This document summarizes research on parental responsibility and involvement in children's education and activities. It discusses several studies and articles that emphasize the importance of parental involvement for children's academic and social development. The research finds that parental involvement is associated with improved academic performance, relationships between parents and children, and student engagement. However, parental involvement can be challenging for some families due to work schedules, language barriers, or discomfort in school environments. The document advocates for schools to develop multiple programs and strategies to better engage and support family involvement.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
Running Head HOMESCHOOLS MORE BENEFICIAL 1HOMESCHOOLS MORE B.docxcowinhelen
Running Head: HOMESCHOOLS MORE BENEFICIAL 1
HOMESCHOOLS MORE BENEFICIAL 9
Are Homeschools more beneficial than Public Schools?
2/14/2017
Prospectus
Summary
Should kids be homeschooled, or are they fine in public schools? Not many parents ask themselves this question. However, the number of students who are being homeschooled has been growing significantly within the last several years. The main idea of this paper is why parents, in general, believe public schools are good. Do parents believe public schools are better simply because they don't have the choice to homeschool their children?
Description
This paper will focus on the overall result of homeschooling and public schools. The reasons as to why some parents prefer home schools over public schools will also be explored. Individuals have not invested much of their time to look at the benefits accruing from schooling. People are sending their kids to public schools, but they do not agree completely with everything presented in those schools. The increasing number of parents who are thinking of homeschooling their own children instead of sending them to a public schools indicates a disagreement on the policies and methods of teaching in public schools. One of the controversies revolves around the amount of time and attention that the children need in order to succeed. Others involve the environment with which the student interacts with on a daily basis, which some argue that is more safe and controlled in homeschools.
Research Question
Does homeschooling tend to produce more successful children in the future?
Guiding Questions
Does the amount of attention given to students affect their overall success?
Does the studying and playing environment in school affect the children positively or negatively?
How can parents provide the best education for their children?
Annotated bibliographyBouwer, C., Schalkwyk, L, V. (2011). Homeschooling: Heeding the voices of learners. Education as Change, 15(2), 179-190.
In this paper, Bouwer unusually seeks the feedback from the students in homeschools. He performs this case study by conducting interviews with parents and their children to ask them about their views on their own homeschools. He also takes a closer look at the feedback from both the parents, as well as their children and compares them in order to find any dissimilarities. The article explores the conflicting feedback from the children, which will provide a strong counterargument for my essay. The article comes from a journal article which gives a high credibility to rely on.
Brain, D, R. (2011). 2.04 Million Homeschool students in the United States in 2010. Salem, OR: National Home Education Research Institute.
The report follows previous research concerning the number of students who are homeschooled. Brain utilizes previous research records, and data from federal agencies and states in order to estimate the current number of homeschooled students. The article ...
Exploring the Parental Involvement in Learners' Education: A Phenomenological...Rosemiles Anoreg
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
6.1 Theoretical Models and ResearchThe traditional parent involv.docxalinainglis
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
New Trends in Parent Involvement and Student Achievementnoblex1
Recent research reviewing historical trends in parent involvement and student achievement point out the inconsistency of those findings by documenting apparent improvements in achievement while other studies do not support a relationship.
Source: https://ebookscheaper.com/2022/02/25/new-trends-in-parent-involvement-and-student-achievement/
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
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QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
Running Head HOMESCHOOLS MORE BENEFICIAL 1HOMESCHOOLS MORE B.docxcowinhelen
Running Head: HOMESCHOOLS MORE BENEFICIAL 1
HOMESCHOOLS MORE BENEFICIAL 9
Are Homeschools more beneficial than Public Schools?
2/14/2017
Prospectus
Summary
Should kids be homeschooled, or are they fine in public schools? Not many parents ask themselves this question. However, the number of students who are being homeschooled has been growing significantly within the last several years. The main idea of this paper is why parents, in general, believe public schools are good. Do parents believe public schools are better simply because they don't have the choice to homeschool their children?
Description
This paper will focus on the overall result of homeschooling and public schools. The reasons as to why some parents prefer home schools over public schools will also be explored. Individuals have not invested much of their time to look at the benefits accruing from schooling. People are sending their kids to public schools, but they do not agree completely with everything presented in those schools. The increasing number of parents who are thinking of homeschooling their own children instead of sending them to a public schools indicates a disagreement on the policies and methods of teaching in public schools. One of the controversies revolves around the amount of time and attention that the children need in order to succeed. Others involve the environment with which the student interacts with on a daily basis, which some argue that is more safe and controlled in homeschools.
Research Question
Does homeschooling tend to produce more successful children in the future?
Guiding Questions
Does the amount of attention given to students affect their overall success?
Does the studying and playing environment in school affect the children positively or negatively?
How can parents provide the best education for their children?
Annotated bibliographyBouwer, C., Schalkwyk, L, V. (2011). Homeschooling: Heeding the voices of learners. Education as Change, 15(2), 179-190.
In this paper, Bouwer unusually seeks the feedback from the students in homeschools. He performs this case study by conducting interviews with parents and their children to ask them about their views on their own homeschools. He also takes a closer look at the feedback from both the parents, as well as their children and compares them in order to find any dissimilarities. The article explores the conflicting feedback from the children, which will provide a strong counterargument for my essay. The article comes from a journal article which gives a high credibility to rely on.
Brain, D, R. (2011). 2.04 Million Homeschool students in the United States in 2010. Salem, OR: National Home Education Research Institute.
The report follows previous research concerning the number of students who are homeschooled. Brain utilizes previous research records, and data from federal agencies and states in order to estimate the current number of homeschooled students. The article ...
Exploring the Parental Involvement in Learners' Education: A Phenomenological...Rosemiles Anoreg
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
6.1 Theoretical Models and ResearchThe traditional parent involv.docxalinainglis
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
New Trends in Parent Involvement and Student Achievementnoblex1
Recent research reviewing historical trends in parent involvement and student achievement point out the inconsistency of those findings by documenting apparent improvements in achievement while other studies do not support a relationship.
Source: https://ebookscheaper.com/2022/02/25/new-trends-in-parent-involvement-and-student-achievement/
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
Elevated Blood Lead Levels in Children Associated
With the Flint Drinking Water Crisis: A Spatial
Analysis of Risk and Public Health Response
Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Running head PARENTAL RESPONSIBILITY1PARENTAL RESPONSIBILITY.docx
1. Running head: PARENTAL RESPONSIBILITY 1
PARENTAL RESPONSIBILITY 3
Parental Responsibility
Kristie L. Carter
Columbia Southern University
Parental Responsibility
Corno, L., & Xu, J. (2004). Homework as the job of childhood.
Theory into Practice, 43, 227-233.
This article was formed based on the interviews that were
conducted on the parents by the authors. According to the
authors, homework helps the child to develop good time and
management skills. The article emphasizes on the importance of
parents involving themselves in helping their children with their
2. homework. The research also brings about the century-old
practice of doing homework suggesting that it is essential part
of childhood. The authors state that the homework creates a
situation in which a child has to complete certain tasks with
minimal supervision and with little training. Children that are
experts in their homework demonstrate their responsibility in
managing tasks. The authors believe the homework helps
prepare the children for jobs in the future. Since homework
plays an important role in a child’s development, the parents are
entitled with the responsibility of ensuring that the homework is
done. The parents have to help their students in areas that face
difficulty.
Horowitz, A., & Bronte-Tinkew, J. (2007). Research-to-Results:
Building, engaging, and supporting family and parental
involvement in out-of-school time programs (Publication No.
2007-16). Washington, DC: Child Trends.
The author of the article points out the parental
involvement in out-of- school programs. According to the
article, it is the parent’s responsibility to be involved in out-of-
school programs. The research states that the family
involvements in the child’s activities help them to improve their
academic performance and their relationships with their parents.
Parental involvements in school programs have been found to
improve children’s attention. The article findings were that
parental involvement increased student engagement. It further
states that most of the parents fail to attend to these functions
due to their tight work schedules, access or feel uncomfortable
to attend. The authors suggest for school to come up with
multiple programs that help to engage families and help build
trust. The article uses Concerned Black Men national to help
support their argument and emphasize on the need for parents to
be responsible for their children. They emphasized on the
importance of good relationship between the parent and child.
Parcel, T. L., &Dufur, M. J. (2001). Capital at home and at
school: Effects on student achievement. Social
Forces, 79(3), 881-911. Retrieved from EBSCO database.
