Democracy and Music Education, Liberalism, Ethics and the Politics of Practice.

Democracy and Music Education, Liberalism, Ethics and the Politics of Practice. Democracy and Music Education, Liberalism, Ethics and the Politicsof Practice, by Paul G. Woodford. Indiana University Press Indiana University Press, also known as IU Press, is a publishing house at Indiana University that engages in academic publishing, specializing in the humanities and social sciences. It was founded in 1950. Its headquarters are located in Bloomington, Indiana. (601 N.Morton St., Bloomington, Indiana Bloomington is a city in south central Indiana. Located about 50 miles southwest of Indianapolis, it is the seat of Monroe County. As of the 2000 U.S. Census, Bloomington had a total population of 69,291, making it the 7th largest city in Indiana. 47404), 2005. 160 pp. $21.95. This book takes an in-depth look at music education philosophy. Thesubject is very relevant but the overly pedantic pe��dan��tic?adj.Characterized by a narrow, often ostentatious concern for book learning and formal rules: a pedantic attention to details. writing style makes itdifficult to make sense of the first-half of the book. Paul Woodfordneeded help from a good editor to make his book more readable read��a��ble?adj.1. Easily read; legible: a readable typeface.2. Pleasurable or interesting to read: a readable story. andaccessible to those who really need this information. Pulling heavily from the writings of John Dewey, an educator whowrote much about education from 1900 to about 1950, Woodford believesmusic teachers today need to become more relevant to society as a whole.He states that by teaching almost exclusively western music fromprevious centuries, with a narrow view of how that music should beperformed, we have created a vast chasm between our classes and whatsociety needs. In short, we come across as "dictators" with noability to value or listen to other music. Further, Woodford thinks music teachers have allowed themselves tobe controlled by "new right" politics, that aims to"return to a more autocratic, ordered and structured societycontrolled by corporate greed." He is concerned that by failing tofight against the move toward using standardized tests A standardized test is a test administered and scored in a standard manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" [1] exclusively toevaluate students, we have allowed this "new right" theammunition needed to cut our budgets. If our subject isn't measuredin these tests, then we are viewed as being unnecessary. Woodford believes we are missing the opportunity to guide ourstudents to consider all music types and critically evaluate the styleand culture for each type's worth to society. In fact, we could beteaching students to evaluate how music is used to influence behavior,such as in commercials or in politics as Stalin and Hitler did. If wecould do this, Woodford says we would help our students become betterdemocratic citizens, learning to consider all people, ideologies and artforms in the same manner we evaluate music styles. This type of thinkingcould transfer into making students better citizens and better able tointelligently participate in society. If you can stay with the book long enough, I believe there is muchfood for thought and discussion among music educators. Reviewed by LauraSeale, NCTM NCTM National Council of Teachers of MathematicsNCTM Nationally Certified Teacher of MusicNCTM North Carolina Transportation MuseumNCTM National Capital Trolley MuseumNCTM Nationally Certified in Therapeutic Massage , Garland, Texas Garland is a city in Dallas County, Texas, (USA). It is a northeastern suburb of Dallas and is a major part of the Dallas-Fort Worth Metroplex. As of the 2000 census, the city had a population of 215,768, making it the tenth-most populous city in Texas and the eighty-sixth most .

Democratic teacher beliefs according to the teacher's gender and locus of control.

Democratic teacher beliefs according to the teacher's gender and locus of control. This study explored the variations in democratic beliefs amongteachers based on gender and locus of control locus of controln.A theoretical construct designed to assess a person's perceived control over his or her own behavior. The classification internal locus indicates that the person feels in control of events; external locus . The study groupscomprised of 286 teachers. The results demonstrated that the level ofadherence adherence/ad��her��ence/ (ad-her��ens) the act or condition of sticking to something.immune adherence to democratic beliefs on the part of female teachers wassignificantly higher than those of male teachers, especially in terms ofequality and justice. This study found that teachers' gender has aneffect on their democratic beliefs and this effect was foundstatistically low for equality, very low for freedom, average forjustice, and low for the overall dimensions. Observance of democraticvalues was found to be significantly higher for teachers with internallocus of control than for those with external locus of control in termsof freedom. And, in terms of locus of control, teachers' democraticbelief was found statistically low for equality, average forindependence, low for justice, and average for the overall dimensions. Keywords: Democratic Teacher Beliefs, Gender, Locus of Control ********** If we are to have a society that values democratic ideals, such asequality, freedom and justice, we need to educate individuals withinthat society in a democratic milieu mi��lieun. pl. mi��lieus or mi��lieux1. The totality of one's surroundings; an environment.2. The social setting of a mental patient.milieu[Fr.] surroundings, environment. . Among all others, theresponsibility lies with teachers who have an appreciation for democracyto nurture NURTURE. The act of taking care of children and educating them: the right to the nurture of children generally belongs to the father till the child shall arrive at the age of fourteen years, and not longer. Till then, he is guardian by nurture. Co. Litt. 38 b. individuals in the society and have been educated in ademocratic milieu. To this end, teachers need to have acquired the basicbehavioral patterns In software engineering, behavioral design patterns are design patterns that identify common communication patterns between objects and realize these patterns. By doing so, these patterns increase flexibility in carrying out this communication. that comply with those adopted by the society.Teachers' acquisition of certain personality traits developsthrough social learning. The social learning approach involves personaland environmental aspects, and the interaction between these two.Bandura ban`dur´an. 1. A traditional Ukrainian stringed musical instrument shaped like a lute, having many strings. (1986) points out that individuals would always be in a constantstate of change towards harmony, regardless of the transient A malfunction that occurs at random intervals and lasts for a short duration such as a spike or surge in a power line or a memory cell that intermittently fails. See spike and power surge. transient - 1. effectsleft on them if their behavior was determined by external rewards andpunishments. And, this idea indicates that behavioral changes are notdetermined solely by individual factors. The condition for sociallearning lies in individuals' realization that other people'sbehaviors and the outcomes of these behaviors are rewarded and punished pun��ish?v. pun��ished, pun��ish��ing, pun��ish��esv.tr.1. To subject to a penalty for an offense, sin, or fault.2. To inflict a penalty for (an offense).3. .In this way, Bandura (1977) defines character as the interaction ofpersonal variables such as behavior, environment, and perception. And,Banduras (1997) further comments on the significance of the interactionby saying that mutual interaction between increases ambiguity AmbiguityDelphic oracleultimate authority in ancient Greece; often speaks in ambiguous terms. [Gk. Hist.: Leach, 305]Iseult’s vowpledge to husband has double meaning. [Arth. withinsociety and diversification DiversificationA risk management technique that mixes a wide variety of investments within a portfolio. It is designed to minimize the impact of any one security on overall portfolio performance.Notes:Diversification is possibly the greatest way to reduce the risk. encourages individuals to develop theirpotentials and gives them a chance to select, change, or shape theirsurroundings. In this process of interaction, personality traits such as genderand locus of control help better understand the effects of selfawareness and environmental factors on behaviour (Carlson et al., 2000).Through males and females, individuals learn about gender-appropriatebelief patterns, personal preferences, abilities, personality traits andego (Wade & Tavris, 1990). By means of social learning, individualslearn about gender-related stereo types, gender roles, behaviors, andattitudes (Uzzel & Natalie, 2006). According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. cultural beliefpatterns, males are more competent, independent, decisive, and rational.On the contrary, females are less competent, competitive, ambitious,independent, and active (Broverman et al., 1972). When interviewed ongender-related beliefs and roles, in their responses college studentsattributed the following abilities to males--athletically andmechanically gifted, good at grasping graspinga similar equine neurosis to windsucking; the horse grasps a fixed object with its teeth, but does not swallow air. economics, good observers andpossess intellectual excellence, a good grasp of science, theoreticalunderstanding, common sense, expertise, and professional skills. Forfemales they attributed these qualifies--possess social skills, anunderstanding of interpersonal relationship This article or section may contain original research or unverified claims.Please help Wikipedia by adding references. See the for details.This article has been tagged since September 2007. , appreciation for art,domestic skills, satire appreciation, and physical appearance (Center1971 quarters: Bruess & Greenberg 2004) Related to an individual's personal qualities, the locus ofcontrol is a personality trait trait(trat)1. any genetically determined characteristic; also, the condition prevailing in the heterozygous state of a recessive disorder, as the sickle cell trait.2. a distinctive behavior pattern. developed through social learning. Rotter(1966) holds that an individual has an internal locus of control ifshe/he is influenced by his/her own actions and initiatives, and she/hehas an external locus of control if consequences of his/her actions areinfluenced by such strong factors as luck and fate. When compared to individuals with external locus of control,individuals with internal locus of control are found to spend more timeon intellectual and academic activities and achieve better results inschool and competitions. Moreover, they are found to be more active insocial activities, but determined against hardships as well as stronglyobjecting to self limitations. These individuals perceive themselves asindependent and assume responsibility. They are found to exhibitindependence in their social actions and possess entrepreneurialqualities as wells as such other attributes as being consistent andjudicious ju��di��cious?adj.Having or exhibiting sound judgment; prudent.