Zipora Shechtman
Biographic Data
| ID | 277408 |
|---|---|
| NAME | Zipora Shechtman |
| GIVEN NAMES | Zipora |
| FAMILY NAME | Shechtman |
| SIGNATURE | SHECHTMAN Z |
| AFFILIATIONS | University of Haifa |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
The impact of reappraisal skills on aggressive children
The study investigated the effects of reappraisal training on aggressive children. A pre–post–follow‐up, experimental–control design was used to evaluate the impact of a small‐group intervention that offered practice in reappraisal skills to 89 aggressive children (another 60 were wait‐listed). Results indicate that treatment children benefitted in these skills more than their peers. Based on multiple sources of the report (child, parent, teacher…
Public stigma, self-stigma, and group therapy help-seeking intentions among clinical and non-clinical Arab adults in Israel
The current study examined a mediation model of help-seeking stigma towards group therapy in a community sample of clinical and non-clinical Arabs adults in Israel (n = 196). Path analyses indicated that public stigma demonstrated an indirect effect with intentions to seek group therapy through self-stigma, and self-stigma demonstrated a direct relationship with intentions. The strengths of these paths did not differ based on gender or clinical/n…
Teachers treat aggressive children: An outcome study
Bullying and victimization in early adolescence: Relations to social information processing patterns
There is a gap in the literature on the social information processing (SIP) patterns of adolescents exposed to victimization in school. Therefore, we examine the SIP patterns of young adolescents characterized by their teachers and by their own reports as victims, bullies, bullies/victims, and neither bullies nor victims. The 105 adolescents participating in this study were asked to respond to hypothetical social scenarios in which a protagonist …
SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge
The study assesses the effect of social and emotional learning (SEL) integrated in a literature class, named here “affective teaching,” as compared to conventional teaching. Dependent variables include relationships, behavior, motivation to learn, and content knowledge. Participants were 36 teacher trainees in one college in Israel and 1,137 fifth and sixth grade students from 36 classrooms in 12 schools. A hierarchical model of analyses (Mixed M…
The Role of Public and Self-Stigma in Predicting Attitudes Toward Group Counseling
Public and self-stigmas have been implicated as factors in the underutilization of individual counseling. However, group counseling is also underutilized, and yet scholars know very little about the role of different types of stigma on attitudes toward seeking group counseling. Therefore, the current study examined the relationships between public and self-stigma and attitudes toward group counseling among a sample of 491 U.S. college students. R…
Treating Child and Adolescent Aggression Through Bibliotherapy
Treating child and adolescent aggression through bibliotherapy
Effectiveness of a forgiveness program for Arab Israeli adolescents in Israel: An empirical trial
This study evaluated the effect of a forgiveness counseling intervention with 146 Arab adolescents in Israel. Students from seven classrooms and schools participated in an experimental intervention study in which half of each class was randomly assigned to a forgiveness-promoting program while the other half remained in class for a social discussion with their homeroom teacher. Results indicated that students in the forgiveness intervention condi…
School‐based integrated and segregated interventions to reduce aggression
The goal of the study was to assess two types of school‐based interventions—a class intervention (integrated) and a small group counseling (segregated) intervention for highly aggressive children—and to determine which is more efficacious in reducing individual and classroom aggression, lessening internalizing and externalizing behavior, and increasing positive classroom relationships. The study, conducted in Israel, included 904 children from 13…
The Relationship of Life Skills and Classroom Climate to Self-Reported Levels of Victimization
Counseling Groups for Arab Adolescents in an Intergroup Conflict in Israel: Report of an Outcome Study
This study aimed at evaluating the impact of group counseling on Arab Israeli adolescents of different religions-Muslim, Druze, and Christian. The study involved 474 Arab secondary students from 17 Arab schools and 17 Arab novice school counselors. The dependent variables were level of anxiety, level of empathy, attitudes endorsing aggression, and self-identity (Arab, religious, and Israeli identities). A pre-post experimental-control design was …
Normative beliefs supporting aggression of Arab children in an intergroup conflict
Based on the social knowledge theory (Heusmann), this study investigated normative beliefs supporting aggression (NOBAG), empathy, and intergroup anxiety of Arab children in Israel. The study proposed that ethnicity of the target person (within subject variable) and participant's sex (between subject variable) will differ between respondents' level of NOBAG and empathy: Higher NOBAG and lower empathy toward an outgroup member were expected. Sex d…
Stress in Israel: Voices in One Group Counseling Session of Counselor Trainees
Evaluating The Use Of Group Interviews To Select Students Into Teacher-Education Programs