3. The article talks of the effects of family and school capital on
math and reading scores. It also considers the effect school
capital on social, human, and financial considerations in school.
The article refers to the family social capital as the parental
involvement in the children activities and the bond that exist
between the parent and the child. The financial capital is used
to refer to the financial resources present. The school social
capital is defined as the relationship between the school, parent,
and the children. The research is based on a longitudinal youth
survey that was conducted by the Centre of Human Resource on
over 12,000 youth. The study was able to establish the
relationship between financial resources and achievement. It
concluded that the more the children in a family the lower the
chances of academic achievement due little time dedication by
parents and resource dilution. The article also states that most
school failures are often associated with lack of parent
responsibilities at home.
Pate, P. E., & Andrews, P. G. (2006). Research summary: Parent
involvement. Retrieved [June, 24, 2013] from
http://www.nmsa.org/ResearchSummaries/ParentInvolveme
nt/tabid/274/Defailt.asp x
This article addresses the benefits of parental involvement
in the child’s academic success and provides strategies through
which parents need to be involved in school activities. The
authors mention the importance of using interactive home
assignments aimed at providing good parent and child bond a
program that was developed by John Hopkins University. The
TIPS program suggested in the article offer ways in which the
parents and the child may interact. The article states that the
model increased the student’s performance. The authors
suggested for the parents to be engaged in homework
assignments and provide professional development for parents
that needed to engage in their children’s education. The
education included evening attendance of classes or mini
courses offered to the parents. Finally, the article recommended
that schools should develop repertoire strategies aimed at
4. engaging parents.
Redding, S., Murphy, M., & Sheley, P., Eds.U.S. Department of
Education. (2011). Handbook on family and
community engagement. Lincoln, IL: Academic
Development Institute.
This article contains series of reports that involve the
parent and community engagement. The authors of the article
developed their recommendations based on these reports. These
recommendations are majorly based on education, connection,
and continuous improvement among many other aspects. One of
the recommendation for state education agencies included
appointing a leader that coordinates the affairs of the state.
According to the article, positive results can only be achieved if
there is mutual understanding between the parents, teachers, and
the students. The elected individual is supposed to ensure that
families are engaged in school activities by putting parents in
school councils and ensuring that there is fair distribution of
funds to schools. The other role was to ensure that there is a
good teacher and parent working relationship. The article
emphasized on the need to have the parents to be involved in
the school activities such as policymaking. Parental
involvement will help prevent a one-way communication.
Strauss, V., & Kohn, A. (2013, February 6). Is parent
involvement in school useful? Washington Post, the Answer
Sheet. Retrieved
from http://www.washingtonpost.com/blogs/answer-
sheet/wp/2013/02/06/is-parent- involvement-in-school-
really-useful/
This article questions the importance of promoting parental
involvement in school. The authors states that parental
influence is normally regarded as being inadequate or excessive.
The article attributes the state of inadequacy to be brought
about by the presence of social classes with poor parents doing
less and wealthy parents concentrating too much on their
children. The poor parents, which in most instances are
uneducated find less time to be with their children and are not
5. involved in their activities. Most of the poor parents cannot
speak English and hence are not comfortable in school
environments. Parental involvement is looked act based on how
educators think and not the parents or students think. The
authors of the article feel that there is need to focus on the king
of parental involvement and not on how the involvement is
occurring. Another issue is on how the parents are more
concerned with their own children alone and not all students.
The author states that it is the responsibility for all parents to
check on the progress of all students and not on theirs alone.
All parents need to understand what the students do and not
only insist on their grades. The authors state that the parents are
supposed to question teachers and educators and not help them
promote status quo. The author states that parental involvement
is more complicated that it is portrayed.
Wherry, J. H. (2010).This parent involvement: nine truths you
must know now (Rep.). Fairfax Station, VA: The Parent
Institute.
The article talks about the need for parents to be involved
in the child’s education. It provides well best practices, which
refers to them as nine practices for schools to engage in parents.
One of the practices is parent’s responsibility to be involved in
the school’s affairs of their students and not only to attend
fundraising events. Research highlights the benefits of parent’s
involvement on the educational progress and positive character
development for their children. It talks of the importance of a
two-way communication between the parents and the school.
The school must provide information about progress and the
parents must take time and inquire on the progress. The parents
must be treated as partners and not clients, meaning that they
have to contribute to the affairs involving their children. They
also have to trust that the school can provide the best for their
children. The article will be of great use in identifying the
challenges that parents face and helps in creation of policy plan
that accommodate both the schools and the individual.
6. .
ENERGY PSYCHOLOGY: A REVIEW OF THE
PRELIMINARY EVIDENCE
DAVID FEINSTEIN
Private Practice, Ashland, Oregon
Energy psychology utilizes imaginal
and narrative-generated exposure,
paired with interventions that reduce
hyperarousal through acupressure and
related techniques. According to practi-
tioners, this leads to treatment out-
comes that are more rapid, powerful,
and precise than the strategies used in
other exposure-based treatments such
as relaxation or diaphragmatic breath-
ing. The method has been exceedingly
controversial. It relies on unfamiliar
procedures adapted from non-Western
cultures, posits unverified mechanisms
of action, and early claims of unusual
speed and therapeutic power ran far
ahead of initial empirical support. This
paper reviews a hierarchy of evidence
regarding the efficacy of energy psy-
chology, from anecdotal reports to ran-
domized clinical trials. Although the
7. evidence is still preliminary, energy
psychology has reached the minimum
threshold for being designated as an
evidence-based treatment, with one
form having met the APA Division 12
criteria as a “probably efficacious
treatment” for specific phobias; another
for maintaining weight loss. The limited
scientific evidence, combined with ex-
tensive clinical reports, suggests that
energy psychology holds promise as a
rapid and potent treatment for a range
of psychological conditions.
Keywords: acupuncture, EFT, energy
psychology, TAT, TFT
Energy psychology (EP) is comprised of a set
of physical and cognitive procedures designed to
bring about therapeutic shifts in targeted emo-
tions, cognitions, and behaviors (Gallo, 2004). It
has been used as an independent psychotherapeu-
tic approach, as an adjunct to other therapies, and
as a back home tool for emotional self-
management. In all three applications, although
the method is grounded in established psycholog-
ical principles regarding affect, cognition, and
behavior, it also incorporates concepts and tech-
niques from non-Western systems for healing and
spiritual development. Specifically, EP, which is
a derivative of energy medicine (Feinstein &
Eden, 2008), postulates that mental disorders and
other health conditions are related to disturbances
in the body’s electrical energies and energy
fields.
8. Many of the body’s electrical systems and en-
ergy fields are understood, readily verified, and a
focus of established interventions. The applica-
tion of lasers and magnetic pulsation, for in-
stance, can be described in terms of specific,
measurable wavelengths and frequencies that
have been found to be therapeutic (Oschman,
2003). Other postulated energies are considered
to be of a more subtle nature and have not been
directly measured by reproducible methods. Al-
though such subtle energies are generally not rec-
ognized in Western health care frameworks, they
are at the root of numerous ancient systems of
healing and spiritual development that are not only
still in wide use throughout the world but increas-
ingly being utilized in the West (Meyers, 2007).
EP has been referred to as “acupuncture with-
out needles” in treating mental health disorders.
David Feinstein, Private Practice, Ashland, Oregon.
Comments on previous drafts of this paper by Fred P.
Gallo, Douglas J. Moore, Ronald A. Ruden, and Robert Scaer
are gratefully acknowledged.
Correspondence regarding this article should be addressed
to David Feinstein, PhD, 777 East Main Street, Ashland, OR
97520. E-mail: [email protected]
Psychotherapy Theory, Research, Practice, Training Copyright
2008 by the American Psychological Association
2008, Vol. 45, No. 2, 199 –213 0033-3204/08/$12.00 DOI:
10.1037/0033-3204.45.2.199
199
13. in
at
ed
b
ro
ad
ly
.
The efficacy of acupuncture and acupressure (a
nonneedle form of acupuncture) is well estab-
lished. The World Health Organization (WHO,
2002) lists 28 conditions where scientific studies
strongly support acupuncture’s efficacy and 63
more conditions for which therapeutic effects
have been observed but not scientifically estab-
lished. A review of 420 articles by Harvard
Medical School’s Consumer Health Information
website (http://www.intelihealth.com) found at
least preliminary evidence for the efficacy of
acupressure with many of the conditions listed in
the WHO report, including a variety of affect-
related conditions, such as anxiety, depression,
addictions, insomnia, and hypertension.
