of the role of teacher professional development in EFL students' learning achievement.

Due to the value of teacher professional development in increasing student learning achievement, an increasing number of articles in general education have assessed the impact of this professional trait on student achievement. Nevertheless, in language education, a few investigations have examined the role of professional development in student learning achievement. Moreover, no inquiry has theoretically reviewed the implications of teacher professional development for EFL learners' achievement. This theoretical review intends to address the gap by concentrating on the potential effects of teacher professional development on EFL students' learning achievement. The empirical and theoretical evidence were thus inspected with a view to explaining the role of teacher professional development in English learners' academic outcomes. Consequently, the prominent role of teacher professional development in improving EFL students' learning achievement was proved using the relevant evidence. The present review's outcomes may be useful and illuminating for teachers, teacher educators, and educational managers.

Using Theoretical Models of Problematic Internet Use to Inform Psychological Formulation: A Systematic Scoping Review.

BACKGROUND: Empirical research has been produced on the topic of 'Internet Addiction' or 'Problematic Internet Use' (PIU) for more than 20 years, with a variety of theoretical approaches suggested by scholars to account for the behaviour. However, the discourse has been fraught with debate around construct definition, measurement, and validity. AIMS: This review aimed to systematically review the extant literature on the topic of PIU, to identify the published psychological theories in the area, and to synthesise the findings to produce actionable information for practicing psychologists as well as academics. METHOD: Given the breadth of the aims, a scoping review methodology was utilised. Four major reference libraries (Scopus, Proquest, Pubmed, Technology Research Database) were searched using a string of relevant terms. RESULTS: Of 1412 initial search results, eighteen theories were included in the study. Nine theories related to generalised PIU, seven related to specific Internet use issues, such as online gaming or social media, while two theories took account of both a generalised and specific view. Data were analysed using Formulation-Based Thematic Analysis (FBTA) to synthesise theory elements under the deductive headings of Predisposing, Precipitating, Maintaining, and Protective factors. DISCUSSION: The lack of protective factors against PIU was a prominent finding. The utility of the psychological formulation approach, particularly in an area fraught with conceptual debate and frustration with traditional medical classification systems, is emphasised.

Childhood trauma and college student health: a review of the literature.

The experience of childhood trauma is known to predict health-relevant outcomes across the lifespan. Previous reviews summarize existing knowledge of the implications of childhood trauma for health in young adults and adults more generally. The current theoretical review aims to integrate the existing literature on the relationship between childhood trauma and health-relevant outcomes specifically in college students, consolidating findings across specific health domains. Further, the following theoretical review highlights the need for more research in this area and discusses how college campuses may use the knowledge in this area of work to develop targeted interventions aimed at improving the health of college students who experienced trauma in childhood.

Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice.

BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching.

Addressing concerns about smoking cessation and mental health: theoretical review and practical guide for healthcare professionals.

Smoking rates in people with depression and anxiety are twice as high as in the general population, even though people with depression and anxiety are motivated to stop smoking. Most healthcare professionals are aware that stopping smoking is one of the greatest changes that people can make to improve their health. However, smoking cessation can be a difficult topic to raise. Evidence suggests that smoking may cause some mental health problems, and that the tobacco withdrawal cycle partly contributes to worse mental health. By stopping smoking, a person's mental health may improve, and the size of this improvement might be equal to taking anti-depressants. In this theoretical review and practical guide we outline ways in which healthcare professionals can raise the topic of smoking compassionately and respectfully to encourage smoking cessation. We draw on evidence-based methods like cognitive behavioural therapy, and outline approaches that healthcare professionals can use to integrate these methods into routine care.

Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students' Motivation and Academic Engagement: A Theoretical Review.

Following the recent special issue in the journal of Frontiers in Psychology, named "The Role of Teacher Interpersonal Variables in Students' Academic Engagement, Success, and Motivation," this review is carried out to describe two prime instances of teacher interpersonal behaviors, namely teacher confirmation and stroke, their underlying frameworks, and contributions to desirable student-related outcomes. In light of rhetorical-relational goal theory and the school of positive psychology, it is stipulated that language teacher confirmation and stroke are facilitators of EFL/ESL students' level of motivation and academic engagement. Providing empirical evidence, the argument regarding the pivotal role of language teacher confirmation and stroke in EFL/ESL contexts was proved. Reviewing the available literature on the aforementioned variables, some pedagogical implications were suggested for teacher trainers, educational supervisors, and pre- and in-service language teachers. Finally, the limitations and drawbacks of the reviewed studies were identified and some avenues for further research were recommended, accordingly.

