Ian Evans
Massey University, Psychology, Emeritus
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ABSTRACT This chapter will focus on the development of inclusive relationships between homes, schools and communities. Collaboration, team work and good communication have long been recognised as important qualities for teachers and a... more
ABSTRACT This chapter will focus on the development of inclusive relationships between homes, schools and communities. Collaboration, team work and good communication have long been recognised as important qualities for teachers and a characteristic of high performing schools. We know that when teachers collaborate and solve problems, they develop new knowledge together that can lead to curriculum reform and transformation of teaching for social change. More recently, schools are described as communities made up of teachers, students, parents, specialist and support staff that are embedded within the culture of the people in the neighbourhood. Business groups and community organisations are often involved in various ways in the life of the school to provide direct support to the students and parents, and to benefit the greater community as a whole. Shared decision making involving members of the school community can empower and transform students’ lives. Communities that value and respect members and provide a safe learning environment for everyone to express their views, build awareness and develop capabilities together are more likely to be inclusive.
Research Interests: Engineering and Sociology
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In How and Why Thoughts Change, Dr. Ian Evans deconstructs the nature of cognitive therapy by examining the cognitive element of CBT, that is, how and why thoughts change behavior and emotion. Evans identifies the common principles... more
In How and Why Thoughts Change, Dr. Ian Evans deconstructs the nature of cognitive therapy by examining the cognitive element of CBT, that is, how and why thoughts change behavior and emotion. Evans identifies the common principles underlying the number of different approaches to cognitive therapy, attempts to integrate them, and makes suggestions as to how our current cognitive therapies might be improved. He draws on a broad survey of contemporary research on basic cognitive processes and integrates these with therapeutic approaches. Evans addresses questions such as: What is the difference between a thought and a belief? How do we find the cause of a thought? And can it really be that thought causes behavior and emotion, or could it be the other way around? In a reader-friendly style that avoids jargon, this innovative book answers some pertinent questions about cognitive therapy in a way that clarifies exactly how and why thoughts change. Evans demonstrates that understanding th...
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Four dimensions thought to be basic to all child behavior therapy are specified. These are: (a) manipulation of the consequences of inappropriate behavior; (b) short-term prevention by ecological change; (c) teaching more appropriate... more
Four dimensions thought to be basic to all child behavior therapy are specified. These are: (a) manipulation of the consequences of inappropriate behavior; (b) short-term prevention by ecological change; (c) teaching more appropriate alternatives and (d) long-term prevention by remedying more fundamental behavioral deficits. It is proposed that all four dimensions are needed for the design of any clinical treatment. The model therefore illustrates how ostensibly opposing intervention strategies in behavior therapy are really complementary. Since…
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The experiences of a teenage girl with Rett syndrome who was being educated in an inclusive middle school are described to provide a better understanding of how social relationships create meaningful contexts for individuals with limited... more
The experiences of a teenage girl with Rett syndrome who was being educated in an inclusive middle school are described to provide a better understanding of how social relationships create meaningful contexts for individuals with limited skills. The case example is used to illustrate the principle that contexts (including expectancies, acceptance, philosophical principles) can be designed to support meaningful social relationships, despite social and intellectual disabilities. Naturalistic observations of social interactions over a two year period are reported to illustrate the possible types of social relationship between this young person and her adolescent friends and peers. While someone with this syndrome might be judged objectively to have minimal social skills, an accepting social environment willing to read minimal communicative cues provided the context for many typical social interactions. Since contexts require subjective judgement. the post-modern concept that disability represents a social construction can be viewed as a metaphor compatible with the reality that careful planning and structuring of the environment is in some instances the most appropriate intervention focus rather than the person with a disability. The sorts of positive friendship experiences described in this paper did not occur spontaneously, or by chance alone, nor were they the result of social skills instruction. Instead, they were associated with observable social behaviour by caregivers and peers who were extending their own repertoires to accommodate someone objectively determined to have a severe disability.
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IntroductionThe ability to be aware of, understand, facilitate, and manage emotions in oneself and others involves a sophisticated set of measurable skills known as emotional intelligence (EQ, Bar-On, 1997; Mayer, Caruso, & Salovey,... more
IntroductionThe ability to be aware of, understand, facilitate, and manage emotions in oneself and others involves a sophisticated set of measurable skills known as emotional intelligence (EQ, Bar-On, 1997; Mayer, Caruso, & Salovey, 1999). Emotional competence is thought to include these EQ skills as well as the social abilities related to emotional expression, empathy, relationships, and self-efficacy (Saarni, 1999). Social-emotional skills such as these are thought to be linked to successful social functioning, problem solving, and the prevention of psychological difficulties in adults and children (Bradley, 2000; Cha & Nock, 2009; Menzie, 2005; Vorbach, 2002). Given these positive qualities, practices that help to develop social-emotional skills in school-aged children would seem highly desirable. Although some assume emotional intelligence is a fixed trait and therefore unlikely to be teachable (e.g., Rietti, 2008), the consensus appears to be that it can be formally taught by t...