More than two dozen variations of EP can be
identified, with the most well-known being
Thought Field Therapy (TFT), the Tapas Acu-
pressure Technique (TAT), and the Emotional
Freedom Techniques (EFT). Many of the varia-
14. tions adapt practices and concepts from acupunc-
ture and acupressure; others borrow from yoga,
meditation, qigong, and other traditional prac-
tices. Some conceive of their distinctive thera-
peutic mechanism as the activation of electrical
signals that purportedly influence brain activity
(Ruden, 2007); others as catalyzing shifts in pu-
tative energy fields, such as the body’s biofield
(Rubik, 2002). TFT, TAT, and EFT, each utiliz-
ing techniques derived from acupuncture and
acupressure, have received by far the most atten-
tion and investigation, and they will be the focus
of this review.
A Shared Core Strategy
Nearly all the therapies and emotional self-
management approaches that fall under the head-
ing of EP, however, share a common core strat-
egy. They combine physical interventions for
regulating electrical signals or energy fields with
mental involvement in a feeling, cognition, or
behavior that is a target for change. This simul-
taneous pairing of the physical activity and men-
tal activation is believed to therapeutically alter
the targeted response.
In brief, beyond whatever unfamiliar methods
it may incorporate, EP is an exposure-based treat-
ment. The effectiveness of exposure therapies
with posttraumatic stress disorder (PTSD) and
other anxiety disorders is well established. Expo-
sure is, in fact, the single modality for which the
evidence is sufficient to conclude, according to
stringent scientific standards (National Institute
15. of Medicine’s Committee on Treatment of Post-
traumatic Stress Disorder, 2007), that the method
is an efficacious treatment for PTSD. Other treat-
ments that have strong empirical support in treat-
ing PTSD, such as cognitive-processing therapy,
stress inoculation training, and eye movement
desensitization and reprocessing (EMDR), also
generally incorporate substantial exposure com-
ponents (Keane, Foa, Friedman, Cohen, & New-
man, 2007).
In EP, as with other exposure-based treatments,
exposure is achieved by eliciting—through imag-
ery, narrative, and/or in vivo experience—
hyperarousal associated with a traumatic memory
or threatening situation. Unique to EP is that extinc-
tion of this association is facilitated by (a) the man-
ual stimulation of acupuncture and related points
that are believed to (b) send signals to the amygdala
and other brain structures that (c) quickly reduce
hyperarousal. When the brain then reconsolidates
the traumatic memory, the new association (to re-
duced hyperarousal or no hyperarousal) is retained.
According to practitioners, this leads to treatment
outcomes that are more rapid (less time; fewer
repetitions) and more powerful (higher impact;
greater reach) than the strategies used by other
exposure-based treatments that are available to
them, such as relaxation, desensitization, mindful-
ness, flooding, or repeated exposure. Another clin-
ical strength reported by practitioners is increased
precision, and thus less chance of retraumatization.
By being able to quickly reduce hyperarousal to a
targeted stimulus, numerous aspects or variations of
a problem may be identified, precisely formulated,
and treated within a single session.
16. A survey of several major EP textbooks
(Callahan & Trubo, 2002; Diepold, Britt, &
Bender, 2004; Feinstein, 2004; Gallo, 2004;
Hartung & Galvin, 2003; Mollon, 2008) reveals
four typical foci of EP interventions: immediate
reduction of elevated affect, extinguishing condi-
tioned responses, addressing complex psycholog-
ical problems, and promoting optimal functioning
or peak performance. For instance, the stimula-
tion of specified acupuncture points (acupoints)
has been shown to decrease activation signals in
the amygdala (Hui et al., 2000), and holding such
points has been shown to rapidly decrease
anxiety in people who sustained minor injuries
during an accident (Kober et al., 2002). Another
example of EP reducing elevated affect is that
individuals required to describe recent traumatic
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21. experiences to government officials evidenced less
anxiety and greater accuracy in their reports when
they tapped a specified set of acupoints while re-
counting the event (Carrington, 2005). By adding
imaginal exposure, this core strategy has been
shown to extinguish a range of maladaptive condi-
tioned responses, such as specific phobias (Wells,
Polglase, Andrews, Carrington, & Baker, 2003) and
test-taking anxiety (Sezgin & Özcan, 2004). Elab-
orations on it have been applied to a spectrum of
psychological problems and goals (Gallo, 2002).
Relatively easy to learn, the method is most fre-
quently integrated into the clinician’s existing rep-
ertoire when treating complex issues.
Controversies
EP has been exceedingly controversial among
psychotherapists. Its advocates have for more
than two decades been claiming a level of clinical
effectiveness for a range of conditions that sur-
passes that of established treatment modalities in
its speed and power, but a robust body of research
directly supporting these claims has yet to be
produced. Confounding this basic credibility
problem, EP is rooted in an unfamiliar paradigm
adapted from non-Western health care practices,
its techniques look patently strange (e.g., hum-
ming or counting while tapping on the back of
one’s hand), and even its most committed prac-
titioners disagree about the mechanisms that
might explain the results they report.
The approach has, nonetheless, gained a strong
popular following. EFT Insights, an e-newsletter
22. that provides instruction on how to utilize EFT on
a professional as well as self-help basis, had
368,000 active subscribers at the time of this
writing, and this number was showing a net in-
crease of more than 7,000 per month (G. Craig,
personal communication, December 27, 2007).
The media has been intrigued by claims made by
EP practitioners and their clients. Numerous EP
phobia treatments have, for instance, been aired
on TV talk-shows, including dramatic pre- and
posttreatment clips. In one such program, a
woman who convincingly described a terror of
spiders appeared calm, following a brief TFT
session, as she permitted a tarantula to crawl on
her hand (Coghill, 2000).
EP protocols are also increasingly being uti-
lized in traditional health care settings such as
Health Maintenance Organizations (HMOs; El-
der et al., 2007), disaster relief efforts (Feinstein,
2008), and Veteran’s Administration (V.A.) hos-
pitals. Lynn Garland, a social worker with the
Veterans’ Health care System in Boston, for in-
stance, reports that she, along with numerous
colleagues using energy psychology in the V.A.,
are having “dramatic results in relieving both
acute and chronic symptoms of combat-related
trauma” (Feinstein, Eden, & Craig, 2005, p. 17).
An international professional organization
with more than 1,000 members, the Association
for Comprehensive Energy Psychology (www
.energypsych.org), was incorporated in the
United States in 1999 and has developed a com-
prehensive certification program and ethics code.
23. EP is increasingly recognized in Europe, with
“Advanced Energy Psychology” qualifying as
continuing education for psychologists,
physicians, and related professions in several
countries, including Germany, Austria, and Swit-
zerland. A review of one of EP’s major texts
(Energy Psychology Interactive; Feinstein, 2004)
in the online book review journal of the Ameri-
can Psychological Association (APA) noted that
because EP successfully “integrates ancient
Eastern practices with Western psychology [it
constitutes] a valuable expansion of the tradi-
tional biopsychosocial model of psychology to
include the dimension of energy” (para. 5). The
review, by a former APA division president, de-
scribed EP as “a new discipline that has been
receiving attention due to its speed and effective-
ness with difficult cases” (Serlin, 2005, para. 2).
Professional gatekeeping organizations and fo-
rums in the United States have not, however,
been persuaded. The APA itself singled out EP as
an unacceptable topic for its sponsors to offer
psychologists for continuing education credit, a
policy still in effect at the time of this writing. A
scathing commentary by Harvard psychologist
McNally (2001), in a special issue of the Journal
of Clinical Psychology focusing on TFT, argued
that the methodological flaws in existing studies
of the approach render their data to be uninter-
pretable, ultimately suggesting that until TFT
founder Callahan “has done his homework, psy-
chologists are not obliged to pay any attention to
TFT” (p. 1173). In one of the few standard psy-
chology texts to mention EP, Corsini (2001),
editor of an anthology of innovative psychother-
24. apies, explained his choice to include a chapter
on such an “outlandish” approach by noting that
TFT “is either one of the greatest advances in
psychotherapy or it is a hoax” (p. 689).