[From French judicieux, from Latin i . On the other hand, individuals with external locus of controlexhibit traits such as low self esteem with increased depressive de��pres��siveadj.1. Tending to depress or lower.2. Depressing; gloomy.3. Of or relating to psychological depression.n.A person suffering from psychological depression. state,feeling of despair, loneliness, conformist con��form��ist?n.A person who uncritically or habitually conforms to the customs, rules, or styles of a group.adj.Marked by conformity or convention: and passive, not trusting theself and others, and aggressive (Yesilyaprak, 2004). When we closely examine the personality traits of individuals withinternal locus of control, we can see positive aspects in them.Teachers, in particular, possess all of these positive personalitytraits, thus, they are supposed to assume more active roles in socialactivities as they appreciate and respect them. This type of teacher isregarded by Hendersen (2001) as "a noble." When we think aboutthe roles assumed by teachers within and outside the school, it becomesevident that teachers need to set a good example for students,coworkers, administrators, parents, their own family members, and otherpeople. In this respect, teachers, who assume the role of teacher in theclassroom, father/mother in the family, educator in society, are obliged o��blige?v. o��bliged, o��blig��ing, o��blig��esv.tr.1. To constrain by physical, legal, social, or moral means.2. to act non-preferentially, but impartially im��par��tial?adj.Not partial or biased; unprejudiced. See Synonyms at fair1.impar��ti��al towards people, fosterindependence and impart knowledge to others. Fulfillment ful��fillalso ful��fil ?tr.v. ful��filled, ful��fill��ing, ful��fills also ful��fils1. To bring into actuality; effect: fulfilled their promises.2. of theseobligations calls for a teacher who believes in democratic values. Inthis sense, the term "democratic teacher" entails believing inthe equality of every person in the society, in basic human rights andliberties, and in absolute justice for all (Buyukkaragoz & Kesici,1998). Freedom underlies democracy. And, among the ranges of personalliberty include respecting a person's life, protection, fair trial,privacy, freedom of speech, religious freedom, and freedom to marry andset up a family (Aktan & Vural, 2003). Attaining the above mentionedranges of freedom should remain a desired objective (Tenekides, 1987). In order to allow students more freedom, a democratic teachershould appreciate democratic values and adopt appropriate teachingmethods in which students can easily express their thoughts (Selvi,2006; Hepburn, 1983). A free society and a free individual call for justice. And, tobetter understand the concept of justice, we need to explain the conceptof "equality." Mill suggests that democratization de��moc��ra��tize?tr.v. de��moc��ra��tized, de��moc��ra��tiz��ing, de��moc��ra��tiz��esTo make democratic.de��moc within thespheres of politics, economy, individual, and family necessitatesdemocracy education as well as an understanding of the relationshipbetween freedom and equality--the two components of a democraticeducation (Baum, 2003). We need to allow democracy to fully operate with all its componentsso that the above mentioned spheres of freedom can continue and expand,and allow individuals to enjoy equality and have faith in the equalopportunities offered to them. The basic purpose in democratic societiesis the operation of justice. As Rawls (2000) suggests, the two basicconditions for justice must be met so that justice can bind the societytogether. The first of these conditions entails adopting the broadest ofbasic personal liberties as equal fights. This is because these fightsare rather broad and at an equal distance to every individual. Spheresof liberties are similar to each other and they do not exhibitdisharmony dis��har��mo��ny?n.1. Lack of harmony; discord.2. Something not in accord; a conflict: "the disharmonies that assail the most fortunate of mortals"Peter Gay. among themselves. Rawls second principle of justice entailsadoption of a policy that yields the most benefit from the smallestadvantage. These two principles play a key role in fostering cooperationand support within society. It should be noted that justice is anindispensable component of a harmonious and smooth functioning family,individual, society, tribe tribe[Lat., tribus: the tripartite division of Romans into Latins, Sabines, and Etruscans], a social group bound by common ancestry and ties of consanguinity and affinity; a common language and territory; and characterized by a political and economic , and community (Taylor, 2003). For teachers to possess democratic values, they need to obtain ademocracy education based on the basic principles for a democracy suchas justice, equality, freedom, and cooperation. This is becauseindividuals are taught gender roles, personality traits, and democraticvalues through democracy education (Buyukkaragoz & Kesici, 1997a;Buyukkaragoz & Kesici, 1997b; Buyukkaragoz & Kesici, 1998;Gozutok, 1995; Novak, 1994; Osier osier(ō`zhər): see willow. & Starkey, 1994; Vergara &Vergara, 1994; Wood, 1990; Worsfold, 1997). This study aimed to investigate variation and the scale ofinfluence of gender and locus of control on democratic teacher beliefs.In this respect, the following questions were answered in this study: 1. Are democratic teacher beliefs (justice, equality, freedom andTotal Democratic Teacher's Belief) of male teachers significantlydifferent from those of female teachers? 2. Are democratic teacher beliefs (justice, equality, freedom andTotal Democratic Teacher's Belief) of teachers who have internallocus of control significantly different from those of teachers who haveexternal locus of control? Method Research Approach In this study, the researcher used a quantitative method. Aquantitative approach also allowed the researcher to include a largenumber of subjects. These quantitative data enabled the researcher todetermine whether significant associations between independent variables(gender and locus of control) and dependent variables (democraticTeacher Beliefs and its dimensions) exist, using statistical techniquessuch as independent t test and Cohen's d (Cooligan, 1996;Kerlinger, 1986). Study Group The principle of voluntarism voluntarismMetaphysical or psychological system that assigns a more predominant role to the will (Latin, voluntas) than to the intellect. Christian philosophers who have been described as voluntarist include St. Augustine, John Duns Scotus, and Blaise Pascal. was a pre-condition for participationin this study. Instructional information was prepared about theimplementation of this study. The goal of this research and how thestudy would be carded out were clearly stated. In addition, it wasemphasized that the identities of the participants would remainconfidential. Participants in this study were randomly selected fromteachers from all branches of secondary and high schools in Van City,Turkey. The sample consists of 286 teachers-181 male (63.3%) and 105female (36.7%). Instruments To collect data for the study we used a "Non-DemocraticTeacher Belief Scale" and "Internal-External Locus of ControlScale." The Non-Democratic Teacher Belief Scale: This scale was developedby Schlectman (2002) to measure democratic teacher belief. This scalewas adapted to Turkish by Kesici (2006). The internal reliability scoreof the scale is 0.81. The internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. for each subscalecalculated was found to be--for equality 0.77, for freedom 0.72, and forjustice 0.72. This scale was found to have positive and significantmeasurement reliability (r =.36, p< .001). The Non-Democratic TeacherBelief Scale has a total score of 4 from the sections of Justice,Equality, Freedom, and Total Democratic Teacher's Belief. A higherscore from the scale shows that teachers are not in favor of upon the side of; favorable to; for the advantage of.See also: favor anon-democratic classroom and school contexts, and they uphold up��hold?tr.v. up��held , up��hold��ing, up��holds1. To hold aloft; raise: upheld the banner proudly.2. To prevent from falling or sinking; support.3. democraticteaching beliefs. Whereas, lower scores from the same scale indicatethey don't possess democratic beliefs. The Internal-External Locus of Control Scale: This scale, developedby Rotter (1966), is called the Social Reaction Survey for purposes ofthis study. It was used to measure the extent to which teachers had aninternal or external locus of control. This scale was adapted to Turkishby Dag Dag(h)dagreat god of Celts; father of Danu. [Celtic Myth.: Parrinder, 68; Jobes, 405]See : FatherhoodDag(h)da god of abundance, war, healing. [Celtic Myth. (1991). The internal reliability score of the scale is .71. Themeasurement reliability of its scale was found significant with negativeand positive values. (r = -.29, p < .001; r = .21, p < .001) Analysis of the Data An independent t-test was used to test the relationship between thegender and locus of control of teachers and their democratic teacherbeliefs. Cohen's Method was employed to determine the statisticaleffects the variables of teachers' gender and locus of control haveon their democratic beliefs. Results Democratic Teacher Beliefs According to Gender To test democratic teacher beliefs of teachers in terms of gender,an independent t-test was used. The results of this analysis (see Table1) showed female teachers score significantly higher than male teachersin sharing democratic beliefs as indicated by the results from the subdimensions of Equality t(286)=2.041, p< .05, and Justicet(286)=2.493, p< .05. No significant