Objective This study evaluated the effects of increasing opportunities for interactivity on student attitudes and behavior over two iterations of an Internet-based graduate social work research methods course. Method In both iterations, lectures and class discussions were carried out over the Internet. In the second iteration, additional opportunities for interaction (self-tests, automated feedback, discussion questions, and links to an Internet discussion list) were added. Type and frequency of class participation were measured for both iterations as well as attitude toward the course. Results Students in the second iteration participated in class list discussions more frequently than their first iteration counterparts. Students in the second iteration also tended to rate their experience more positively than did their counterparts in the first class. Conclusion The incorporation of interactivity into a Web site served to make it easier to create an active learning environment for students.

No abstract

No abstract

No abstract

This article examines the validity of memory work as well as the evidence for the efficacy of therapeutic interventions based in the recovery of childhood sexual abuse memories. Evidence suggests that both true and false memories can be recovered using memory work techniques, and there is no evidence that reliable discriminations can be made between them. Similarly, there is no empirical evidence to suggest that recovered memory therapy results in improved outcomes for participating clients. The article reviews current treatment outcome research and suggests that participation in recovered memory therapy may be harmful to clients.