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Beyond the familiar dilemma of lag time be-
tween the introduction of a new therapy and its
scientific evaluation, assessing the viability of EP
poses several additional challenges. Its purported
actions cannot be explained by conventional clinical
models and some of its methods do not appear to be
based on any rationale accepted by Western sci-
ence. In addition, despite strong popular interest and
a quarter century of efficacy claims by growing
numbers of credible therapists, neutral investigators
have not carried out comparison studies between EP
and conventional modalities. Although the rela-
tively few studies that have been conducted by the
29. field’s adherents tend to support the new approach,
clinicians, insurance providers, and the public are
required to make the most informed assessments
possible amid strong conflicting opinions and de-
spite very limited scientific evidence for either es-
tablishing or refuting claims about the method’s
therapeutic power.
The purpose of this paper is to consider the
existing evidence that bears on the efficacy of
TFT, TAT, and EFT, the most widely used forms
of EP (a review of literature, websites, and pro-
fessional organizations suggests that upward of
95% of EP treatments are provided by a practi-
tioner trained in one of these modalities). Subse-
quent investigations are needed to compare these
approaches with one another, but their shared
strategy of stimulating acupoints whereas men-
tally activating a targeted psychological concern
is the present focus. Although waiting for the
body of peer-reviewed, replicated, randomized
controlled trials (RCTs) that would be required to
scientifically confirm or disconfirm the claims of
EP practitioners, this review considers the limited
number of existing RCTs as well as a hierarchy
of evidence that has not been peer-reviewed, such
as anecdotal reports, uncontrolled investigations,
master’s and doctoral studies, and other unpub-
lished research. An unusual amount of data of
this nature is available. By considering each rung
of this hierarchy of evidence on its own merits
and within an understanding of its limitations, an
informed preliminary assessment is possible.
The Review
30. Anecdotal Reports, Systematic Observation, and
Case Studies
An anecdotal report, in itself, carries a low
level of scientific credibility. Besides not offering
a comparison condition to control for placebo and
other nonspecific therapeutic elements, anecdotal
evidence is subject to both selection bias (nega-
tive outcomes are less commonly reported by the
advocates of a method) and assessment bias (sub-
jective and sometimes objective incentives for
perceiving and reporting positive outcomes may
be substantial). However, when reports coming in
large numbers from a range of sources quite
removed from the method’s originators are con-
sistently corroborating one another, a different
level of evidence may be accumulating. Strong
anecdotal validation of EP is being offered in a
wide variety of settings by second, third, and
fourth generation practitioners, as contrasted with
the method’s developers, who are characteristi-
cally biased in evaluating their own approach.
Anecdotal evidence. EP maybe unprece-
dented in the amount of systematically collected
anecdotal outcome data it has accumulated. The
primary EFT website (http://emofree.com), for
instance, posts thousands of anecdotal reports
based on self-help, peer-help, and professional
applications of EFT. A search engine on the site
lists, at the time of this writing, 165 entries for
depression cases, 460 for anxiety, 102 for PTSD,
141 for weight loss, 128 for addictions, 90 for
sports performance, and 389 for physical pain
(which often has an emotional component). Al-
31. though the descriptive detail and quality of these
entries varies considerably, most of them present
at least one report of a treatment session with a
successful or partially successful outcome as
judged by the recipient and/or practitioner. The
main TAT website (http://www.tatlife.com) and
its newsletter archives include 93 brief practitio-
ner reports of the successful use of TAT with a
variety of presenting problems.
Treatment sessions are increasingly being
recorded on video and made available for critical
examination. Video tapes of sessions with diag-
nosable disorders, particularly when follow-up
sessions are included, allow a more detailed as-
sessment of a method than other types of anec-
dotal evidence. More than 200 EFT sessions are
part of DVD training programs offered at
http://emofree.com. Among these are rapid and
dramatic improvements shown in six inpatients at
the V.A. Hospital in Los Angeles suffering from
prolonged, severe PTSD.
Systematic observation of EP in disaster re-
lief. Numerous case histories illustrating the
clinical uses of EP are described in the published
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literature (e.g., Bray, 2006; Gallo, 2002), and as
EP has been increasingly applied in disaster relief
settings, a body of anecdotal and field reports has
been accumulating suggesting the method is ef-
fective in some of the most challenging situations
mental health practitioners can face. TFT treat-
ments by international teams working with post-
disaster victims in Kosovo, Rwanda, the Congo,
and South Africa tallied the treatment outcomes
with 337 individuals (Feinstein, 2008). Treatment
focused on reducing severe emotional reactions
evoked by specific traumatic memories, which
often involved torture, rape, and witnessing loved
ones being murdered. Following the EP interven-
tions, 334 of the 337 individuals were able to
bring to mind their most traumatic memories from
the disaster and report no physiological/affective
arousal. Twenty-two traumatized Hurricane Katrina
care givers participated in a 30-min group orienta-
tion and followed by an individual TFT session of
approximately 15 min. They reported an average
SUD (a 0 to 10 Subjective Units of Distress self-
report scale, after Wolpe, 1958) reduction from a
mean of 8.14 to 0.76 on 51 problem areas they had
earlier identified (http://www.innersource.net/
e n e r g y _ p s y c h / a r t i c l e s / e p _ e n e r g y - t r a u m
a -
37. cases.htm).
Reported improvements after postdisaster ap-
plication of EP methods have frequently been
corroborated by local health authorities who had
no affiliation to a particular treatment approach
(Feinstein, 2008). The Green Cross (The Acad-
emy of Traumatology’s humanitarian assistance
program), founded in 1995 after the Oklahoma
City bombings to attend to the mental health
needs of disaster victims, has begun to use EP as
a standard protocol for working with disaster
victims. According to the organization’s founder,
Charles Figley, who also served as the chair of
the committee of the Department of V.A. that
first identified PTSD: “Energy psychology is rap-
idly proving itself to be among the most powerful
psychological interventions available to disaster
relief workers for helping the survivors as well as
the workers themselves” (C. Figley, personal
communication, December 10, 2005).
Case studies using brain scans. Case stud-
ies are distinguished from anecdotal reports by the
inclusion of objective outcome measures, and they
also frequently supply greater clinical detail that
creates a stronger context for interpreting find-
ings. Several case studies have examined physi-
ological shifts following EP treatments. A series
of digitized EEG scans, for instance, examined
changes in the ratios of alpha, beta, and theta fre-
quencies distributed throughout the brain prior to
TFT treatment for an individual diagnosed with
generalized anxiety disorder (GAD) and after 4, 8,
and 12 sessions (posted at http://innersource.net/
38. energy_psych/epi_neuro_foundations.htm). Over
the 12 sessions, the symptoms of GAD abated ac-
cording to self-reports and SUD ratings. The brain
wave patterns, correspondingly, normalized, as
compared with profiles in databases.
A second single-case study, by Diepold and
Goldstein (2000), evaluated quantitative electro-
encephalogram (qEEG) measures before a TFT
session, immediately following the session, and
on an 18-month follow-up. Statistically abnormal
brain wave patterns were observed when the par-
ticipant thought about a targeted personal trauma
prior to the session, but not when a neutral (base-
line) event was brought to mind. Reassessment of
the brain wave patterns following a TFT treat-
ment that focused on the traumatic memory re-
vealed no statistical abnormalities when the
trauma was again mentally activated. Subjective
distress, based on self-report, was also elimi-
nated. On 18-month follow-up, the brain wave
patterns were still normal when the trauma was
brought to mind. Two other brain scan studies
(Lambrou, Pratt, & Chevalier, 2003; Swingle,
Pulos, & Swingle, 2004), with four claustropho-
bic participants and nine traumatized participants,
respectively, also revealed normalized posttreat-
ment brain wave patterns.
In brief. As a group, the anecdotal reports,
field observations, and case studies give an im-
pression of therapeutic outcomes that are both
rapid and dramatic, as summarized in Table 1.
Although caveats about selective reporting and
the power of nonspecific therapeutic factors such
39. as placebo must still be taken into account, this
body of evidence is too large and consistent to be
dismissed a priori, as it provides context for eval-
uating longstanding claims of strong clinical ben-
efits that are mired in controversy.
Uncontrolled Outcome Studies
Eight uncontrolled outcome studies of EP have
been conducted, four of which have been published
after peer review. Uncontrolled outcome studies
measure the effects of a treatment intervention
with a sample of subjects according to specified
outcome criteria. No attempt is made to control
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44. group or with another therapy.