Engagement estudiantil: una revisión no sistemática de su conceptualización, modelos e instrumentos de medición

El compromiso o involucramiento de los estudiantes en actividades académicas es comúnmente investigado bajo en nombre de engagement. La relevancia que el engagement tiene en el ámbito académico se debe fundamentalmente a la relación que mantiene con otras variables, tales como motivación, aprendizaje, rendimiento académico, permanencia en el sistema, satisfacción y el bienestar académico, entre otras. El objetivo de este trabajo es presentar una revisión exhaustiva del engagement académico abordando las definiciones, modelos e instrumentos más difundidos en la actualidad. Se emplearon fuentes de información primaria y secundaria, obtenidas a partir de una búsqueda bibliográfica del término engagement en español, inglés y portugués, en distintas bases de datos de uso académico frecuente. Los resultados obtenidos permiten dar cuenta de la coexistencia de distintos abordajes sobre el engagement, repercutiendo en el desarrollo de modelos según cuáles sean las distintas dimensiones teorizadas del constructo y sus instrumentos de evaluación

The commitment or involvement of students in academic activities is commonly investigated by the name of engagement. The relevance that engagement has in the academic field is mainly due to the relationship it maintains with other variables, such as motivation, learning, academic performance, permanence in the system, satisfaction and academic well-being, among others. The objective of this article is to present a comprehensive review of academic engagement addressing its definitions, models and instruments most widespread today. Primary and secondary information sources were used, obtained from a bibliographic search of the term engagement in Spanish, English and Portuguese, in different databases of frequent academic use. The results obtained account for the coexistence of different approaches to engagement, having an impact on the development of models according to the different theorized dimensions of the construct and its evaluation instruments

Nursing narratives and reflective practice: A theoretical review.

AIM: To explore the literature regarding how nursing narratives have been used to enhance reflective practice. DESIGN: Theoretical review. DATA SOURCES: A literature search from 1990 - 2017 was conducted in PubMed, CINHAL and PsycINFO databases. REVIEW METHODS: After applying the selection criteria, 13 studies were identified. The quality of articles was evaluated. RESULTS: Three themes were identified as the main components of an ongoing narrative process based on looking back to past clinical experiences, creating spaces for dialogue and bringing the worlds of theory and practice closer together. CONCLUSIONS: This review provides a forum for exploring the use of narratives to enhance reflective practice, which may lead to the acquisition of professional competences.

Resiliencia en adultos: una revisión teórica / Resilience in adults: a theoretical review

El objetivo de este estudio es hacer una revisión teórica entre los años 2000 y 2011 sobre la resiliencia en adultos. Se trata de un estudio teórico. Para ello se realizó una búsqueda de artículos en las bases de datos Scopus, PsycInfo, Psicodoc, Web of Science y Dialnet y en los sumarios ISOC (Ciencias Sociales y Humanidades). En total, se localizaron 412 artículos que cumplieron los criterios de inclusión establecidos. Se concluye que en los estudios publicados entre los años 2000 y 2011 sobre resiliencia en personas adultas prevalecen las publicaciones con diseño transversal, en lengua inglesa, de tipo cuantitativo, con muestras estadounidenses y relacionando la resiliencia con los trastornos psicopatológicos. Se hace énfasis en la necesidad de incluir la resiliencia en programas educativos en salud, para mejorar las formas de afrontamiento en el contexto del riesgo y la adversidad.

The objective of this study is to make a theoretical review on resilience in adults between the year 2000 and 2011. A search of papers published in the databases Scopus, PsycInfo, Psicodoc, Web of Science and summaries Dialnet and ISOC (Social Sciences and Humanities) was performed. In total, 418 items were found that met the inclusion criteria. We conclude that in the studies published between 200 and 2011 on resilience in adults prevail cross-sectional studies, published in English, quantitative, and using samples from USA. Resilience is related psychological disorders. It is emphasized the need to include resilience in health education programs to improve ways of coping in the context of risk and adversity.

Malformação no bebê e maternidade: aspectos teóricos e clínicos / Baby's malformation and motherhood: theoretical and clinical aspects

Este trabalho apresenta uma revisão de estudos teóricos e clínicos acerca da maternidade no contexto de malformação do bebê. Inicialmente se discute o impacto do diagnóstico no psiquismo materno e na relação mãe-bebê e, num segundo momento, as intervenções psicológicas utilizadas nestas situações. Inquestionavelmente, o diagnóstico de malformação no bebê se revela como sendo uma experiência psíquica bastante complexa e difícil para a mãe, implicando em prejuízos psíquicos para ela e, consequentemente, para a relação mãe-bebê. Ademais, percebe-se que a representação mental que a mãe constrói acerca do bebê pode assumir um papel limitador ou potencializador do desenvolvimento psíquico do bebê. Os estudos destacam o quanto a representação psíquica materna merece ser examinada neste contexto de malformação, visando eventuais intervenções clínicas. A psicoterapia breve pais-bebê tem se mostrado uma técnica eficiente para acessar estas representações e redimensioná-las a favor de um crescimento psíquico mais saudável, tanto da mãe como do bebê. Assim, é importante que a malformação não seja tratada somente nos seus aspectos físicos e funcionais, mas também na sua dimensão psíquica.

This study presents a theoretical and clinical review concerning motherhood in the context of infant malformation. Initially, the impact of the diagnosis on the mother's psyche and on the mother-infant relationship is discussed, as well as psychological interventions geared toward them. Infant malformation diagnosis reveals itself as a quite complex and difficult psychic experience, implying psychic damages for the mother and, consequently, for the mother-infant relationship. Besides, the mother's mental representation concerning the baby can either facilitate or distort the infant's psychic development. Studies highlight the importance of examining maternal psychic representation in the context of malformation for eventual clinical interventions. Brief parent-infant psychotherapy has shown to be an efficient technique to access these representations in favor of a healthier psychic development for both mother and infant. Therefore, it is important that malformation is not only treated in its physical and functional aspects, but also in its psychic dimension.

