Georgia College & State University

About: Georgia College & State University is a education organization based out in Milledgeville, Georgia, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 950 authors who have published 1591 publications receiving 37027 citations.

Older adults living through and with their computers.

Abstract: Using computers and the Internet to alleviate or reduce loneliness and social isolation and using online methods of data collection in the forms of online surveys and chat room interviews are in their infancy and require a descriptive qualitative study of the experiences of older adults who are online. The purpose of this pilot study was twofold: (1) to describe the experiences of completing an online questionnaire and participating in an online interview and (2) to determine if the methodology of collecting interview data in a chat room setting can yield thick rich qualitative data to support future qualitative investigations into the Internet’s potential use as a deterrent to social and emotional isolation. This study used a Web page questionnaire and chat room interviews with online participants aged 65 years and older living alone. Seven of the 10 participants used the computer to combat loneliness. The participants found the questionnaire easy to locate, answer, and submit. They enjoyed the chat and believed that future interviews could be conducted on the Internet. The participants successfully completed the online questionnaire and chat room interviews with minimal difficulties attributed to a conflict with their Internet service provider. Themes evolving from the interviews were: computer life, online life, living alone, and living life.

Evaluating cognitive–behavioral group counseling to improve elementary school students' self‐esteem, self‐control, and classroom behavior

Abstract: The objective was to evaluate the effectiveness of cognitive–behavioral group counseling provided to behaviorally disruptive elementary school children Fifty-two referred children received protocol-based cognitive–behavioral group counseling provided by the first author, a school social worker Students were randomly assigned to receive either immediate (IT) group counseling or delayed treatment (DT) The two groups were roughly equivalent on most demographic and outcome measures at the first assessment Following group counseling, the IT groups' self-esteem, perceived self-control, teacher, and teacher aide grades of classroom comportment significantly improved, while similar measures of the DT children did not appreciably change The DT children then received the same group program the IT group was exposed to three months earlier, and when group counseling was completed (third assessment) the IT groups' gains had been maintained, and the DT group gained improvements similar to those obtained by the IT group In conclusion, cognitive–behavioral group work can be an effective intervention with behaviorally disruptive elementary school students Copyright © 1999 John Wiley & Sons, Ltd