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La mise en œuvre d’un conseil de coopération est liée à l’espoir de renforcer les compétences démocratiques des élèves. Une étude empirique1 réalisée au Lycée Nic Biever de Dudelange a analysé les compétences réellement acquises par les participant(e)s grâce à cette méthode d’éducation à la démocratie ainsi que l’impact du conseil de coopération sur la classe.
Auch in Sekundarschulen bietet der Klassenrat den Schüler*innen Raum, um ihre Anliegen zu artikulieren und in einem demokratischen Prozess Verbesserungspotenziale für die Klasse und Schule auszuloten. Die vorliegenden Materialien helfen dabei, die Sitzungen eigenverantwortlich vorzubereiten und durchzuführen.
Dans les écoles secondaires, le conseil de coopération offre aussi aux élèves un espace pour exprimer leurs demandes et explorer, dans un processus démocratique, les potentiels d’amélioration pour la classe et l’école. Les supports ci-dessous vous aideront à préparer et à mener les réunions de manière autonome.
Faut-il interdire les emballages en plastique ? Quels arguments s’opposent au droit de vote à partir de 14 ans ? Quelles sont les conséquences du Brexit sur l’Europe ? – Ce type de questions a toute sa place en conseil de coopération, car leur discussion offre des possibilités d’apprentissage des processus démocratiques.
Sollten Plastikverpackungen verboten werden? Was spricht gegen eine Wahlberechtigung ab 14 Jahren? Wie sollte die EU mit möglichen Auswirkungen des Brexits umgehen? – Auch solche Fragen haben im Klassenrat ihre Berechtigung, denn ihre Diskussion bietet besondere Chancen für demokratische Lernprozesse.
Dans les écoles fondamentales, le conseil de coopération offre aux élèves la possibilité d’apprendre et d’approfondir les premières étapes de la gestion démocratique. Dans un espace protégé, ils / elles apprennent à s’exprimer sur les thèmes les plus divers, à résoudre les conflits en se concentrant sur les solutions et à prendre des responsabilités. Les supports présentés ici ont pour objectif de vous aider à mettre en place et à mener à bien le conseil de coopération.
A huge number of clinical studies and meta-analyses have shown that psychotherapy is effective on average. However, not every patient profits from psychotherapy and some patients even deteriorate in treatment. Due to this result and the restricted generalization of clinical studies to clinical practice, a more patient-focused research strategy has emerged. The question whether a particular treatment works for an individual case is the focus of this paradigm. The use of repeated assessments and the feedback of this information to therapists is a major ingredient of patient-focused research. Improving patient outcomes and reducing dropout rates by the use of psychometric feedback seems to be a promising path. Therapists seem to differ in the degree to which they make use of and profit from such feedback systems. This dissertation aims to better understand therapist differences in the context of patient-focused research and the impact of therapists on psychotherapy. Three different studies are included, which focus on different aspects within the field:
Study I (Chapter 5) investigated how therapists use psychometric feedback in their work with patients and how much therapists differ in their usage. Data from 72 therapists treating 648 patients were analyzed. It could be shown that therapists used the psychometric feedback for most of their patients. Substantial variance in the use of feedback (between 27% and 52%) was attributable to therapists. Therapists were more likely to use feedback when they reported being satisfied with the graphical information they received. The results therefore indicated that not only patient characteristics or treatment progress affected the use of feedback.
Study II (Chapter 6) picked up on the idea of analyzing systematic differences in therapists and applied it to the criterion of premature treatment termination (dropout). To answer the question whether therapist effects occur in terms of patients’ dropout rates, data from 707 patients treated by 66 therapists were investigated. It was shown that approximately six percent of variance in dropout rates could be attributed to therapists, even when initial impairment was controlled for. Other predictors of dropout were initial impairment, sex, education, personality styles, and treatment expectations.
Study III (Chapter 7) extends the dissertation by investigating the impact of a transfer from one therapist to another within ongoing treatments. Data from 124 patients who agreed to and experienced a transfer during their treatment were analyzed. A significant drop in patient-rated as well as therapist-rated alliance levels could be observed after a transfer. On average, there seemed to be no difficulties establishing a good therapeutic alliance with the new therapist, although differences between patients were observed. There was no increase in symptom severity due to therapy transfer. Various predictors of alliance and symptom development after transfer were investigated. Impacts on clinical practice were discussed.
Results of the three studies are discussed and general conclusions are drawn. Implications for future research as well as their utility for clinical practice and decision-making are presented.
Die Partizipationskompetenz von Schülerinnen und Schülern sollte nicht nur durch eine Beteiligung an der formalen Gestaltung und Bewertung des Unterrichts gefördert werden. Vielmehr bietet eine entsprechende Aufgabenkultur vielfältige Möglichkeiten, demokratische Partizipation durch simulatives oder reales Handeln im fachlichen Lernen zu üben und zu reflektieren.
In this thesis, we aim to study the sampling allocation problem of survey statistics under uncertainty. We know that the stratum specific variances are generally not known precisely and we have no information about the distribution of uncertainty. The cost of interviewing each person in a stratum is also a highly uncertain parameter as sometimes people are unavailable for the interview. We propose robust allocations to deal with the uncertainty in both stratum specific variances and costs. However, in real life situations, we can face such cases when only one of the variances or costs is uncertain. So we propose three different robust formulations representing these different cases. To the best of our knowledge robust allocation in the sampling allocation problem has not been considered so far in any research.
The first robust formulation for linear problems was proposed by Soyster (1973). Bertsimas and Sim (2004) proposed a less conservative robust formulation for linear problems. We study these formulations and extend them for the nonlinear sampling allocation problem. It is very unlikely to happen that all of the stratum specific variances and costs are uncertain. So the robust formulations are in such a way that we can select how many strata are uncertain which we refer to as the level of uncertainty. We prove that an upper bound on the probability of violation of the nonlinear constraints can be calculated before solving the robust optimization problem. We consider various kinds of datasets and compute robust allocations. We perform multiple experiments to check the quality of the robust allocations and compare them with the existing allocation techniques.