This study presents findings on the reliability and validity of a group-assessment interview procedure designed to evaluate the verbal, interpersonal, and leadership qualities of students applying to a teacher-education program. We examine whether (a) the group-assessment process predicts future student-teaching performance, (b) the group-assessment scores are reliable across raters, and (c) the group-assessment interview is a better predictor of…
Cognitive and Affective Empathy in Aggressive Boys: Implications for Counseling
Bibliotherapy: An Indirect Approach to Treatment of Childhood Aggression
Applying counseling methods to challenge teacher beliefs with regard to classroom diversity and mainstreaming: An empirical study
Does self-disclosure in friendship increase following group counseling/therapy? A different case for boys and girls
The effect of group psychotherapy on close same-gender friendships among boys and girls
A Dyadic and Gender-Specific Analysis of Close Friendships of Preadolescents Receiving Group Psychotherapy
This study investigated the effect of therapy/counseling groups on friendships of latency-age children lacking in social efficacy, referred for counseling by their homeroom teachers. Experimental students underwent weekly therapy in six small groups, whereas control students received routine academic counseling services over the same period (an entire school year). Self- and other-reported data confirmed significant gains in intimacy in best and …
Assessing the Performance and Personal Traits of Teacher Education Students by a Group Assessment Procedure: A Study of Concurrent and Construct Validity
Group Psychotherapy for the Enhancement of Intimate Friendship and Self-Esteem among Troubled Elementary-School Children
The effect of group psychotherapy on self-esteem and close friendship was examined by a pre/post-test comparison group design. The study included 52 experimental students (in six small therapy groups) from one elementary school and 52 control students matched by age, gender and similarity of problems, from a school in the same neighborhood. Treatment consisted of approximately twenty weekly 45-minute sessions. Results indicate significant gains f…
Education for Democracy: Assessment of an Intervention that Integrates Political and Psychosocial Aims
This study assessed an educational program designed to enhance democratic values among junior high students. The program is counseling oriented and holistic, in that it aims at creating change on intrapersonal, interpersonal, and organizational levels as well as in the cognitive, affective, and behavioral realms. The research population encompassed 600 junior high students from six schools and 20 classrooms. A pre-posttest comparison was employed…
A Revised Group Assessment Procedure for Predicting Initial Teaching Success
This study investigated the effectiveness of an abridged group assessment (GA) procedure in predicting initial teaching success, where success was measured largely on the basis of practice teaching evaluations. The sample included 247 graduates of a teacher training college who had been assessed by either the abridged GA (comprised of four dimensions) or the original procedure (nine dimensions) prior to admission. The revised version was found to…
Normative beliefs supporting aggression of Arab children in an intergroup conflict
Based on the social knowledge theory (Heusmann), this study investigated normative beliefs supporting aggression (NOBAG), empathy, and intergroup anxiety of Arab children in Israel. The study proposed that ethnicity of the target person (within subject variable) and participant's sex (between subject variable) will differ between respondents' level of NOBAG and empathy: Higher NOBAG and lower empathy toward an outgroup member were expected. Sex d…
Bullying and victimization in early adolescence: Relations to social information processing patterns
There is a gap in the literature on the social information processing (SIP) patterns of adolescents exposed to victimization in school. Therefore, we examine the SIP patterns of young adolescents characterized by their teachers and by their own reports as victims, bullies, bullies/victims, and neither bullies nor victims. The 105 adolescents participating in this study were asked to respond to hypothetical social scenarios in which a protagonist …
The Role of Public and Self-Stigma in Predicting Attitudes Toward Group Counseling
Public and self-stigmas have been implicated as factors in the underutilization of individual counseling. However, group counseling is also underutilized, and yet scholars know very little about the role of different types of stigma on attitudes toward seeking group counseling. Therefore, the current study examined the relationships between public and self-stigma and attitudes toward group counseling among a sample of 491 U.S. college students. R…
A Dyadic and Gender-Specific Analysis of Close Friendships of Preadolescents Receiving Group Psychotherapy
This study investigated the effect of therapy/counseling groups on friendships of latency-age children lacking in social efficacy, referred for counseling by their homeroom teachers. Experimental students underwent weekly therapy in six small groups, whereas control students received routine academic counseling services over the same period (an entire school year). Self- and other-reported data confirmed significant gains in intimacy in best and …
Assessing the Performance and Personal Traits of Teacher Education Students by a Group Assessment Procedure: A Study of Concurrent and Construct Validity
Group Psychotherapy for the Enhancement of Intimate Friendship and Self-Esteem among Troubled Elementary-School Children