difference was found betweengender and the sub-dimensions of Total Democratic Teacher Beliefst(286)=1.743, p> .05 and Freedom t(286)=-0.035, p> .05. The values emerging from calculations with Cohen's Methodreveal the statistical effects the variable of gender has onteachers' democratic belief. It was demonstrated that the amount ofeffect is low for the Equality factor, particularly low for Freedom,average for Justice dimension, and low for the overall dimensions (seeTable 1). Democratic Teacher Beliefs According to Locus of Control An independent t-test technique was used to test the democraticteacher beliefs of teachers in terms of their locus of control. Theresults of this analysis revealed that teachers with internal locus ofcontrol scored significantly higher than those with external locus ofcontrol in terms of sharing democratic beliefs as indicated by thesub-dimension of Freedom t(286)=2.225,p< .05. No significantdifference could be found in the locus of control and the sub-dimensionsof Equality, t(286)=- 1.178,p> .05, Justice t(286)=- 1.414, p>.05, Total Democratic Teacher's Beliefs t(286)=1.932, p> .05(see Table 2). The values obtained from Cohen's Method are intended to revealthe statistical effects that the variable of locus of control has onteachers' democratic beliefs. It was determined that the amount ofeffect is low for the sub-dimensions of Equality, average for Freedom,low for Justice, and average for overall dimensions. Discussion This study indicated a significant variation between teachers'democratic beliefs scores and gender as well as low-to-moderate degreesof influence. The research results are consistent with the results inthe literature (Buyukkaragoz, Kesici, & Yilmaz, 1995; Buyukkaragoz& Kesici, 1996; Buyukkaragoz & Kesici, 1997a; Buyukkaragoz &Kesici, 1997b; Kesici, 2006). In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke"put differently , the study showed thatfemale teachers share significantly more democratic teacher beliefs thanmales in terms of Equality and Justice sub dimensions. The findingsemerging from this study match those in Kesici's (2006) study.Likewise, Shectman points out that female teacher beliefs differ frommale teacher beliefs (in terms of authority, freedom, assistance, andrules/limitations). The amount of influence the gender variable has on teachers'democratic beliefs can statistically be shown as low for Equality, verylow for Freedom, average for Justice, and low for the overalldimensions. The findings obtained from this study match Kesici's(2006) with the exception of the Equality sub dimension (moderate levelof influence). Wood (1990) highlights the importance gender education,based on democratic values, in pointing out that it is only throughsexuality education involving democratic values that we can raise maleand female individuals contributing to a society and world, where basicdemocratic values such as equality, justice, and cooperation dominate.Females and males in a society need to acquire democratic valuescollectively. Along the same vein, Goldfarb and Konstance (2000) notethat sexuality education should be practiced in democratic classroomcontexts in line with democratic principles. This study found variation and a low-to-moderate degree ofinfluence between teachers' scores in democratic teacher beliefsand their locus of control. It was also seen that teachers with internallocus of control scored significantly higher than those with externallocus of control in the Freedom sub dimension. Cheng (1994) points outthat teachers with internal locus of control hold a positive attitude inschool-related activities. Furthermore, teachers' internal andexternal satisfactions were determined by their internal locus ofcontrol. This conclusion was further corroborated cor��rob��o��rate?tr.v. cor��rob��o��rat��ed, cor��rob��o��rat��ing, cor��rob��o��ratesTo strengthen or support with other evidence; make more certain. See Synonyms at confirm. by the findings ofthis study. So, a connection can be established between holding apositive opinion about school organization and an individual'stendency to feel uninhibited uninhibited/un��in��hib��it��ed/ (un?in-hib��i-ted) free from usual constraints; not subject to normal inhibitory mechanisms. at school. Sunbul (2003) found a positivecorrelation Noun 1. positive correlation - a correlation in which large values of one variable are associated with large values of the other and small with small; the correlation coefficient is between 0 and +1direct correlation between teacher's emotional exhaustion Emotional exhaustion is a chronic state of physical and emotional depletion that results from excessive job demands and continuous hassles.[1] it describes feeling of being emotionally overextended and exhausted by one's work. and an externalfocus of control. The fact that teachers have an internal locus ofcontrol and score higher than those with external locus of controldiminishes their exhaustion ExhaustionSituation in which a majority of participants trading in the same asset are either long or short, leaving few investors to take the other side of the transaction when participants wish to close their positions. in school organizations. The statistical degree of influence of the variable ofteachers' locus of control on their democratic beliefs is low forEquality sub dimension, moderate for Freedom sub dimension, low forJustice sub dimension, and moderate for the Total DemocraticTeacher's Belief dimension. According to Cheng, factors such as thestructure of school organization, teachers' social norms, culture,and efficiency the organization are important for teachers with internallocus of control in their perception of the organization of school.Therefore, this study substantiates Cheng's conclusion by findingthere are moderate degree of interaction between democratic teacherbeliefs and the sub dimension of Freedom in terms of the locus ofcontrol. This conclusion is determined from the fact that teachers withinternal locus of control create school organizations that make for aschool culture and school structure, where they enjoy democratic andfree contexts. According to Lunenburg and Cadavid (1992), teachers whodescribe themselves as feeling too exhausted are likely to have externallocus of control and this situation may stem from the possibility theseteachers may not be offered democratic school contexts or they may notbe treating each other equally. Democracy is a way of life; thus, thosewho internalize internalizeTo send a customer order from a brokerage firm to the firm's own specialist or market maker. Internalizing an order allows a broker to share in the profit (spread between the bid and ask) of executing the order. this life style are more likely to have an internallocus of control. References Aktan ,C.C., &.Vural, I.Y. (2003). Ozgurluk Yaztian. [Writingson Freedom]. Konya: Cizgi Publishing. Baum, B. (2003). Millian Radical Democracy: Education for Freedomand Dilemmas of Liberal Equality. Political Studies, 51,404-428. Bandura, A. (1977). Social Learning Theory. Upper Saddle River Saddle River may refer to: Saddle River, New Jersey, a borough in Bergen County, New Jersey Saddle River (New Jersey), a tributary of the Passaic River in New Jersey ,NJ:Prentice Hall Prentice Hall is a leading educational publisher. It is an imprint of Pearson Education, Inc., based in Upper Saddle River, New Jersey, USA. Prentice Hall publishes print and digital content for the 6-12 and higher education market. HistoryIn 1913, law professor Dr. . Bandura, A. (1986). Social Foundations of Thought and Action: Asocial-cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1997). Self-Efficacy The Exercise of Control. NewYork New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : W. H. Freeman and Company. Broverman, L.K., Vogel, S.R., Broverman, D.M., Clarkson, E .E. andRo senkrantz, P.S. (1972). Sex role stereotypes: A current appraisal.Journal of Social Issues, 28, 59-78. Bruess, C. E., & Greenberg J. S. (2004). Sexuality EducationTheory and Practice. Massachusetts: Jones and Bartlett Publishers. Buyukkaragoz, S .S., & Kesici, S., & Yilmaz, A. (1995).Yuksekogretim Programlari ve Demokratik Tutumlar. [Higher Education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. Programs and Democratic Attitudes]. Ankara: Turkish Democracy FoundationPublications. Buyukkargoz, S.S., & Kesici, S. (1996). Ogretmenlerin HosgoruDemokratik Tutumlari. [Tolerance in Teachers and Their DemocraticAttitudes]. Education Management From Theory to Practice, 3,353-366. Buyukkaragoz, S.S., & Kesici, S.(1997a). Demokrasi EgitimiKonusunda Yapilan Arastirmalar ve Demokratik Tutumlar Konusunda YapilanArastrmarlarda Karsilasilan Sorunlar. [Studies on Democracy Educationand Some Problems Encountered in Studies Conducted on DemocraticAttitudes]. The 5th Congress of National Social Sciences, Ankara. Buyukkaragoz, S.S., & Kesici, S. (1997b). Ogretmenlefin hasanHakim ile Ilgili Gorusleri ve Demokrasi Konusundaki Tutumlari.[Teachers' views on Human Rights and Their Attitudes on Democracy].(Selcuk University research Fond .no.024). Konya, Selcuk University. Buyukkaragoz, S.S., & Kesici, S. (1998). Demokrasi ve InsanHakim Egitimi. [Democracy and Human Rights Education]. Ankara: TurkishDemocracy Foundation Publications. Carlson, N. R., & Buskist, W., & Martin, N., & Hogg hoggcastrated male sheep usually 10 to 14 months old. Also used to describe an uncastrated male pig. ,M., and Abrams, D. (2000). Psychology The Science of Behavior. London:Pearson Education Pearson Education is an international publisher of textbooks and other educational material, such as multimedia learning tools. Pearson Education is part of Pearson PLC. It is headquartered in Upper Saddle River, New Jersey. Limited. Cheng, Y.C. (1994). Locus of Control As An Indicator Of Hong Kong Hong Kong(hŏng kŏng), Mandarin Xianggang, special administrative region of China, formerly a British crown colony (2005 est. pop. 6,899,000), land area 422 sq mi (1,092 sq km), adjacent to Guangdong prov. Teachers' Job Attitudes And Perceptions Of OrganizationalCharacteristics Journal of Educational Research, 87(3), 180-188. Cooligan, H. (1996). Introduction to Re search Methods andStatistics in Psychology (Second Edition), London: Hodder &Stoughton. Dag, I. (1991). Rotter'in ic-dis kontrol odagi olcegi(RIDKOO)'nin universite ogrencileri icin guvenirligi ve gecerligi.[Rotter's external/internal locus of control scale and reliabilityand validity of (RIDKOO) on University students]. Turkish Journal ofPsychology, 7 (26), 10-16. Goldfarb, E.S., & Konstance, M. (2000). Toward a More EffectivePedagogy for Sexuality Education: The Establishment of DemocraticClassrooms. Journal of Sex Education & Therapy, 25(2/3), 147-155. Gozutok, F. D.