For instance, nine veterans of the United States
military who had each seen combat duty, and two
family members, all with symptoms of PTSD,
were provided two to three daily EFT sessions
averaging about 60 minutes each over a five-day
period. Pre-/postmeasures included the Symptom
Assessment 45 (SA-45), the Posttraumatic Stress
Disorder Checklist—Military (PCL-M), and a
sleep diary. The SA-45 and the PCL-M were
administered 30 days prior to treatment, immedi-
ately prior to treatment, immediately after treat-
ment, and 30 days after treatment. Scores 30 days
prior to treatment and immediately prior to treat-
ment showed no statistically significant changes
on any of the measures. Immediately following
treatment, the scores for PTSD had dropped by
63%, for depression by 25%, and for anxiety by
31%, and each had fallen into the range of a
normal population. Self-reported insomnia also
decreased. Scores were still within normal ranges
on 30-day post-testing (Church, 2008). With es-
timates that the number of U.S. troops needing
treatment for PTSD or major depression exceeds
300,000 (Tanielian & Jaycox, 2008), the rela-
tively short treatment time and the striking out-
comes reported in this pilot study warrant notice.
Use of TFT at the El Shadai orphanage in
Rwanda also resulted in rapid improvement with
longstanding symptoms of PTSD, as indicated by
standardized instruments. Many of the children
had seen parents, relatives, or neighbors die by
machete during the ethnic cleansing 12 years
45. earlier or were reliving the horrors of the massa-
cre of 800,000 Rwandans. Daily flashbacks and
nightmares were common, as were bedwetting,
depression, withdrawal, isolation, difficulty con-
centrating, jumpiness, and aggression. Standard-
ized pre- and posttreatment tests for PTSD (trans-
lated into Kinyarwandan) were administered to
50 of these children (27 boys and 23 girls), ages
13 through 18, and a children’s PTSD assessment
tool for parents and guardians was administered
to their caregivers. Treatment, provided in April
and May 2006, generally involved three TFT
sessions of approximately 20 minutes each. The
tests were structured after DSM IV criteria for
PTSD. Average symptom scores, based on both
the tests taken by the children and the caregivers’
observations about the children, substantially ex-
ceeded the cutoffs for a diagnosis of PTSD.
Scores after the three sessions were substantially
lower that the cut-offs. Immediate reductions in
flashbacks, nightmares, and other symptoms were
common. Retesting a year later showed that im-
provements help. Details of these findings are
being prepared for publications (C. Sakai, per-
sonal communication, March 7, 2008).
The other six uncontrolled outcome studies are
briefly summarized in Table 2. Although these
studies tend to corroborate one another, factors
independent of the intervention being investi-
gated may have been active ingredients in the
observed improvements. Each also had minor to
major design flaws (e.g., Rowe’s, 2005, findings
may have been artifacts of the intensive group
TABLE 1. Summary of Anecdotal Reports, Systematic
46. Observation, and Case Studies of EP
Source Treatment Condition Type of evidence
Number
reported
http://emofree.com EFT Range of problems
and goals
Anecdotal report; taped
session
2000 �; 200 �
http://www.tatlife.com TAT Range of problems
and goals
Anecdotal report; taped
session
93; 20
Bray (2006) TFT PTSD Anecdotal report 6
http://www.innersource. net/
energy_psych/articles/
ep_energy-trauma-
cases.htm
TFT or EFT Group
EFT TFT
Postdisaster trauma Anecdotal report;
systematic observation
8; 3 groups; 22
47. Feinstein (2008) TFT Postdisaster trauma Systematic
observation 337
See “Case studies using brain
scans” on previous page
TFT or EFT Brain wave
abnormalities
Case study 15
Note. EP � energy psychology; EFT � Emotional Freedom
Techniques; PTSD � posttraumatic stress disorder;
TAT � Tapas Acupressure Technique; TFT � Thought Field
Therapy.
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52. control for practitioner differences, traumatic
stress histories, or multiple diagnoses; Darby,
2001, both administered the treatment and col-
lected the data; and Sakai et al., 2001, used only
SUD self-reports). However, uncontrolled out-
come studies can provide preliminary evidence
that helps in making early determinations and
guiding future research, and strong pre-/
posttreatment improvements were consistent
across these eight studies.
Randomized Controlled Trials With
Limited Generalizability
Four studies, summarized in Table 3, utilized
randomized controlled designs. Due to various
other design limitations, however, their general-
izability is restricted.
In the first and most extensive of these studies,
11 allied clinics in Argentina and Uruguay that
had been using cognitive behavior therapy (CBT)
in their treatment of anxiety introduced TFT and
conducted a number of informal, in-house com-
parison studies between the two methods (re-
ported in Andrade & Feinstein, 2004). In the
largest of these, which was continued over a
5–1/2 year period, approximately 5,000 patients
diagnosed with a range of anxiety disorders were
randomly assigned to either TFT or CBT treat-
ment. Interviewers who were blind to the treat-
ment modality placed each patient into one of
three categories at the termination of therapy: no
improvement with the presenting problem, some
improvement, or complete remission. Complete
53. remission was reported by 76% of the patients in
the TFT group and 51% of the CBT group (p �
.0002). Some improvement to complete remis-
sion was reported by 90% of the patients in the
TFT group and 63% of the CBT group (p �
.0002). Another RCT with 190 patients diag-
nosed with specific phobias focused on the length
of treatment. Seventy-eight percent of the TFT
group reported partial to complete improvement
at termination after a mean of 3 sessions (range 1
to 7); 69% of the CBT group reported partial to
complete improvement at termination after a
mean of 15 sessions (range 9 to 20). The superior
improvement rates produced by TFT over CBT,
and the fewer sessions required to achieve them,
showed strong statistical significance.
Each of the RCTs summarized in Table 3 had
design limitations that make its findings difficult
to interpret or generalize. The data from the
South America study are contaminated by a num-
ber of factors, such as informal record keeping,
subjective outcome assessments, and variables
that were not rigorously controlled. Wade’s
TABLE 2. Six Uncontrolled Outcome Studies
Source Treatment Condition, N Measure
Pre-/post difference,
p �
Rowe (2005)a 18-hr group EFT
training
Global measures of
54. psychological distress,
N � 102
Derogatis Symptom
Checklist (short
form)
.0005
Swingle, Pulos, Swingle
(2004)a
Two EFT
sessions
Traumatic stress
following auto
accidents, N � 9
SUD, symptom
inventories
.001, .05
Lambrou, Pratt,
Chevalier, 2003a
30-min TFT
session
Claustrophobia, N � 4 Speilberger State–Trait
Anxiety Inventory
.001
Folkes (2002)a One-to-three TFT
55. sessions
Refugees and immigrants
with PTSD symptoms,
N � 29
PTSD checklist .05
Subscales:
intrusive thoughts .05
avoidance .05
hypervigilance .05
Darby (2001) 1-hr TFT session Needle phobia, N � 20 SUD,
Wolpe & Lang
fear survey
.001, .001
Sakai et al. (2001) Average of 51.4
TFT sessions
in an HMO
31 psychiatric diagnoses,
N � 714
SUD .001 for 28 conditions;
.01 for the other 3
Note. EFT � Emotional Freedom Techniques; HMO � Health
Maintenance Organization; PTSD � posttraumatic
stress disorder; SUD � Subjective Units of Distress; TFT �
Thought Field Therapy.
a Peer reviewed.
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(1990) outcome data was limited to self-reports.
Irgens, Uldal, and Hoffart (2007) did not strictly
control for the introduction of other approaches
in conjunction with TFT. Carbonell and Figley
(1999) used a very small n distributed unevenly
over the treatment conditions. Still, as with the
uncontrolled outcome studies, these additional
sources of preliminary evidence seem to corrob-
orate clinical reports.
Seven Controlled Trials With Potentially
Strong Generalizability
The findings from five randomized clinical tri-
als can more readily be interpreted and general-
ized have investigated EP treatments with public
speaking anxiety, test-taking anxiety, weight con-
trol, postinjury anxiety and pain, and phobias of
insects or small animals. A sixth RCT extended
61. and partially replicated the phobia study. A sev-
enth investigation used its participants as their
own controls in another partial replication of the
phobia study. These seven studies are summa-
rized in Table 4, and because they constitute a
stronger type of evidence than those presented in
the previous sections, they are described here in
greater detail.