The effect of group psychotherapy on self-esteem and close friendship was examined by a pre/post-test comparison group design. The study included 52 experimental students (in six small therapy groups) from one elementary school and 52 control students matched by age, gender and similarity of problems, from a school in the same neighborhood. Treatment consisted of approximately twenty weekly 45-minute sessions. Results indicate significant gains f…
Education for Democracy: Assessment of an Intervention that Integrates Political and Psychosocial Aims
This study assessed an educational program designed to enhance democratic values among junior high students. The program is counseling oriented and holistic, in that it aims at creating change on intrapersonal, interpersonal, and organizational levels as well as in the cognitive, affective, and behavioral realms. The research population encompassed 600 junior high students from six schools and 20 classrooms. A pre-posttest comparison was employed…
The contribution of interpersonal behavior evaluation to the prediction of initial teaching success: A research note
School‐based integrated and segregated interventions to reduce aggression
The goal of the study was to assess two types of school‐based interventions—a class intervention (integrated) and a small group counseling (segregated) intervention for highly aggressive children—and to determine which is more efficacious in reducing individual and classroom aggression, lessening internalizing and externalizing behavior, and increasing positive classroom relationships. The study, conducted in Israel, included 904 children from 13…
Counseling Groups for Arab Adolescents in an Intergroup Conflict in Israel: Report of an Outcome Study
This study aimed at evaluating the impact of group counseling on Arab Israeli adolescents of different religions-Muslim, Druze, and Christian. The study involved 474 Arab secondary students from 17 Arab schools and 17 Arab novice school counselors. The dependent variables were level of anxiety, level of empathy, attitudes endorsing aggression, and self-identity (Arab, religious, and Israeli identities). A pre-post experimental-control design was …
Public stigma, self-stigma, and group therapy help-seeking intentions among clinical and non-clinical Arab adults in Israel
The current study examined a mediation model of help-seeking stigma towards group therapy in a community sample of clinical and non-clinical Arabs adults in Israel (n = 196). Path analyses indicated that public stigma demonstrated an indirect effect with intentions to seek group therapy through self-stigma, and self-stigma demonstrated a direct relationship with intentions. The strengths of these paths did not differ based on gender or clinical/n…
Teachers treat aggressive children: An outcome study
Applying counseling methods to challenge teacher beliefs with regard to classroom diversity and mainstreaming: An empirical study
The effect of group psychotherapy on close same-gender friendships among boys and girls
Validation of a Group Assessment Procedure for the Selection of Teacher-Education Candidates
The need to assess personality factors, beyond cognitive abilities, in teacher selection, is well recognized, yet there are few proven techniques for obtaining such evaluations. The current trend in business and other helping professions is to use group-assessment techniques in assessing qualities of personality most relevant to human interaction. This study examined the validity of a structured group assessment process for predicting success in …
The contribution of interpersonal behavior evaluation to the prediction of initial teaching success: A research note
A Revised Group Assessment Procedure for Predicting Initial Teaching Success
This study investigated the effectiveness of an abridged group assessment (GA) procedure in predicting initial teaching success, where success was measured largely on the basis of practice teaching evaluations. The sample included 247 graduates of a teacher training college who had been assessed by either the abridged GA (comprised of four dimensions) or the original procedure (nine dimensions) prior to admission. The revised version was found to…
Assessing the Performance and Personal Traits of Teacher Education Students by a Group Assessment Procedure: A Study of Concurrent and Construct Validity
Group Psychotherapy for the Enhancement of Intimate Friendship and Self-Esteem among Troubled Elementary-School Children
The effect of group psychotherapy on self-esteem and close friendship was examined by a pre/post-test comparison group design. The study included 52 experimental students (in six small therapy groups) from one elementary school and 52 control students matched by age, gender and similarity of problems, from a school in the same neighborhood. Treatment consisted of approximately twenty weekly 45-minute sessions. Results indicate significant gains f…
Education for Democracy: Assessment of an Intervention that Integrates Political and Psychosocial Aims
This study assessed an educational program designed to enhance democratic values among junior high students. The program is counseling oriented and holistic, in that it aims at creating change on intrapersonal, interpersonal, and organizational levels as well as in the cognitive, affective, and behavioral realms. The research population encompassed 600 junior high students from six schools and 20 classrooms. A pre-posttest comparison was employed…
The effect of group psychotherapy on close same-gender friendships among boys and girls
A Dyadic and Gender-Specific Analysis of Close Friendships of Preadolescents Receiving Group Psychotherapy