(1995). Ogretmenlerin Demokratik Tutumlan.[Teachers' Attitudes on Democracy]. Ankara: Turkish DemocracyFoundation Publications. Henderson, J.G. (2001). Reflective teaching Professional Artistry art��ist��ry?n.1. Artistic ability: a sculptor of great artistry.2. Artistic quality or craft: the artistry of a poem. through Inquiry. New Jersey: Macmillan Publishing Company. Hepburn, M.A.(Eds.). (1983). Can Schools, Teachers, andAdministrators Make a Difference? The Research Evidence. DemocraticEducation in Schools and Classrooms. Washington: National Council ForThe Social Studies National Council for the Social Studies (NCSS) is a US-based association devoted to supporting social studies education. HistoryFounded in 1921, NCSS engages and supports educators in strengthening and advocating social studies. Bulletin (No: 70). Kerlinger, F. N.(1986). Foundations of Behavioral Research. NewYork: CBS (Cell Broadcast Service) See cell broadcast. College Publishing Kesici, S. (2006). Reliability Study of The Turkish Version of TheNon-Democratic Teacher Belief Scale. Eurasian Journal of EducationalResearch. :24, 143-152. Lunenburg, F.C. & Cadavid, V. (1992). Locus of control, pupilcontrol ideology, and dimensions of teacher burnout BurnoutDepletion of a tax shelter's benefits. In the context of mortgage backed securities it refers to the percentage of the pool that has prepaid their mortgage. . Journal ofInstructional Psychology, 19(1), 13-22. Novak, J. M.(Eds.). (1994). Democratic Teacher Education: Programs,Processes, Problems, and Prospects . Albany: State University of NewYork Press The State University of New York Press (or SUNY Press), founded in 1966, is a university press that is part of State University of New York system. External linkState University of New York Press , Osler, A, & Starkey, H.(1994). Fundamental Issues In TeacherEducation For Human Rights: A European Perspective. Journal of MoralEducation, 23,349-360. Rawls, J.(2000). A theory of justice.(Rev. Ed rev.abbr.1. revenue2. reverse3. reversed4. review5. revision6. revolutionrev.1. revise(d)2. .). New York, OxfordUniversity Pres. Rotter, J. B. (1966). Generalized gen��er��al��izedadj.1. Involving an entire organ, as when an epileptic seizure involves all parts of the brain.2. Not specifically adapted to a particular environment or function; not specialized.3. expectancies for internal versusexternal control of reinforcement reinforcement/re��in��force��ment/ (-in-fors��ment) in behavioral science, the presentation of a stimulus following a response that increases the frequency of subsequent responses, whether positive to desirable events, or . Psychological Monographs, 80 (WholeNo. 609). Selvi, K. (2006). Developing a teacher trainees' democraticvalues scale: validity and reliability analyses. Social Behavior In biology, psychology and sociology social behavior is behavior directed towards, or taking place between, members of the same species. Behavior such as predation which involves members of different species is not social. andPersonality, 34(9), 1171-1178. Shechtman, Z.(2002). Validation See validate. validation - The stage in the software life-cycle at the end of the development process where software is evaluated to ensure that it complies with the requirements. of the Democratic Teacher BeliefScale (DTBS DTBS Dare to Be Stupid (Weird Al Yankovic song/album)DTBS Distributed Time Bounded Services ).Assessment in Education: Principles, Policy & Practice,9,363-377. Sunbul, A.M. (2003).An analysis of relations among locus ofcontrol, burnout and job satisfaction in Turkish high school teachers.Australian Journal Of Education, 47(1), 58-72. Taylor, A. J.W.(2003). Justice as a basic human need. New Ideas "New Ideas" is the debut single by Scottish New Wave/Indie Rock act The Dykeenies. It was first released as a Double A-side with "Will It Happen Tonight?" on July 17, 2006. The band also recorded a video for the track. inPsychology 21, 209-219. Tenekides, G. (1987). The Relationship Between Democracy and HumanRights. Democracy and Human Rights. Proceeding of the Colloquy col��lo��quy?n. pl. col��lo��quies1. A conversation, especially a formal one.2. A written dialogue.[From Latin colloquium, conversation; see organizedby the Government of Greece and The council of Europe Council of Europe,international organization founded in 1949 to promote greater unity within Europe and to safeguard its political and cultural heritage by promoting human rights and democracy. The council is headquartered in Strasbourg, France. in co-operationwith the Centre of international and European Law of Thessalonica,Thessalonica. Uzzell, D., & Nathalie, H. (2006).The influence of biologicalsex, sexuality and gender role on interpersonal in��ter��per��son��al?adj.1. Of or relating to the interactions between individuals: interpersonal skills.2. distance. BritishJournal of Social Psychology British Journal of Social Psychology is a journal published by the British Psychological Society (BPS). It publishes original papers on subjects like social cognition, attitudes, group processes, social influence, intergroup relations, self and identity, nonverbal communication, , 45(3), 579-597 Vergara, A. C., & Vergara, E. J. (1994). Justice, impunity IMPUNITY. Not being punished for a crime or misdemeanor committed. The impunity of crimes is one of the most prolific sources whence they arise. lmpunitas continuum affectum tribuit delinquenti. 4 Co. 45, a; 5 Co. 109, a. andthe transition to democracy: A challenge for human rights education.Journal of Moral Education, 23,273-285. Yesilyaprak, B. (2004). Denetim Odagi. [Locus of Control]. (Editor:Kuzgun, Y. and Deryakulu, D.) Egitimde Bireysel Farkhhldar. [IndividualDifferences in Education]. Ankara: Nobel Publications. Wade, C., & Tavris, C. (1990). Psychology. New York : Harper& Row Publisher. Wood, G. H. (1990). Teaching for democracy. Educational Leadership,48 (3), 32-37. Worsfold, V. L. (1997). Teaching democracy democratically.Educational Theory, 47, 395 -411. Sahin Kesici, Ph.D., Department of Educational Sciences, College ofEducation, Selcuk University Meram, Konya 42080, Turkey Correspondence concerning this article should be addressed to Dr.Sahin Kesici at sahinkesici@selcuk.edu.trTable 1 Teachers' Democratic Belief Levels according to GenderDemocratic Gender N Mean S t d .Teacher's Belief Dev.DimensionsEquality Female 105 36.05 5.79 Male 181 34.60 5.82Freedom Female 105 45.33 5.72 Male 181 45.35 6.25Justice Female 105 32.26 5.08 Male 181 30.58 5.75Total Female 105 113.65 13.19DemocraticTeacher's Belief Male 181 110.54 15.31Democratic Gender -t- P Cohen'sTeacher's Belief dDimensionsEquality Female 2.041 * 0.042 0.277 MaleFreedom Female -0.035 0.972 0.0004 MaleJustice Female 2.493 * 0.013 0.339 MaleTotal Female 1.743 0.082 0.238DemocraticTeacher's Belief MaleTable 2 Teachers' Democratic Belief Levels with Internal-externalLocus of ControlDemocratic Locus N Mean S t d .Teacher's Belief of Dev.Dimensions controlEquality Internal 227 35.34 5.87 External 59 34.33 5.71Freedom Internal 227 45.75 5.95 External 59 43.79 6.25Justice Internal 227 31.43 5.42 External 59 30.28 6.04Total Internal 227 112.53 14.39DemocraticTeacher'sBelief External 59 108.42 15.17Democratic Locus -t- PTeacher's Belief of Cohen'sDimensions control dEquality Internal 1.178 0.240 0.192 ExternalFreedom Internal 2.225 * 0.027 0.363 ExternalJustice Internal 1.414 0.159 0.230 ExternalTotal Internal 1.932 0.054 0.314DemocraticTeacher'sBelief External

Democrats' report on state education budgets. (In Washington).

Democrats' report on state education budgets. (In Washington). Education in Crisis: The State Budget Crunch (1) To process data. See number crunching.(2) To compress data. See data compression. 1. (jargon) crunch - To process, usually in a time-consuming or complicated way. & OurNation's Schools was prepared by the Democratic staffs of the U.S.Senate Committee on Health, Education, Labor and Pensions and the U.S.House of Representatives Committee on Education and the Workforce.According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the report, state education budgets across the country arefacing cuts estimated at $11.3 billion nationally. With the decliningeconomy, schools face declining budgets, while enrollments are growing.And the new education reform legislation will require accountability forachieving excellence despite the reduction in resources. Also adding tothe strain on state educational resources may be the number of childrenliving in poverty, which is estimated to increase by 650,000 next year. The fiscal year 2003 state budgets will be written "under theharshest fiscal conditions in a decade," according to the NationalConference of State Legislatures The abbreviation NCSL redirects here. For the British educational institution see National College for School Leadership. The National Conference of State Legislatures . Seven state legislatures--Arizona,Alabama, Connecticut, Florida, Hawaii, Iowa and Nebraska--have alreadycalled special sessions to address their budget crises. The report looked at statistics from the National Center forEducation Statistics The National Center for Education Statistics (NCES), as part of the U.S. Department of Education's Institute of Education Sciences (IES), collects, analyzes, and publishes statistics on education and public school district finance information in the United States; conducts studies (NCES NCES National Center for Education StatisticsNCES Net-Centric Enterprise Services (US DoD)NCES Network Centric Enterprise ServicesNCES Net Condition Event Systems ) and found that enrollment is expected togrow 3.2 percent this year, and thus an expenditure of $200 billion isneeded to maintain current education services. However, the 47 statessurveyed budgeted only $189 billion for elementary and secondaryeducation funding. Moreover, since 2002 budgets were originally passed,11 states have reduced their school budgets by an amount totalingapproximately $800 million. Some states are expected to suffer severe impacts from the schoolbudget crunch--among them Florida, California and New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of . Others maysuffer moderate or no impacts. Education in Crisis: The State Budget Crunch & OurNation's Schools is online athttp://labor.senate.gov/stateproject.pdf.

Demographic and clinical correlates of client motivation among substance abusers.