Malformação no bebê e maternidade: aspectos teóricos e clínicos / Baby's malformation and motherhood: theoretical and clinical aspects

Este trabalho apresenta uma revisão de estudos teóricos e clínicos acerca da maternidade no contexto de malformação do bebê. Inicialmente se discute o impacto do diagnóstico no psiquismo materno e na relação mãe-bebê e, num segundo momento, as intervenções psicológicas utilizadas nestas situações. Inquestionavelmente, o diagnóstico de malformação no bebê se revela como sendo uma experiência psíquica bastante complexa e difícil para a mãe, implicando em prejuízos psíquicos para ela e, consequentemente, para a relação mãe-bebê. Ademais, percebe-se que a representação mental que a mãe constrói acerca do bebê pode assumir um papel limitador ou potencializador do desenvolvimento psíquico do bebê. Os estudos destacam o quanto a representação psíquica materna merece ser examinada neste contexto de malformação, visando eventuais intervenções clínicas. A psicoterapia breve pais-bebê tem se mostrado uma técnica eficiente para acessar estas representações e redimensioná-las a favor de um crescimento psíquico mais saudável, tanto da mãe como do bebê. Assim, é importante que a malformação não seja tratada somente nos seus aspectos físicos e funcionais, mas também na sua dimensão psíquica.(AU)

This study presents a theoretical and clinical review concerning motherhood in the context of infant malformation. Initially, the impact of the diagnosis on the mother's psyche and on the mother-infant relationship is discussed, as well as psychological interventions geared toward them. Infant malformation diagnosis reveals itself as a quite complex and difficult psychic experience, implying psychic damages for the mother and, consequently, for the mother-infant relationship. Besides, the mother's mental representation concerning the baby can either facilitate or distort the infant's psychic development. Studies highlight the importance of examining maternal psychic representation in the context of malformation for eventual clinical interventions. Brief parent-infant psychotherapy has shown to be an efficient technique to access these representations in favor of a healthier psychic development for both mother and infant. Therefore, it is important that malformation is not only treated in its physical and functional aspects, but also in its psychic dimension.(AU)

40 Años de la teoría del liderazgo situacional: una revisión / 40 Years of the situational leadership theory: a review

En este artículo, el objetivo es presentar una revisión de los elementos principales de este modelo teórico. Para ello, se comenzará con un recorrido histórico sobre el avance de esta propuesta. Se señalarán los aspectos, estudios y modelos previos en que se basaron Hersey y Blanchard para conformar la TLS, y se mostrarán sus puntos fuertes y débiles. Entre esas fortalezas y también debilidades, se puede incluir la integración de elementos procedentes de otros autores y de otras disciplinas. En seguida se presentarán los supuestos que sustentan la teoría, y se señalarán las principales críticas en el plano de la lógica o de la congruencia del modelo. Por último, se describirán los tres instrumentos de medida vinculados con esta teoría. En otro lugar (en preparación), se revisarán los puntos fuertes y débiles de la TLS en el plano empírico, así como la calidad de los instrumentos vinculados con ella.

In this paper, our aim is to present a review of the main elements of this theoretical model. Thus, we will start with a historical revision on the advance of this proposal. We will point at the previous aspects, studies and models in which Hersey and Blanchard put their basis to conform SLT and strengths and weaknesses will be addressed. Among those strong -and weak- points, that integration of elements coming from other authors and areas can be included. In addition, we will address the assumptions which uphold the theory and we will point out the main criticisms on the logic or the congruence of the model. As an end, we will describe the three instruments linked to this theory. In another place (in preparation), empirical strengths and weaknesses of the SLT will be revised as well as the quality of the instruments linked to it.

Comportamiento y cognición en solución de problemas: influencias y paralelismos / Behavior and cognition in problem-solving: influences and parallelisms

Se revisa la relación entre transferencia del aprendizaje y solución de problemas, y la forma en que los avances teóricos, metodológicos y prácticos desarrollados desde un modelo cognoscitivo, guardan semejanzas con los avances correspondientes desde una aproximación conductual. Se resalta el camino paralelo seguido por ambos modelos en el razonamiento analógico, en el aprendizaje lingüístico, y en sus propuestas para la intervención. Se sugiere mayor vinculación entre estos modelos aparentemente opuestos para que los puntos de contacto se conviertan en áreas de aplicación conjunta.

The relation between transfer of learning and problem solving is reviewed, as well as the way in which the theoretical, methodological and practical advances developed from a cognitive approach shows a resemblance with the corresponding progress from a behavioral perspective. The parallel path followed by the two approaches in analogical reasoning, linguistic learning and intervention proposals is highlighted. Reearchers are advised to establish a link between these two approaches and find convergent points that can be translated into areas of application for problem-solving behavior.