Public speaking anxiety. In an investiga-
tion of the efficacy of TFT with public speaking
anxiety, 38 women and 10 men with self-
identified public speaking anxiety were randomly
assigned to a treatment group or a wait-list con-
trol group (Schoninger, 2004). Each of the 48
participants gave an extemporaneous speech in
front of a small audience and was then given
self-report instruments to measure emotional re-
sponses to the public speaking experience. The
measures included the Clevenger and Halvorson
Speaker Anxiety Scale, the Speilberger Trait and
State Anxiety Scale, and a SUD rating. No sig-
nificant differences were found between the two
groups in the pretreatment measures. Participants
in the treatment group were given a single TFT
session of up to an hour that focused on public
speaking. They then gave another extemporane-
ous speech under the same conditions, followed
by the same anxiety measures. Scores on all three
measures were significantly lower compared with
pretreatment scores (p � .001). Anxiety scores
for the control group following a second speech
(instead of treatment there was a 2-week delay
between speeches given by the wait-list group)
increased slightly, though not significantly. The
62. wait-list group was then given a TFT session of
up to an hour. Immediate posttesting revealed
improved outcome scores equivalent to those of
the original treatment group. Significant pre-/
posttreatment changes on the Speech Anxiety
Scale included less shyness, confusion, physiologi-
cal activity, and postspeech anxiety, as well as in-
creased poise, positive anticipation, and interest in
TABLE 3. Four RCTs With Limited Generalizability
Source Treatment, N Controls, N Measures Comparison
Andrade &
Feinstein
(2004)
Series of TFT
sessions, approx.
2,500 anxiety
disorder patients
Series of CBT sessions,
approx. 2,500 anxiety
disorder patients
Posttreatment interviews
(interviewer blinded to
treatment approach)
Stronger effect from TFT,
p � .0002
Wade (1990) 1 TFT session,
phobias, N � 28
63. Waitlist, N � 25 SUD Stronger effect from TFT,
p � .001
Irgens, Uldal, &
Hoffart
(2007)
TFT treatments for
social phobia,
agoraphobia, or
PTSD, N � 24
Waitlist, N � 24 Several anxiety inventories;
depression inventory
Stronger effect from TFT,
.01 to .001; Ns
Carbonell &
Figley
(1999)a
TFT treatments of
traumatic stress,
N � 12
EMDR treatment of traumatic
stress, N � 6; TIR, N � 5
All 3 treatments yielded
similar, significant,
durable reductions in
anxiety on standardized
measures; differences
were in time required
64. Average (minutes):
TFT � 63
EMDR � 173
TIR � 254
Note. CBT � Cognitive behavior therapy; EMDR � eye
movement desensitization and reprocessing; PTSD �
posttraumatic stress disorder; RCT � randomized controlled
trial; SUD � Subjective Units of Distress; TFT � Thought
Field Therapy; TIR � Traumatic Incident Reduction.
a Peer reviewed
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ly
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giving a future speech. On follow-up interviews 4
months later, the treatment outcomes appeared to
have held, according to participant accounts, with
more effective self-expression in varying contexts
frequently being reported, though standardized in-
struments were not administered.
69. Test-taking anxiety. EFT was compared
with progressive muscle relaxation (PMR) in the
self-treatment of test anxiety with a group of
adolescent students taking intensive training for
the preparation of the university entrance exam in
Turkey (Sezgin & Özcan, 2004). Thirty-two stu-
dents with elevated scores on the Turkish form of
the Test Anxiety Inventory (TAI) were randomly
divided into two groups (N � 16). Each group
first received a lecture on the modality being used
(EFT or PMR). Students in the EFT group were
then taught how to self-apply EFT tapping pro-
cedures while focusing on taking a test. Students
in the PMR group received audio-instruction CDs
for progressive muscle relaxation, published by
the Turkish Psychological Association. The
groups were asked to apply EFT or PMR (as
instructed in the audio CD) three times a week for
the following 2 months, particularly at times
when feeling anxiety about the test. The TAI was
then readministered (still prior to taking the en-
trance exam). Both groups showed a significant
decrease in test-taking anxiety, but the decrease
for the EFT group (mean pretreatment score of
53.9 decreased to 33.9) was significantly greater
than the decrease (56.3 to 44.9) for the PMR
group (p � .05).
Weight control. A study conducted by Kai-
ser Permanente’s Center for Health Research ad-
dressed the fact that despite extensive government,
professional, and community efforts, “the obesity
epidemic continues to affect more than 100 million
Americans. A major factor contributing to the es-
70. calating epidemic is weight regain after weight loss,
which is disappointingly common” (Elder et al.,
2007, p. 68). The investigators were interested in
TABLE 4. Seven Controlled Trials With Potentially Strong
Generalizability Showing EP to Be Statistically Superior to
Other
Treatment Conditions
Source Condition Treatment, N Controls, N Measures
Difference
p�
Schoninger
(2004)
Public speaking
anxiety
1 TFT Session,
N � 24
Waitlist, N � 24 SUD, Speaker Anxiety
Scale, Trait/State
Anxiety Scale
.001
.001
.001
Sezgin &
Özcan
(2004)
71. Test-taking anxiety Training in EFT,
N � 16
Relaxation training,
N � 16
Standardized test- anxiety
inventory
.05
Elder et al.
(2007)a
Weight loss
maintenance
10-hr group TAT
sessions over 12
weeks, N � 27
10-hr group qigong
sessions over 12
weeks, N � 22
Maintenance of weight loss
after 10 group sessions
and then 12 weeks later
.006
.000
Korber
et al.
72. (2002)a
Anxiety, pain, and
elevated heart
rate following
injury
Paramedic applied
acupressure before
transport to
hospital, N � 20
Paramedic applied
sham acupuncture,
N � 20
Pulse rate .001
No treatment, N � 20 Visual analog scale for
anxiety pain
.001
.001
Wells
et al.
(2003)a
Specific phobia
(partial
replication of
Wells)
30-min EFT Session,
N � 18
73. 30-min diaphragmatic
breathing session,
N � 17
SUD, Standardized Fear
Survey, Behavioral
Approach Task
.005
.005
.02
Baker &
Siegel
(2005)
Specific phobia
(partial
replication of
Wells)
45-min EFT session,
N � 11
45-min supportive
counseling, N � 10
SUD, Fear Questionnaire 1,
2, Behavior Approach
Task
.001
74. .02
.001
.03
Salas
(2001)
Specific phobia
(partial
replication of
Wells)
1 session EFT, 1
diaphragmatic
breathing, N � 22
(half in each
order)
Subjects were own
controls
SUD, Beck Anxiety
Inventory, Behavioral
Approach Task
.01 to .001
Note. EFT � Emotional Freedom Techniques; EP � energy
psychology; SUD � Subjective Units of Distress; TAT �
Tapas Acupressure Technique; TFT � Thought Field Therapy.
a Peer reviewed.
Special Section: Energy Psychology
79. em
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the potential effectiveness of mind-body therapies
for weight control (this study compared TAT and
qigong). A weight-loss maintenance support group
was used as a control condition. To be eligible for
the study, participants had to have lost at least 3.5
kg during a previous 12-week group weight loss
program that included social support as well as
information on behavioral and motivational the-
ories. Participants (average weight-loss was 5.33
kg) were then randomly placed into one of three
weight-loss maintenance programs: TAT (focus-
ing on issues such as the origins of the partici-
pant’s weight problems or factors hindering
weight loss), qigong (another intervention tracing
to Traditional Chinese Medicine that combines
mental and physical exercises), or a support
group that surveyed weight-loss maintenance
strategies and provided opportunities to share ex-
periences and ask questions. All three treatments
were matched for intensity of contact, with each
80. providing 10 hr of group-based contact time dur-
ing the first 12 weeks of the weight-loss mainte-
nance phase.
TAT was superior to the other two conditions
for weight-loss maintenance, with TAT partici-
pants losing an additional 0.1 kg at 12 weeks and
having gained only 0.1 kg at 24 weeks. Qigong
participants had gained back 1.5 kg at 12 weeks
(p � .006 compared with TAT) and 2.8 kg at 24
weeks (p � .000), The support group participants
had gained back 0.3 kg at 12 weeks and 1.2 kg at
24 weeks, numbers that did not quite reach sta-
tistical significance compared with the TAT par-
ticipants (p � .09 at 24 weeks). More interesting,
participants with a history of recurrent unsuccess-
ful wait loss were more likely to gain weight if
assigned to the support group, but this effect was
not found in the TAT or qigong groups (p � .03).