Demographic and clinical correlates of client motivation among substance abusers. Understanding the role of motivation is a central element ofengaging clients in treatment or "starting where the clientis' a valued concept in social work practice. Both the knowledgein the area of motivational constructs and sensitivity to specificclients inform several questions that social workers must askthemselves: Does initial motivation matter? Should I work anydifferently with coerced clients than I do with voluntary clients? Isthis client ready, or motivated, to make changes? Definitive answers tothese questions are made difficult given ambiguous evidence about theimpact that motivation has on retaining clients in the services thatsocial workers offer and on outcomes related to those services. Perhaps nowhere is an understanding of motivation more importantthan in work with substance abusers. Almost three-quarters of socialworkers are involved with substance-abusing clients in some capacity,either in a referral-to-treatment capacity (61 percent) or in providingsubstance abuse services (19 percent) (O'Neill, 2001). In bothroles social workers are called on to assess clients' readiness tomake changes and modify their interventions accordingly. Unfortunately,a pre-existing bias regarding motivation of substance abusers isreflected in a belief that resistance and denial are endemic in theseindividuals. This bias is formalized for��mal��ize?tr.v. for��mal��ized, for��mal��iz��ing, for��mal��iz��es1. To give a definite form or shape to.2. a. To make formal.b. in the definition of alcoholism alcoholism,disease characterized by impaired control over the consumption of alcoholic beverages. Alcoholism is a serious problem worldwide; in the United States the wide availability of alcoholic beverages makes alcohol the most accessible drug, and alcoholism is bythe American Society of Addiction Medicine addiction medicineSubstance abuse The health field that addresses the needs of individuals addicted to substances of abuse including alcohol and illicit drugs–eg, cocaine, marijuana, heroin, and others; AM focuses on prevention and treatment and mental health (Morse & Flavin flavin:see coenzyme. flavinAny of a class of organic compounds, pale yellow biological pigments that fluoresce green. They occur in compounds essential to life as coenzymes in metabolism. , 1992): a primary, chronic disease with genetic, psychosocial psychosocial/psy��cho��so��cial/ (si?ko-so��shul) pertaining to or involving both psychic and social aspects. psy��cho��so��cialadj.Involving aspects of both social and psychological behavior. andenvironmental factors ... characterized by ... use of alcohol despiteadverse consequences and distortions in thinking, most notably denial[emphasis added (p. 1013) Social workers often succumb suc��cumb?intr.v. suc��cumbed, suc��cumb��ing, suc��cumbs1. To submit to an overpowering force or yield to an overwhelming desire; give up or give in. See Synonyms at yield.2. To die. to the view that without motivationthere is little the worker can do until the client "hitsbottom?' This suggests that unless clients enter the socialworker's office already motivated to change, no intervention iseffective until they suffer almost complete devastation in their lives. To help social workers understand their role in facilitatingsubstance abusers' participation in treatment, the present researchassessed the relationship between motivation, selected clientcharacteristics, and outcomes in two state-funded, managed careaddictions treatment programs. Client characteristics included gender,ethnicity, employment, measures of problem severity; and two measures ofcoercion coercion,in law, the unlawful act of compelling a person to do, or to abstain from doing, something by depriving him of the exercise of his free will, particularly by use or threat of physical or moral force. (voluntary participation in treatment and involvement with thecriminal justice system). We also examined the relationship betweenmotivation and clients' drug and alcohol severity six months aftertreatment. These findings are discussed in the context of social workersin the roles of referral agent and treatment provider. The implicationsof these findings for social work practice in managed care contexts arediscussed. MOTIVATION AND SUBSTANCE ABUSE Although the relationship between substance abuse client factors(including motivation), treatment attrition AttritionThe reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.Notes: rates, and outcomes havebeen explored for decades, the results have been ambiguous. Simpson andhis colleagues have consistently shown a positive relationship betweenhigher motivation and better treatment retention and outcomes (Simpson,Joe, Rowan-Szal, & Greener, 1997). Their model of treatmentparticipation maps the complicated relationship between client factors,motivation, readiness to change, elements of the treatment process,retention in treatment, and desirable outcomes. Three scales--Drug UseProblems, Desire for Help, and Treatment Readiness--each composed ofseven to nine items, were used to obtain measures of perceived problemseverity, motivation, and readiness to seek treatment, respectively(Simpson & Joe, 1993). Among more than 300 methadone maintenance Methadone maintenance is a way of stabilizing someone who is addicted to heroin or has severe pain problems that are resistant to other drugs.Methadone Maintenance Treatment clients admitted to threeoutpatient treatment agencies, higher motivation, specifically desirefor help, was identified as a significant predictor of treatmentretention for more than 60 days. Social stability (marriage, employment,and few prior arrests), previous treatment experience, expectations forreducing future drug use, and higher methadone methadone(mĕth`ədōn', –dŏn'), synthetic narcotic similar in effect to morphine. Synthesized in Germany, it came into clinical use after World War II. It is sometimes used as an analgesic and to suppress the cough reflex. dose level were alsorelated to better outcomes (Simpson & Joe, 1993). In anothermultisite sample of 527 daily opioid opioid/opi��oid/ (o��pe-oid)1. any synthetic narcotic that has opiate-like activities but is not derived from opium.2. any of a group of naturally occurring peptides, e.g. users, pretreatment pretreatment,n the protocols required before beginning therapy, usually of a diagnostic nature; before treatment.pretreatment estimate,n See predetermination. motivation wasrelated to better engagement in treatment during the first three months(Simpson et al., 1997). In yet another study using the same threemotivational components, higher motivation at intake predicted highertreatment involvement scores, regardless of the type of counselingreceived (Pitre, Dansereau, Newbern, & Simpson, 1998). In a retrospective study retrospective study,a study in which a search is made for a relationship between one phenomenon or condition and another that occurred in the past (e.g. Shen Shen,in the Bible, place, perhaps close to Bethel, near which Samuel set up the stone Ebenezer. and colleagues used a single questionto assess motivation: How important is it for you to receive treatmentfor these (substance abuse) problems? (Shen, McLellan, & Merrill,2000). Results suggested that a more serious problem and a higherperceived need for receiving assistance were good predictors of betteroutcomes for alcohol and drug use, medical problems, and psychiatricproblems. Furthermore, it appeared that motivation was determined moreby patient's recognition of recent, rather than lifetime, problems. Others have found higher motivation at treatment entry to beunrelated to either participation in or better outcomes from treatment.Using a sample of 444 primarily male crack cocaine users, motivation didnot predict time spent in postprimary (aftercare) treatment or criminaljustice involvement or drug use severity six months after treatment(Rapp, Siegal, Li, & Saha, 1998; Siegal, Li, & Rapp, 2002). Themeasure of motivation used in both studies was Simpson andcolleagues' (1997) Readiness for Treatment Scale. Using theCircumstances, Motivation, Readiness, and Suitability Scale developedwith patients in therapeutic communities (DeLeon, Gerald, & David,1997), researchers were not able to find a [ink between motivation andsuccess in completing a course of detoxification DetoxificationDefinitionDetoxification is one of the more widely used treatments and concepts in alternative medicine. It is based on the principle that illnesses can be caused by the accumulation of toxic substances (toxins) in the body. among people addicted ad��dict��edadj.1. Physiologically or psychologically dependent on a habit-forming substance.2. Compulsively or habitually involved in a practice or behavior, such as gambling. to opioid substances (Franken & Hendriks, 1999). Similarly; amongheroin addicts receiving methadone maintenance treatment, motivation wasrelated to better attendance in counseling sessions but worse outcomesas me asured by positive urinalysis urinalysis(yr'ənăl`ĭsĭs), clinical examination of urine for the purpose of medical diagnosis. (Kludt & Perlmuter, 1999). Theseauthors suggested that this might have been because of a relationshipbetween higher motivation and more serious problems. Whereas addicts whohad more serious problems were more motivated, they had more difficultyin achieving positive changes. The apparently inconsistent findings about the relevance ofmotivation in predicting retention or outcomes are likely the result ofseveral factors, including different models of motivation, variabilityin how motivation was measured, and examination of the phenomenon indifferentpopulations of substance abusers. As expressed in the Simpson model,numerous client and treatment process variables may influence motivationor its measurement. For example, treatment motivation has been found tobe lower among Mexican American and African American African AmericanMulticulture A person having origins in any of the black racial groups of Africa.See Race. drug users thantheir counterparts in other ethnic groups (Austin & Gilbert, 1989;Espada, 1979; Longshore long��shore?adj.Occurring, living, or working along a seacoast.[Short for alongshore.] , Hsieh, & Anglin, 1993). Taking the viewthat ethnicity is not a fixed personal characteristic but rather "acombination of contextual, social and personal factors ..."(Longshore, Grills, Annon, & Grady, 1998), recent studies attemptedto understand the unique characteristics and experiences of people ofcolor Noun 1. people of color - a race with skin pigmentation different from the white race (especially Blacks)people of colour, colour, colorrace - people who are believed to belong to the same genetic stock; "some biologists doubt that there are important that relate to motivation. Several indices of ethnicit y,including ethnic identity, ethnic behaviors, ethnic affirmation,other-group orientation, mistrust of whites, perceived racism (self andsociety) and Africentric values have been examined for theirrelationship to motivation, with mixed results (Longshore et al., 1998).In general, these indicators were not found to have a relationship withmotivation. In bivariate bi��var��i��ate?adj.Mathematics Having two variables: bivariate binomial distribution.Adj. 1. analyses only perceived racism was correlatedwith motivation but did not remain significant when examined in aregression analysis In statistics, a mathematical method of modeling the relationships among three or more variables. It is used to predict the value of one variable given the values of the others. For example, a model might estimate sales based on age and gender. ; Africentrism was found to interact with problemrecognition in predicting motivation (Longshore et al., 1998). In asimilar study conducted with Mexican American abusers of opioidsubstances, the same authors found that individuals who scored high onethnic identity also demonstrated the highest motivation for treatment(Longshore, 1997). The factors or interaction of factors that mayexplain findings of poor motivation among people of color are stilluncertain and need clarification. METHOD This study was conducted as part of the Hoosier Assurance PlanSubstance Abuse Continuum of Care (HAPSACC) project, which was funded bythe Indiana Division of Mental Health. HAPSACC was designed to determinethe feasibility of evaluating, on a statewide basis, the substance abusecontinuum of care mandated by the Hoosier Assurance Plan (HAP HAP. An old word which signifies to catch; as, "to hap the rent," to