This study investigated the effect of therapy/counseling groups on friendships of latency-age children lacking in social efficacy, referred for counseling by their homeroom teachers. Experimental students underwent weekly therapy in six small groups, whereas control students received routine academic counseling services over the same period (an entire school year). Self- and other-reported data confirmed significant gains in intimacy in best and …
Applying counseling methods to challenge teacher beliefs with regard to classroom diversity and mainstreaming: An empirical study
Does self-disclosure in friendship increase following group counseling/therapy? A different case for boys and girls
Bibliotherapy: An Indirect Approach to Treatment of Childhood Aggression
Cognitive and Affective Empathy in Aggressive Boys: Implications for Counseling
Stress in Israel: Voices in One Group Counseling Session of Counselor Trainees
Evaluating The Use Of Group Interviews To Select Students Into Teacher-Education Programs
This study presents findings on the reliability and validity of a group-assessment interview procedure designed to evaluate the verbal, interpersonal, and leadership qualities of students applying to a teacher-education program. We examine whether (a) the group-assessment process predicts future student-teaching performance, (b) the group-assessment scores are reliable across raters, and (c) the group-assessment interview is a better predictor of…
Normative beliefs supporting aggression of Arab children in an intergroup conflict
Based on the social knowledge theory (Heusmann), this study investigated normative beliefs supporting aggression (NOBAG), empathy, and intergroup anxiety of Arab children in Israel. The study proposed that ethnicity of the target person (within subject variable) and participant's sex (between subject variable) will differ between respondents' level of NOBAG and empathy: Higher NOBAG and lower empathy toward an outgroup member were expected. Sex d…
The Relationship of Life Skills and Classroom Climate to Self-Reported Levels of Victimization
Counseling Groups for Arab Adolescents in an Intergroup Conflict in Israel: Report of an Outcome Study
This study aimed at evaluating the impact of group counseling on Arab Israeli adolescents of different religions-Muslim, Druze, and Christian. The study involved 474 Arab secondary students from 17 Arab schools and 17 Arab novice school counselors. The dependent variables were level of anxiety, level of empathy, attitudes endorsing aggression, and self-identity (Arab, religious, and Israeli identities). A pre-post experimental-control design was …
Treating Child and Adolescent Aggression Through Bibliotherapy
Treating child and adolescent aggression through bibliotherapy
Effectiveness of a forgiveness program for Arab Israeli adolescents in Israel: An empirical trial
This study evaluated the effect of a forgiveness counseling intervention with 146 Arab adolescents in Israel. Students from seven classrooms and schools participated in an experimental intervention study in which half of each class was randomly assigned to a forgiveness-promoting program while the other half remained in class for a social discussion with their homeroom teacher. Results indicated that students in the forgiveness intervention condi…
School‐based integrated and segregated interventions to reduce aggression
The goal of the study was to assess two types of school‐based interventions—a class intervention (integrated) and a small group counseling (segregated) intervention for highly aggressive children—and to determine which is more efficacious in reducing individual and classroom aggression, lessening internalizing and externalizing behavior, and increasing positive classroom relationships. The study, conducted in Israel, included 904 children from 13…
The Role of Public and Self-Stigma in Predicting Attitudes Toward Group Counseling
Public and self-stigmas have been implicated as factors in the underutilization of individual counseling. However, group counseling is also underutilized, and yet scholars know very little about the role of different types of stigma on attitudes toward seeking group counseling. Therefore, the current study examined the relationships between public and self-stigma and attitudes toward group counseling among a sample of 491 U.S. college students. R…
SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge
The study assesses the effect of social and emotional learning (SEL) integrated in a literature class, named here “affective teaching,” as compared to conventional teaching. Dependent variables include relationships, behavior, motivation to learn, and content knowledge. Participants were 36 teacher trainees in one college in Israel and 1,137 fifth and sixth grade students from 36 classrooms in 12 schools. A hierarchical model of analyses (Mixed M…
Bullying and victimization in early adolescence: Relations to social information processing patterns
There is a gap in the literature on the social information processing (SIP) patterns of adolescents exposed to victimization in school. Therefore, we examine the SIP patterns of young adolescents characterized by their teachers and by their own reports as victims, bullies, bullies/victims, and neither bullies nor victims. The 105 adolescents participating in this study were asked to respond to hypothetical social scenarios in which a protagonist …
Teachers treat aggressive children: An outcome study
Psychology (26 works) · Developmental psychology (18 works) · Social Psychology (17 works) · Social Psychology (15 works) · Child and Adolescent Psychosocial and Emotional Development (13 works) · Clinical Psychology (12 works) · Clinical Psychology (11 works) · Psychiatry (11 works) · Aggression (9 works) · Bullying, Victimization, and Aggression (9 works)