Anxiety, pain, and elevated heart rate follow-
ing an injury. A study of acupressure treatment
by paramedics immediately following an injury,
published in Anesthesia & Analgesia (Kober et al.,
2002), led to striking reductions in anxiety, pain,
and elevated heart rate. Although not specifically
limited to TFT, EFT, or TAT, its findings are in-
cluded here because it is the only RCT of an EP
approach administered in vivo. Three treatment
conditions were used to investigate the effects of
acupressure on pain, anxiety, and heart rate with
patients who suffered a minor injury that nonethe-
less required paramedics to transport them to the
hospital. Condition 1 involved having the para-
medic hold a set of preselected acupuncture points
81. for 3 minutes after medical interventions were
completed but before transport to the hospital.
Condition 2 was identical; except the treatment
involved holding areas of the skin that do not
contain recognized acupuncture points (“sham”
points). Condition 3 involved 3 minutes of
waiting with no acupressure or sham acupressure
applied. Sixty patients were randomly assigned to
one of these three groups. An independent ob-
server, blinded to the treatment condition, re-
corded vital signs and the patient’s self-
assessment of pain and anxiety on a visual analog
scale before the acupressure treatment and after
arrival at the hospital. The treatments that used
the traditional points resulted in a significantly
greater reduction of anxiety (p � .001), pain (p �
.001), and elevated heart rate (p � .001) than the
other two treatment conditions.
Specific phobias. A randomized controlled
trial compared EFT with a form of diaphragmatic
breathing (DB) in the treatment of specific pho-
bias of insects or small animals, including rats,
mice, spiders, and roaches (Wells et al., 2003).
The DB was designed to include verbal elements
similar to those of EFT. The two treatment con-
ditions were, except for the primary variable (the
physical intervention—tapping or DB), kept as
similar as possible so the investigators would be
able to determine whether tapping was the oper-
ative factor in any treatment gains. Volunteers
recruited through newspaper and radio announce-
ments were given an extensive telephone inter-
view structured around the Diagnostic and Sta-
tistical Manual of Mental Disorders–IV criteria
for specific phobia. Participants selected for in-
82. clusion matched these criteria, were not currently
receiving treatment for the phobia, and agreed to
be contacted for follow-up testing. Potential par-
ticipants who reported a SUD level of less than 5
while standing directly in front of the feared
insect or animal (a live insect or animal was used
in vivo for the assessment but not the treatment)
were also excluded from the study.
Thirty-five participants were randomly as-
signed to the EFT treatment (N � 18) or the DB
treatment (N � 17) condition. A modified form of
the Brief Standard Self-Rating for Phobic Pa-
tients (using three of the four measures: Main
Target Phobia, Global Phobia, and Anxiety-
Depression) was administered to measure phobic
symptoms and change. A Behavioral Approach
Task (BAT) was designed to measure the partic-
ipants’ level of avoidance of the feared animal.
Feinstein
208
T
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87. Participants were assessed on how close they
would allow themselves to get to the feared ani-
mal according to 8 measurement points (outside
the room, door closed; outside the room, door
open; inside the room at 5, 4, 3, 2, and 1 m, and
directly in front of the animal). SUD ratings were
taken at each of the points the participant reached
on the BAT. Experimenter demand was kept low,
with participants never being encouraged to
move closer to the animal. A research assistant
who was blind to the person’s treatment condi-
tion manually took a baseline pulse rate follow-
ing completion of demographic data and once
again at the point at which the client voluntarily
stopped on the BAT.
The treatment session, which was limited to 30
min and began with the experimenter providing a
brief rationale for the intervention, was con-
ducted immediately following the pretesting. Af-
ter the allotted time, the treatment was stopped
and posttests were administered in the same order
as the pretests, using identical measures. At
follow-up, participants were retested on all mea-
sures and also given an opportunity to discuss
their experiences with the researchers.
Both groups showed immediate posttreatment
improvement on all 5 measures, with EFT being
superior on four of them: fear questionnaire (p �
.005), BAT (p � .02), SUD rating during the BAT
(p � .02), and pre-/posttreatment SUD (p � .005).
Pulse rate decreased about equally following both
treatments. Twelve participants from the EFT con-
88. dition and 9 from the DB condition were available
for the follow-up testing 6 to 9 months after the
treatment. Follow-up scores for the EFT group on
the BAT, the SUD rating during the BAT, and the
pre-/posttreatment SUD rating showed that the im-
provement found immediately following treatment
was sustained. Scores on the fear questionnaire in-
dicated an increase in fear since the treatment, but
they were still significantly lower than the original
pretreatment scores (p � .025).
Specific phobias—Replication studies. A par-
tial replication of the Wells study (Baker & Sie-
gel, 2005) used randomized controls (N � 11 for
the EFT group, N � 10 for the control group) and
corroborated its findings. Baker and Siegel added
a third condition, a no-treatment control group
(N � 10), and they changed the comparison con-
dition from diaphragmatic breathing to a support-
ive interview where participants were given an
opportunity to discuss their fears in a respectful,
accepting Rogerian-like setting. The time allotted
for the two treatment conditions was also
changed, from 30 min to 45 min. EFT was supe-
rior on 5 pre-/postmeasures: SUD following the
treatment, SUD during the BAT, the fear ques-
tionnaire, a fear of animals questionnaire
designed for the new study, and the BAT (.001,
.002, .02, .001, and .03, respectively), strongly
supporting the findings of the original study.
Where the diaphragmatic breathing treatment re-
sulted in some improvement in the original study,
participants in the supportive interview and the
no-treatment control conditions of this study
showed no significant changes on the question-
89. naire measures. As in the original study, only
heart rate showed large but equal changes for
both treatments. Follow-up, on average 1.4 years
later, showed that the effects of EFT persisted,
though in attenuated form.
An unpublished master’s thesis by Salas
(2001) also partially replicated the Wells study.
Rather than using a control group, the 22 partic-
ipants served as their own controls, with half
receiving EFT first and then DB; the other half
receiving DB first and then EFT. Participants
were college students who reported having spe-
cific phobias that, to be included in the study,
they rated as 8 or higher on a written SUD
inventory. Phobias that did not lend themselves to
the concrete testing used in the BAT, such as the
fear of flying, were also not included. Three
measures—the Beck Anxiety Inventory, a modi-
fied BAT, and SUD ratings—were administered
prior to either treatment, after the first treatment,
and after the second treatment. DB produced a
significant decrease of anxiety (p � .001) as
measured by the SUD when it was the first treat-
ment, but not when it was the second treatment,
and it did not produce significant improvement
according to the other two measures, regardless
of the order of the treatments. EFT produced a
significant decrease of anxiety on all three mea-
sures, whether it was used as the first or second
treatment. Improved SUD ratings with EFT,
whether given before or after DB, were at the
.001 level. Improvements in both the Beck inven-
tory and the modified BAT were at the .001 level
when EFT was administered first and at the .01
level when it was administered second.
90. Discussion of the Controlled Studies
Does the introduction of so-called energy
methods into psychotherapy represent a passing
Special Section: Energy Psychology
209
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fad, a repackaging of established modalities, or a
genuine innovation? In 1993, the Society of
Clinical Psychology (APA, Division 12) ap-
pointed a task force led by Dianne Chambless to
consider methods for identifying effective psy-
chotherapies and educating psychologists, insur-
ance providers, and the general public about
them. The Task Force report (Task Force on
Promotion and Dissemination of Psychological
Procedures, 1995), along with a series of updates
and commentaries by Chambless and various col-
leagues, has become a standard for evaluating
95. treatments using evidence-based criteria. The
Task Force designated two categories for thera-
pies that have sufficient empirical support: “well-
established treatments” and “probably efficacious
treatments.” The Division 12 standards are de-
signed to isolate nonspecific therapeutic factors
such as placebo, suggestion, compliance, and ex-
pectation effect. Issues such as research design,
participant selection, specificity of problem or
disorder, treatment implementation, outcome as-
sessment, data analysis, replication, and the res-
olution of conflicting data are all discussed, and
guidelines are offered for those evaluating clini-
cal research (Chambless & Hollon, 1998).