hap the deed poll." Techn. Dict. h.t. ). TheHoosier Assurance Plan is Indiana's system for purchasing publiclyfunded mental health and addictions services and is designed to beanalogous to commercial managed care programs. Providers are paid on amodified case-rate basis to serve eligible consumers and are responsiblefor a full continuum of services, which for addictions includesindividual treatment plans, detoxification, crisis services, residentialservices, day services including intensive outpatient treatment, casemanagement, family support services support servicesPsychology Non-health care-related ancillary services–eg, transportation, financial aid, support groups, homemaker services, respite services, and other services , and services to prevent unnecessarytreatment and hospitalization hospitalization/hos��pi��tal��iza��tion/ (hos?pi-t'l-i-za��shun)1. the placing of a patient in a hospital for treatment.2. the term of confinement in a hospital. (DeLiberty, Newman, & Ward, in press). A cohort of substance abuse treatment clients was recruited fromeach of the two programs participating in the HAPSACC project. Theseprograms were in the downtown area of a large city in Indiana and wereselected for participation because of their different approaches totreatment. One program featured a short-term detoxification center and aprimarily residential, faith-based treatment modality treatment modalityMedtalk The method used to treat a Pt for a particular condition ; the other was anexclusively outpatient substance abuse treatment program that is part ofa large health care system with a wide range of psychiatric, medical,and other support services. The study population consisted of aconvenience sample of consecutive admissions at both participatingagencies between March and December 1998. Trained research assistantscontacted clients immediately after their initial contact with agencystaff, whereupon where��up��on?conj.1. On which.2. In close consequence of which: The instructor entered the room, whereupon we got to our feet. informed consents were read to clients after which theysigned them. Eligibility for the HAPSACC study was the same as that forthe HAP: an income of 200 percent or less of t he federal poverty level($16,480 for an individual), a DSM-IV diagnosis of substance abuse orsubstance dependency, and acceptance into the treatment program. Using Simpson's model we examined several client-centeredvariables that have been related to motivation and treatment outcomes.In addition to age, gender, and ethnicity we examined individualmeasures of crack cocaine use, previous treatment, and unemployment andcomposite measures of alcohol and drug use severity. Two measures,representing both a direct and more oblique measure of willingness toparticipate in treatment, were examined for their relationship tomotivation. The first, self-referral to treatment, asked clients whetherthey came to treatment on their own. The second question asked whetherthey were involved" with the criminal justice system at the time ofreferral--that is, being on probation, being paroled, or awaitingcharges. Two composite measures from the Addiction Severity Index (ASI ASI,n See Anxiety Sensitivity Index. ),Version 5 (McLellan et al., 1992), were used to assess problem severityin drug and alcohol use. Composite scores measured respondents'functioning in the 30 days before entering treatment and the 30-dayperiod before the six-month follow-up interview. These scores have beenshown to be reliable and valid indicators of substance abusers'functioning (McLellan et al.). Questions common to each domain includedthe number of days when participants experienced a particular problem ina domain (for example, drug use) in the past 30 days andparticipants' ratings on how troubled they were by the problem andhow important treatment or counseling was to them for that problem(McGahan, Griffith, & McLellan, 1986). Other questions, specific toeach domain, were used to create the composite score. For example, thedrug use severity composite score was computed from 13 questions thatdetermined the frequency and consequences of drug use in the past 30days. We used the composite scores for alcohol and drugs from bothintake and six-month follow-up interviews. Client motivation for treatment was measured by combining the threesubscales of the Texas Christian University Texas Christian University,at Fort Worth; Christian Church (Disciples of Christ); coeducational; opened 1873 at Thorp Spring, chartered 1874 as Add Ran Male and Female College. It assumed its present name in 1902 and moved to Fort Worth in 1910. Self-Rating Form (Knight,Holcom, & Simpson, 1994; Simpson & Joe, 1993). The threesubscales were combined to yield a single, overall measure of clientmotivation. This combined scale represents the continuum of identifyinga problem, having a desire for help, and being ready to accept andbenefit from treatment. Each subscale was also used to examine therelationship between specific components of motivation and selecteddemographic and problem severity measures. The Problem Recognition (PR)subscale is based on nine questions regarding various problemsattributed to substance abuse; the Desire for Help (DH) subscalecontains seven items that address substance abusers' perceived needfor change and interest in getting help. The Treatment Readiness (TR)subscale includes eight items measuring commitment level andexpectations about treatment. Responses to all the questions were scoredfrom zero to four on a five-point Likert scale Likert scaleA subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc (from "stronglydisagree" to "strongly agree"), higher scores reflecthigher motivation levels. Cronbach's alpha Cronbach's (alpha) has an important use as a measure of the reliability of a psychometric instrument. It was first named as alpha by Cronbach (1951), as he had intended to continue with further instruments. for the internalconsistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. of the combined scale was .84 and for the subscales asfollows: PR, .84; DH, .80 and TR, .77. A total of 263 individuals were recruited from the two agencies.The study sample was predominantly African American (70.6 percent) andunemployed (81.9 percent), and 55.6 percent were men (Table 1). Thesample had a mean age of 37 years and almost a high school education(11.9 years). More than one-half of the sample (56.4 percent) reporteduse of crack or cocaine as their most serious problem. Approximately 60percent of the participants had received help for their alcohol or drugproblems before the current treatment. Nearly 40 percent of the sampleindicated that they we re self-referred to treatment; more thanone-third (37.6 percent) of the respondents were involved with thecriminal justice system at intake, including being on probation, onparole, or awaiting charge, trial, or sentencing. One hundred thirty-three clients (51 percent) completed the initialand six-month interviews and were included in this study. Follow-upefforts were conducted by trained outreach workers using trackinginformation that clients provided at the time of the baseline interview.Because of the high attrition rate Noun 1. attrition rate - the rate of shrinkage in size or numberrate of attritionrate - a magnitude or frequency relative to a time unit; "they traveled at a rate of 55 miles per hour"; "the rate of change was faster than expected" for the six-month follow-up group. weassessed a potential source of response biases on the basis of the maindependent variables in the study. No difference was found between thecombined scale or the three motivational subscales at baseline for thosewho participated in the six-month interviews and those who did not (meanvalues: Motivation = 133.7; PR = 45.9, DH = 41.4, TR= 46.4 andMotivation = 134.2, PR = 46.5, DH = 41.6, TR = 46.0, respectively). Thesame pattern was found with ASI alcohol and drug severity scores atintake; those who participated in the six-month interviews had ASIscores at intake (mean values .32 for alcohol and .18 for drugs,respectively) similar to those who did not participa te in the six-monthfollow-up (.31 for alcohol and .17 for drugs, respectively). There werestatistically significant, but practically irrelevant, differences inage between the two groups (follow-up mean age was 37 years; nofollow-up was 35 years) and educational attainment Educational attainment is a term commonly used by statisticans to refer to the highest degree of education an individual has completed.[1]The US Census Bureau Glossary defines educational attainment as "the highest level of education completed in terms of the (follow-up meaneducation was 11.9 years; no follow-up was 11.2 years). No differencewas found between the two groups on race, previous treatment, legalstatus, employment status, and treatment referral. Relationships between client motivation and other selectedvariables at treatment admission were examined by zero-order correlationand list-wise multiple regressions. These analyses provided us withinformation on the relationship between potentially importantpretreatment factors and client motivation at intake. Moreover, therelationship between three baseline characteristics (motivation andalcohol and drug severity) and alcohol and drug severity scores atsix-month follow-up was also examined. RESULTS Treatment Entry Relationships Higher client motivation was significantly associated with highercomposite alcohol and drug severity scores (r = .399, p < .001 and r= .580, p < .001, respectively) (Table 2). The single variables thatare also markers for degree of impairment Impairment1. A reduction in a company's stated capital.2. The total capital that is less than the par value of the company's capital stock.Notes:1. This is usually reduced because of poorly estimated losses or gains.2. (unemployment, previous helpfor alcohol or drug problems, and crack or cocaine as most seriousproblem) were also related to higher motivation. As might be expected,self-referral to treatment was positively related to client motivation(r = .260, p < .00 1), and involvement with the criminal justicesystem was negatively related to motivation (r = -.190, p < .05).Education was the only demographic characteristic related to the unitarymeasure of motivation. The bivariate examination of each individual subscale and theeleven other variables revealed a pattern similar to that present withthe combined motivation scale (Table 2). All three subscales werepositively related to composite measures of severity and theunemployment variable. Self-referral to treatment and criminal justiceinvolvement were related to the desire for help and treatment readinesssubscales but, as might be expected, not to problem recognition. Onlytwo demographic variables were related to any of the subscales:educational level to DH and being African American to DH and TR. Four of the five measures of more severe impairment remained strongand statistically significant to motivation in a multiple regressionanalysis where all other variables were held constant: drug severity(r=.424; p<.0001); alcohol severity (r= .242; p< .0001); without ajob (r= .l44, p<.05); had received previous help for alcohol or drugproblems (r= .153, p<.05) (Table 2). This finding suggests thatclients who came to treatment with a high level of motivation were oftenthose who had more serious substance abuse problems and that demographiccharacteristics such as gender, age, education, and ethnicity were notrelated to motivation. When considering each subscale in regressionanalyses, only the two composite measures of severity were consistentlyrelated to all three subscale scores. Ethnicity and being male wererelated to the TR and DH scales, respectively. Outcomes Because of the re-occurring relationship between motivation andproblem severity at entry into treatment, we examined their relationshipto drug and alcohol use outcomes six months later. With only oneexception there was no relationship among the eight possiblecombinations of client motivation at intake and alcohol and drugseverity scores at follow-up (Table 3). No significant correlation wasfound between initial drug use severity and six-month follow-up; onlyalcohol use severity at follow-up was significantly related to the samemeasurement at intake (r= .33;p < .001). Previous help for alcohol ordrug problems (r = .20; p < .05) and crack cocaine use (r = -.18; p< .05) were significantly associated with alcohol severity atfollow-up. Discussion In this study of substance abusers entering managed care treatment,better motivation is