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Sous l’effet de la diminution des dotations gouvernementales aux universites et de l’augmentation des mesures destinees a favoriser la transparence, tant dans l’enseignement que dans la recherche, les structures de gestion de... more
Sous l’effet de la diminution des dotations gouvernementales aux universites et de l’augmentation des mesures destinees a favoriser la transparence, tant dans l’enseignement que dans la recherche, les structures de gestion de l’enseignement tertiaire se transforment. Les universites ont de tout temps fait confiance a la participation active et collegiale de leur personnel universitaire pour atteindre les objectifs et donner corps aux attentes qui animent le secteur depuis des generations. Dans cet article, les auteurs ont recours a la theorie psychologique de la motivation et a la recherche correspondante pour examiner les dispositifs concus par les instances dirigeantes pour promouvoir la productivite du corps professoral. Nous nous elevons contre la mise en œuvre naive de strategies du changement qui ne semblent reposer ni sur la theorie ni sur la recherche. Nous proposons des strategies visant a suivre ces changements de la politique et des pratiques conformement a certains paradigmes bien etablis des sciences sociales, afin d’assurer la realisation des objectifs souhaites sans risquer de provoquer des effets negatifs indesirables qui empechent l’universite d’accomplir sa mission de creation et de transmission de savoirs nouveaux...
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This meta-analysis of interventions with challenging behaviour in children with disabilities updates a comprehensive meta-analysis that previously addressed reported standards of practice and effectiveness of different strategies. Four... more
This meta-analysis of interventions with challenging behaviour in children with disabilities updates a comprehensive meta-analysis that previously addressed reported standards of practice and effectiveness of different strategies. Four effect-size algorithms were calculated for published intervention cases, and results analysed and compared to previous findings by behaviour target, intervention type, and other factors. The evidence largely supports intervention effectiveness, with some inconsistency reflecting the fact that the four metrics assess different aspects of change. Skills replacement, consequence combined with systems change, and antecedent interventions generated selective positive results, large enough to be clinically meaningful. Behavioural interventions effectively reduce challenging behaviour, particularly when preceded by a functional analysis. Teaching replacement skills was most effective, especially if used in combination with systems change and/or traditional antecedent and consequence manipulation. Positive changes as well as enduring limitations to both research design and standards of clinical practice in comparison to 18 years ago are discussed.
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Changing gender roles and a different emphasis on what it means to be a father in New Zealand have contributed to fathers being required to play a new, more involved role in their children’s lives. For many fathers today, contributing to... more
Changing gender roles and a different emphasis on what it means to be a father in New Zealand have contributed to fathers being required to play a new, more involved role in their children’s lives. For many fathers today, contributing to decisions and application of discipline for bad behaviour is an important part of their parenting role. Research suggests that children benefit from consistent disciplinary routines. However, the attitude in New Zealand is that harsh discipline, particularly of a physical nature, is undesirable and needs to be discouraged. An important area for investigation is ways parenting decisions can be influenced in a positive direction, using simple psychological techniques that are easy to apply in the real world. Positive affective priming involves exposing people to stimuli, or primes, in order to influence their thoughts, emotions and behaviours in a specified direction. A potential practical application of positive affective priming may be in clinical u...
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Page 1. Cognitive Therapy and Research, Vol. 2, No. 4, 1978, pp. 335-355 Behavior Therapy Observed: The Diary of a Client 1 lan M. Evans and Craig H. Robinson University of Hawaii Unbeknown to the two behavior therap&ts ...
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EJ459597 - Peer Interactions and Social Acceptance of Elementary-Age Children with Severe Disabilities in an Inclusive School.
Research Interests: The and Clinical Sciences
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Our article on educational validity summarized the major questions to be addressed for the evaluation of educational outcomes in programs for students with severe disabilities (Voeltz & Evans, 1983). In particular, we argued that the... more
Our article on educational validity summarized the major questions to be addressed for the evaluation of educational outcomes in programs for students with severe disabilities (Voeltz & Evans, 1983). In particular, we argued that the predominant emphasis upon single-subject research designs and the demonstration of the internal validity of intervention experiments were not sufficient for educational validity—a concept that requires systematic attention to larger issues of meaning-fulness in relationship to criterion environments. In this paper we respond to the arguments of Test, Spooner, and Cooke (1987) that single-subject design methodologies are capable of expansion to address educational validity. Based upon both theory and empirical data, we maintain that the serious limitations of the existing traditional methodologies continue to be problematic, so that we encourage movement toward a more comprehensive evaluative framework. Such a framework is critical to ensure that service...
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... A CONDITIONING MODEL OF A COMMON NEUROTIC PATTERN-FEAR OF FEAR1 ... Various complex phenomena are encom-passed by the fear of fear concept, so it is pro-posed to limit the present analysis to those patterns of anxiety that have two... more
... A CONDITIONING MODEL OF A COMMON NEUROTIC PATTERN-FEAR OF FEAR1 ... Various complex phenomena are encom-passed by the fear of fear concept, so it is pro-posed to limit the present analysis to those patterns of anxiety that have two features in common. ...