To meet the criteria for being a well-
established treatment, the approach may demon-
strate efficacy by proving itself to be statistically
superior to a placebo or an unproven treatment
approach in at least two well-designed, peer-
reviewed studies conducted by different investi-
gators or investigating teams (Chambless et al.,
1998). Having one such study in the literature
meets the criteria for being a probably efficacious
treatment. Two additional criteria for either cate-
gory included that the client sample must be clearly
specified and that treatment implementation must
be uniform, either through the use of manuals or
other means, such as when a treatment intervention
that is relatively simple “is adequately specified in
the procedure section of the journal article testing its
efficacy” (Chambless & Hollon, 1998, p. 11).
The Wells EFT study (Wells, Polglase, An-
drews, Carrington, & Baker, 2003) and the Kaiser
TAT study (Elder et al., 2007) each brings EP
96. past the threshold formulated by the Division 12
Task Force, establishing EFT as a probably effi-
cacious treatment for specific phobias and TAT
as a probably efficacious treatment for maintain-
ing weight loss (although Division 12 has not yet
evaluated either study in published reports). Each
is a well-designed, randomized, peer-reviewed
investigation. The Wells study demonstrated that
a session of imaginal exposure plus tapping was
statistically superior to a session of imaginal ex-
posure plus diaphragmatic breathing in treating
phobias of insects and small animals. The Kaiser
study, comparing two mind-body approaches,
demonstrated that TAT was significantly more
effective than qigong for maintaining weight loss
over 24 weeks.
Unresolved Issues
Beyond the additional research needed to more
firmly establish the efficacy of EP, several addi-
tional questions call for focused investigation.
Pressing among these are the need for better
understanding of the mechanisms involved in EP
treatments, the use of EP with complex psycho-
logical problems, and the conditions for which
EP is most likely to be effective.
Mechanisms
The distinctive mechanisms of action of EP—
beyond elements common to most clinical ap-
proaches, such as building a therapeutic
alliance—are increasingly being explained by EP
practitioners according to principles underlying
97. exposure treatment combined with principles un-
derlying acupuncture. Exposure treatment, be-
yond reducing hyperarousal in the moment, is
built on the principle that whenever a memory is
accessed, it must then be reconsolidated into the
person’s neurology and cognitive system
(Garakani, Mathew, & Charney, 2006). Although
consolidation, the process by which newly
learned information is stored, was at one time
believed to occur only at the time of the experi-
ence, a research program at New York University
led by LeDoux demonstrated that “consolidated
memories, when reactivated through retrieval,
become labile (susceptible to disruption) again
and undergo reconsolidation” (Debiec, Doyere,
Nader, & LeDoux, 2006, p. 3428). That is, when
a memory is retrieved, it can then be altered
(including changes in the limbic responses it
evokes) before it is stored again. This process is
an essential ingredient for all forms of exposure
therapy.
However, in vivo or imaginal exposure is not
in itself sufficient to ensure therapeutic change.
Between the exposure that activates the associ-
ated emotions and reconsolidation of the experi-
Feinstein
210
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ence, the limbic response must be altered. In
CBT, this might be accomplished through relax-
ation techniques or through multiple exposures
paired with positive self-statements, ultimately
leading to extinction. In EP, it is accomplished by
manually stimulating a set of acupuncture points
that are believed to bring about therapeutic shifts
in neurochemistry. MRI studies have, in fact,
shown that stimulating certain acupuncture points
decreases activation signals in areas of the amyg-
dala and other brain structures involved with fear
(Hui et al., 2000).
In brief, combining two seemingly unrelated
laboratory findings leads to an explanation for the
observed effects of EP interventions with anxiety
disorders: (a) acupoint stimulation during epi-
sodes of hyperarousal can send deactivation sig-
nals to brain structures that regulate affect, and
(b) evoked memories need to be reconsolidated.
When a memory or thought that triggers limbic
hyperarousal is evoked, and acupoints that de-
crease activation signals in the amygdala and
related brain areas are simultaneously stimulated,
hyperarousal is reduced. When the memory or
thought is then reconsolidated, the strength of its
ability to trigger hyperarousal remains dimin-
103. ished, leading (after a number of exposures to the
procedure) to the extinction of the elevated lim-
bic response. Although this hypothesis has not
itself been empirically validated, it is built upon
established research findings and offers a plausi-
ble explanation for reports of rapid reduction of
anxiety following the use of EP.
Treating Complex Clinical Conditions
Another unresolved question is the use of EP
with psychological problems that are more
complex than specific phobias or other condi-
tioned responses. Most of the existing studies
of EP are based on single-session treatments of
relatively circumscribed problems such as spe-
cific phobias or public-speaking anxiety. In
actual practice, EP treatments for more com-
plex conditions typically require multiple ses-
sions. These often involve the identification
and treatment, one by one, of numerous condi-
tioned response pairings. A complex problem
is divided into components or aspects, such as
triggers for the problematic response, early ex-
periences associated with the problematic situ-
ation, irrational beliefs that maintain the prob-
lem, or highly specific elements of a traumatic
memory, such as the sound of screeching tires
prior to an automobile collision (Feinstein,
Eden, & Craig, 2005). Unrecognized conflict
about attaining the treatment goal is another
frequent focus during EP treatments. EP inter-
ventions with complex problems may readily
be (and often are) combined with other treat-
ment approaches. Studies comparing standard
104. treatments for difficult diagnoses with and
without adjunctive EP interventions would, in
fact, do much to establish whether the EP has
efficacy with complex clinical conditions.
Meanwhile, preliminary impressions about the
specific conditions and client populations for
which EP might be indicated are available.
Conditions for Which EP Is Most Likely to
Be Effective
The only systematic data on the conditions for
which EP may be most effective is based on
surveys of practitioners. A doctoral study of ther-
apist perspectives on the use of EP in treating
adult survivors of childhood sexual abuse sur-
veyed 12 licensed psychologists in independent
practice (9 women, 3 men) ranging in age from
43 to 67 years old (Schulz, 2007). All 12 utilized
EP. Six had been licensed more than 20 years,
and all had been licensed more than 5 years. EP
was the primary modality used by 5 of them with
adult survivors of childhood sexual abuse. The
other 7 combined EP with talk therapy, CBT,
and/or EMDR. All 12 reported believing that EP
is the most effective approach available for the
anxiety, panic attacks, and phobias found in adult
survivors. All 12 also reported observing im-
proved mood, self-esteem, and interpersonal re-
lationships when using EP with this population.
Ten of them attributed decreases in the dissocia-
tive symptoms of their abused clients to EP, with
better self-care and less self-harming behaviors
also being reported.
Their impressions about EP outcomes with
105. anxiety, panic attacks, phobias, and improved
mood are consistent with two other EP practi-
tioner surveys, one originating in North Amer-
ica, the other in South America (see http://
energymed.org/pages/ep_survey.htm). Both
groups reported believing that EP was more
effective than the other approaches available to
them in treating most anxiety disorders, includ-
ing the hyperarousal found in PTSD, and many
of the most common emotional difficulties of
Special Section: Energy Psychology
211
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s
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109. nd
is
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to
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em
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ly
.
everyday life, from inappropriate anger to ex-
cessive feelings of guilt, shame, grief, jealousy,
and rejection. They also identified conditions
for which they believed combining EP with
more conventional treatments produced more
rapid outcomes than the conventional treatment
alone, including mild to moderate reactive
110. depression, obsessive– compulsive disorders,
learning skills disorders, borderline personality
disorder, eating disorders, and substance abuse.
Although only suggestive, the three surveys
identify conditions and populations for which
applications of EP might be productively
investigated.
Conclusions
EP integrates methods from acupressure and
other non-Western healing traditions into contem-
porary clinical practice. Although an abundance of
anecdotal evidence, uncontrolled outcome studies,
and nonpeer-reviewed investigations reflect fa-
vorably on the approach, only two peer-reviewed
RCTs comparing the most well-established EP
protocols with other modalities can be found in
the literature. These RCTs, however, meet APA
Division 12 criteria establishing a form of EP as
a probably efficacious treatment for specific pho-
bias and another as a probably efficacious treat-
ment for maintaining weight loss. Although fur-
ther research on efficacy, mechanisms, and
indicated disorders is clearly required, extensive
clinical reports combined with the limited scien-
tific evidence suggest that EP holds promise as a
rapid and potent treatment for a range of psycho-
logical conditions.
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