consistently associated with the severity ofsubstance abuse problems at entry into treatment. Taken alone this wouldseem to support the belief that as substance abusers near their personallow point or "bottom" (that is, lose all that they have), theywill be more amenable to seeking help. Several other results point outthe risks of social workers ascribing undue significance to the maximthat substance abusers will not benefit from treatment until they havehit bottom. First, we found that when all factors are considered motivation, asmeasured by both a composite measure and separate subscales, was notrelated to two characteristics that are frequently seen as a visibleproxy for motivation. Neither the coercion that accompanies legal systeminvolvement (presumed lack of motivation) nor self-referral (presumedhigh motivation) were significantly related to measured levels ofmotivation. Hence, the tendency to create a picture of court-referred orself-referred clients as either not motivated or very motivated can setup detrimental expectations that do not seem to be supported by theevidence presented here. A second, and perhaps more noteworthy, finding was the lack of arelationship between measured motivation and outcomes six months later.Furthermore, the severity associated with motivation at treatment entrywas for the most part not related to clients' success six monthslater. Many clinicians and some researchers have offered therelationship among more severity, higher motivation, and better outcomesas support for the "bottoming out" concept, that is, only ifan individual has hit bottom will she or he be amenable to help (Shen etal., 2000). This study did not confirm that relationship, in that moreseverity and higher motivation did not predict better outcomes. Althoughextreme desperation in life circumstances may be related to somethingakin to motivation, clinicians must also remember that even if clientswith serious problems are motivated to seek help, they are still a groupwith more difficulties or barriers in recovery. Thus, the high levels ofmotivation they express at entry to treatment may not necessarily leadto positive outcomes after treatment, a relationship also foundelsewhere (Kludt & Perlmuter, 1999). No strictly demographiccharacteristics, including ethnicity, were related to motivation. Thislack of a relationship may have been a result of a simplistic sim��plism?n.The tendency to oversimplify an issue or a problem by ignoring complexities or complications.[French simplisme, from simple, simple, from Old French; see simple categorization of clients' ethnicity as "Caucasian" or"African American" the only measure of ethnicity available tous. A literal interpretation Noun 1. literal interpretation - an interpretation based on the exact wordinginterpretation - an explanation that results from interpreting something; "the report included his interpretation of the forensic evidence" of these findings suggests that bothreferring and treating social workers should be extremely cautious inassigning the label of "motivated" or "unmotivated."Under this premise social workers who refer individuals to treatmentwould not spend a great deal of time addressing motivational issues orperhaps debating the need for treatment. Instead, they would be free toconcentrate on the immediate concerns with which clients present. It isquite possible that in addressing client-identified needs for resourcessuch as housing and employment, staying involved in treatment and betteroutcomes will be enhanced, regardless of an emphasis on motivation. For social workers providing treatment to substance abusers, theimplications of these findings may be unsettling un��set��tle?v. un��set��tled, un��set��tling, un��set��tlesv.tr.1. To displace from a settled condition; disrupt.2. To make uneasy; disturb.v.intr. . If presentingmotivation is not related to outcomes, then it may not be necessary todirectly address denial or resistance, an activity that occupies a greatdeal of time in most treatment settings. When all things are considered,the issue of initial client motivation, especially withsubstance-abusing clients, runs the risk of diverting attention fromprogram factors that can affect client readiness to change. The findingsfurther suggest that something else is important in encouraging thesubstance abuser to stay involved in or drop out of treatment. Thechallenge for social workers and other treatment staff is to determinewhat it is about their intervention, rather than about the client, thatencourages participation and better outcomes. After all, the goal oftreatment, especially treatment provided by social workers, is to findtechniques that engage clients, especially clients who do not manifestwhat we call motivation. although not available in this study, numerousmeasures of the treatment process have been identified as having a rolein encouraging retention in treatment and better outcomes, includingquality of treatment, ease of accessibility, individualized in��di��vid��u��al��ize?tr.v. in��di��vid��u��al��ized, in��di��vid��u��al��iz��ing, in��di��vid��u��al��iz��es1. To give individuality to.2. To consider or treat individually; particularize.3. treatment(Condelli, 1993) and client-centered-strengths-based case managers(Rapp, 1997; Rapp et al., 1998). Our findings suggest a minimal role for motivation in predictingwho does well or poorly after treatment, but the limitations of thisstudy and the body of literature that presents a positive relationshipbetween motivation and outcomes must still be considered. First, ofcourse, it is possible that what we call "motivation" exists,or that it can be measured through more tangible characteristics, suchas problem severity. Even if motivation is a distinct characteristicthat can be measured, the methods used to do so may be different fordifferent populations of substance abusers. For instance, the measure ofmotivation used in this study was originally validated with a samplethat was more ethnically diverse and more involved with opioidsubstances than the present sample (Simpson & Joe, 1993). Also,comparisons of motivation as represented here by problem recognition,desire for help, and treatment readiness may not be comparable tomeasures in studies that use different conceptualizations. (for example,p erceptions of intrinsic or external pressure) (DeLeon & Jainchlll,1986). All of the possible explanations for these findings must beviewed in the context of the self-report nature of the responses in thisstudy. This is a particularly pertinent concern when consideringmotivation and reported use of illegal substances. Because of the uncertainty associated with motivation's role,social workers must be cognizant of the issue without being undulybiased by either its apparent presence or absence. The admonition Any formal verbal statement made during a trial by a judge to advise and caution the jury on their duty as jurors, on the admissibility or nonadmissibility of evidence, or on the purpose for which any evidence admitted may be considered by them. to"start where the client is" is useful in this regard. Thesocial worker must make every effort to help the client identify his orher own concerns and the areas that are important to them. In so doing,the worker, whether a referral agent or treatment provider, does nothingto create or strengthen resistance to the helping relationship. Whetheror not the client has the initial motivation to address substance abuseproblems directly, the social worker can help in solving problems thatare often typical of substance abusers. At the same time the willingness to accept a client'spresenting attitude need not lead the social worker to engage in atotally nondirective approach. A technique such as motivationalinterviewing Motivational interviewing refers to a counseling approach initially developed by clinical psychologists Professor William R Miller, Ph.D. and Professor Stephen Rollnick, Ph.D. offers social workers a strategy that acknowledgesclients' motivation level (whatever it maybe), engages clients onthe basis of their presenting motivation, and mobilizes clients'interest in identifying problems that need to be resolved (Miller, 1985;Miller & Rollnick, 1991). The precepts of motivational interviewingare highly compatible with social work's basic values and can beused by social workers who are in a position to enhance clientwillingness to enter treatment by focusing on the needs that brings theclient to their services. Similarly, a more elaborate clinical strategy such as motivationalenhancement therapy (MET) can be used by social workers who areresponsible for substance abuse treatment. Based on motivationalinterviewing, MET is a four- or five-session brief intervention A Brief intervention is a technique, similar to an intervention, to help reduce alcohol misuse. It work in two ways: by getting people to think differently about their alcohol use so that they begin to think about or make changes in their alcohol consumption. thatprovides a highly structured framework for engaging clients indiscussions about their substance use and providing information toclients that may help them move toward constructive decisions (Miller,Zweb en, DiClemente, & Rychtarik, 1995). Social workers have a substantial obligation to engage the clientwith these types of techniques. This is especially true in a clinicalsetting affected by managed care or that operates with limitedresources, which is to say most treatment settings. The impetus to"get it right" relative to engaging the client effectively,whatever his or her referral status, previous history, or motivationlevel, is compounded when services are limited or rationed, becausethere may be no readily available second chance for obtaining treatment.Table 1Characteristics of Substance-Abusing Clients in Treatment (N = 133)Variable % nMale 55.6 74African American 70.6 94Unemployed at treatment entry 81.9 109Involved with the legal system at treatment entry 37.6 50Crack or cocaine as most serious problem 56.4 75Self-referred to treatment 39.8 53Received past help for alcohol/drug problems 59.4 79 M SDAge 37.4 8.3Years of education 11.9 2.2Motivation 133.7 24.4Drug use severity at intake .18 .15Alcohol use severity at intake .33 .27Drug use severity at six-month follow-up .04 .08Alcohol use severity at six-month follow-up .11 .15Table 2Correlation and Multiple Regression Coefficients of Motivation (Combinedand Subscales) and Other Predicting Variables Zero-order Correlation Coefficients (r)Variables at Intake Motivation PR DH TRMale -.14 -.11 -.13 -.11Age -.06 -.04 -.03 -.07African American .16 .04 .21 * .20 *Education (years) .17 * .14 .20 * .11Unemployed .29 *** .20 * .24 ** .34 ***Involved with the legal -.19 * -.06 -.22 * -.26 ** systemCrack/cocaine as most serious problem .18 * .13 .23 ** .23 **Self-referred to treatment .26 *** .14 .23 ** .35 ***Received help in the past .21 ** .29 *** .18 * .04Drug use severity .58 *** .54 *** .59 *** .38 ***Alcohol use severity .40 *** .35 *** .40 *** .29 ***[R.sup.2] Standardized Multiple Regression Coefficients ([beta])Variables at Intake Motivation PR DHMale -.13 -.09 -.14 *Age .03 .07 .08African American .10 -.01 .13Education (years) .12 .07 .13Unemployed .14 * .10 .07Involved with the legal .06 -.00 -.10 systemCrack/cocaine as most serious problem -.00 -.00 .03Self-referred to treatment .06 -.05 .01Received help in the past .15 * .23 .13 *Drug use severity .42 *** .45 *** .44 ***Alcohol use severity .24 *** .20 * .26 ***[R.sup.2] .49 .41 .51 Standardiz ed Multiple Regression Coefficien ts ([beta])Variables at Intake TRMale -.10Age -.08African American .17 *Education (years) .12Unemployed .21 **Involved with the legal -.09 systemCrack/cocaine as most serious problem -.05Self-referred to treatment .23 ***Received help in the past -.01Drug use severity .19 *Alcohol use severity .17 *[R.sup.2] .36NOTE: PR = problem recognition; DH = desire for help; TR = treatmentreadiness.* p< .05.** p< .01.*** p< .001.Table 3Correlation Coefficients of Motivation and Alcohol and Drug SeverityScores at Six-Month Follow-Up Severity Scores at Six-Month Follow-UpVariables at Intake Drug Use Alcohol UseMotivation .13 .10Problem recognition .22 ** .16Desire for help .08 .08Treatment readiness -.03 -.02Drug use severity at intake .09 -.04Alcohol use severity at intake .00 .33 ***Male -.08 .01Age -.11 -.03African American -.07 -.16Education (years) .04 .06Unemployed -.05 .03Involved with the legal system .01 .02Crack/cocaine as most serious problem .03 -.18 *Self-referred to treatment -.00 .02Received help in the past .09 .20 *** p<.01.*** p<.001. Original manuscript received February 2, 2001 Final revisionreceived July 12, 2001 Accepted August 30, 2001 REFERENCES Austin, G. A., & Gilbert, M. J. (1989). Substance abuse amongLatino youth (Prevention Research Update No. 3 ed.). Los Alamitos Los Alamitos(lôs ăləmē`təs, lŏs), city (1990 pop. 11,676), Orange co., NE of Long Beach, S Calif., in a suburban area; inc. 1960. Los Alamitos Racetrack and U.S. military installations are nearby. , CA:Southwest Regional Education Laboratory. Condelli, W. S. (1993). Strategies for increasing retention inmethadone programs. Journal of Psychoactive Drugs The Journal of Psychoactive Drugs (ISSN 0279-1072) was founded in 1967 by David E Smith, founder of the Haight Ashbury Free Clinic. It is conceived as "an authoritative quarterly periodical containing peer-reviewed timely information of a multidisciplinary nature surrounding , 25, 143-147. DeLeon, G., Gerald, M., & David, K. (1997). Motivation andreadiness for therapeutic community treatment among cocaine and otherdrug abusers. American Journal of Drug & Alcohol Abuse, 23, 169-189. DeLeon, G., & Jainchill, N. (1986). Circumstances, motivation,readiness and suitability as correlates of treatment tenure. Journal ofPsychoactive Drugs, 18, 203-208. DeLiberty, R., Newman, B, & Ward, E. (in press). Riskadjustment in the Hoosier Assurance Plan: Impact on providers. Journalof Behavioral Health Behavioral health was first used in the 1980's to name the combination of the fields mental health and substance abuse. As an example, an organization serving both mental health and substance abuse clients might refer to its practice as behavioral health or Services and Research. Espada, F. (1979). The drug abuse industry and the"minority" communities: Time for a change. In R. L. Dupont, A.Goldstein, & J. O'Donnell (Eds.), Handbook on drug abuse (pp.293-300). Rockville, MD: National Institute on Drug Abuse. Franken, I.H.A., & Hendriks, V. M. (1999). Predicting outcomeof impatient detoxification of substance abusers. Psychiatric Services,50, 813-817. Kludt, C. J., & Perlmuter, L. (1999). Effects of control andmotivation on treatment outcome. Journal of Psychoactive Drugs, 31,405-414. Knight, K., Holcom, M., & Simpson, D. D. (1994). TexasChristian University psychosocial functioning and motivation scales:Manual on psychometric psy��cho��met��rics?n. (used with a sing. verb)The branch of psychology that deals with the design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and properties. Fort Worth: Texas ChristianUniversity. Longshore, D. (1997). Treatment motivation among Mexican Americandrug-using arrestees. Hispanic Journal of Behavioral Sciences behavioral sciences,n.pl those sciences devoted to the study of human and animal behavior. , 19,214-229. Longshore, D., Grills, C., Annon, K., & Grady, R. (1998).Promoting recovery from drug abuse: An Africentric intervention. Journalof Black Studies, 28, 319-333. Longshore, D., Hsieh, S., & Anglin, M.D. (1993). Ethnic andgender differences in drug users perceived need for treatment.International Journal of the Addictions, 28,539-558. McGahan, P. L., Griffith, J., & McLellan, A. T. (1986).Composite scores from the Addiction Severity Index: Manual and computersoftware. Philadelphia: Veterans Administration Press. McLellan, A. T., Kushner, H., Metzger, D., Peters, R., Smith, I.,Grissom, G., Pettinati, H., & Argeriou, M. (1992). The fifth editionof the Addiction Severity Index. Journal of Substance Abuse Treatment,9, 199-213. Miller, W. R. (1985). Motivation for treatment: A review withspecial emphasis on alcoholism. Psychological Bulletin, 98, 84-107. Miller, W. R., & Rolinick, S. (1991). Motivationalinterviewing: Preparing people for change. New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Guilford Press. Miller, W. R., Zweben, A., DiClemente, C. C., & Rychtarik, R.G. (1995). Motivational enhancement therapy manual. Rockville, MD: U.S.Department of Health and Human Services Noun 1. Department of Health and Human Services - the United States federal department that administers all federal programs dealing with health and welfare; created in 1979Health and Human Services, HHS . Morse, R. M., & Flavin, D. K. (1992). The definition ofalcoholism. JAMA, 268, 1012-1014. O'Neill, J.V. (2001, January). Expertise in addictions saidcrucial. NASW NASW National Association of Science WritersNASW National Association of Social Workers (Washington, DC)NASW National Association of Social WorkersNASW National Association for Social Work (UK)News, p. 10. Pitre, U., Dansereau, D. F., Newbern, D., & Simpson, D. D.(1998). Residential drug abuse treatment for probationers: Use ofnode-link mapping to enhance participation and progress. Journal ofSubstance Abuse Treatment, 15,535-543. Rapp, R. C. (1997). The strengths perspective and persons withsubstance abuse problems. In D. Saleebey (Ed.), The strengthsperspective in social work practice (pp.77-96). New York: Longman. Rapp, R. C., Siegal, H. A., Li, L., & Saha, P. (1998).Predicting post-primary treatment services and drug use outcome: Amultivariate analysis. American Journal of Drug and Alcohol Abuse, 24,603-615. Shen, Q., McLellan, A. T., & Merrill, J. C. (2000).Client's perceived need for treatment and its impact on outcome.Substance Abuse, 21, 179-192. Siegal, H. A., Li, L., & Rapp, R. C. (2002). Case management asa therapeutic enhancement: Impact on post-treatment criminality. Journalof Addictive Diseases, 21(4), 37-46. Simpson, D., & Joe, G. (1993). Motivation as a predictor ofearly dropout (1) On magnetic media, a bit that has lost its strength due to a surface defect or recording malfunction. If the bit is in an audio or video file, it might be detected by the error correction circuitry and either corrected or not, but if not, it is often not noticed by the human from drug abuse treatment. Psychotherapy psychotherapy,treatment of mental and emotional disorders using psychological methods. Psychotherapy, thus, does not include physiological interventions, such as drug therapy or electroconvulsive therapy, although it may be used in combination with such methods. , 30, 357-368. Simpson, D. D., Joe, G. W., Rowan-Szal, G. A., & Greener, J. M.(1997). Drug abuse treatment process components that improve retention.Journal of Substance Abuse Treatment, 14, 565-572. ABOUT THE AUTHORS Richard C. Rapp, MSW (MicroSoft Word) See Microsoft Word. , is project director and assistant professor,Center for Interventions, Treatment and Addictions Research, School OfMedicine, Wright State University 215 Medical Sciences, 3640 ColonelGlenn Highway See also: Alaska Route 1The Glenn Highway (part of Alaska Route 1) is a highway in the U.S. state of Alaska, extending 187 miles (301 km) from Anchorage near Merrill Field to Glennallen on the Richardson Highway. The Tok Cut-Off (q.v. , Dayton, Ohio Dayton is a city in southwestern Ohio, United States. It is the county seat and largest city of Montgomery County. As of the 2005 census estimate, the population of Dayton was 158,873. 45435; e-mail: richard.rapp@wright.edu. LiLi, PhD, is research scientist and associate professor, and Harvey A.Siegal, PhD, is director and professor, Center for Interventions,Treatment and Addictions Research, School Of Medicine, Wright StateUniversity Dayton, Ohio. Richard N. DeLiberty, MSW, is executive vicepresident for administration, Cummins Mental Health Center, Inc., Avon,IN. The research was supported by funding from the Indiana Division ofMental Health.

Demonstrating competency.

Demonstrating competency. Recently, the importance of "certification" was madeabundantly clear to me. I was in Anchorage, Alaska, representing MTNA MTNA Music Teachers National AssociationMTNA Middle Tennessee Nursery Association (McMinnville, Tennessee)atthe annual meeting of the Trust for Insuring Educators. One of the events, sponsored by The Anchorage Convention andVisitors Bureau, was a "flight seeing" tour of the glacierssurrounding Anchorage. For over an hour, we soared among the peaks and valleys, gazingupon some of the most spectacular sights in nature. The pilot guided theairplane expertly above these glaciers, often within a few feet of theoutcropping, snow-covered summits. As we made our way back to Anchorage, I thought about the obviousskill of the pilot. Well, to be more precise, I was more than gratefulthat the pilot was not only skillful skill��ful?adj.1. Possessing or exercising skill; expert. See Synonyms at proficient.2. Characterized by, exhibiting, or requiring skill. , but that he had demonstrated hiscompetencies to pilot an aircraft to an impartial adjudicator ad��ju��di��cate?v. ad��ju��di��cat��ed, ad��ju��di��cat��ing, ad��ju��di��catesv.tr.1. To hear and settle (a case) by judicial procedure.2. , theFederal Aviation Administration Federal Aviation Administration(FAA), component of the U.S. Department of Transportation that sets standards for the air-worthiness of all civilian aircraft, inspects and licenses them, and regulates civilian and military air traffic through its air traffic control (FAA). Knowing that he had to have apilot "certificate" conferred by the FAA upon hisdemonstration of his flying competency, gave me the confidence to bucklemyself in that aircraft and enjoy the experience. This was not the case before 1926. Prior to that year, anyone could"hang up a shingle shingleThin piece of building material made of wood, asphaltic material, slate, metal, or concrete, laid in overlapping rows to shed water. Shingles are widely used as roof covering on residential buildings and sometimes also for siding (see Shingle style). " and say he was a pilot. With noregulations or licensing of pilots or aircraft, a passenger literallyrisked his life when accepting the claim of competence of some of these"pilots." Fortunately, the Federal government stepped in. The Air CommerceAct of May 20, 1926, was the cornerstone of the Federalgovernment's regulation of civil aviation. This legislation waspassed at the urging of the aviation industry, whose leaders believedthe airplane could not reach its full commercial potential withoutimproving and maintaining safety standards Safety standards are standards designed to ensure the safety of products, activities or processes, etc. They may be advisory or compulsory and are normally laid down by an advisory or regulatory body that may be either voluntary or statutory. . One of the earliest actionswas the certification of pilots and aircrafts. Regardless of how muchthe individual heard about aeronautics, aerodynamics aerodynamics,study of gases in motion. As the principal application of aerodynamics is the design of aircraft, air is the gas with which the science is most concerned. , navigation, andthe like, he or she had to demonstrate the ability to competently fly anairplane. As a result, the aviation profession has become one of thesafest and most skillful occupations anywhere. I believe the parallels to music teaching are obvious. To be surelives are not in danger during a music lesson (although, like me, youmay have suppressed more than a few irate i��rate?adj.1. Extremely angry; enraged. See Synonyms at angry.2. Characterized or occasioned by anger: an irate phone call. impulses during a particularlytrying lesson). But the importance of certification for music teacherscannot be understated. Like pre-1926 "pilots," anyone can hangup a shingle to be a "music teacher." The claim may be true ornot. Fortunately, the music teaching profession has a certificationorganization--MTNA. Our association recognizes the absolute importanceof having competent music teachers in the studio, in the same way thatthe FAA recognizes the importance of having competent pilots in thecockpit. We have developed standards for the music teachingprofessional, and we require candidates to demonstrate this competenceto impartial adjudicators. To those of you who have achieved National Certified Teacher A certified teacher is a teacher who has earned credentials from an authoritative source, such as the government, a higher education institution or a private source. These certifications allow teachers to teach in schools which require authorization in general, as well as allowing ofMusic status, I say thank you for doing your part in advancing theprofession of music teaching. To those who are not certified yet, Iencourage you to start the process as soon as possible (information canbe found at www.mtnacertification.org). You will benefit, and so willyour students. Gary L. Ingle in��gle?n.1. An open fire in a fireplace.2. A fireplace.[Perhaps Scottish Gaelic aingeal, fire, light. Executive Director