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921.
Kaye V. Cook Cynthia N. Kimball Kathleen C. Leonard Chris J. Boyatzis 《Journal for the scientific study of religion》2014,53(1):73-89
The construct of quest as measured by the Quest Scale raises complexities that this study addressed with online surveys measuring religiosity, ego identity, and well‐being of graduates from two Christian colleges. Intrinsic questers (those above the scale midpoint in intrinsic and quest scores but below the extrinsic midpoint) made up over half of those high in intrinsic religiosity and did not differ in Christian orthodoxy, religious identity, religious coping, or well‐being from the pure intrinsics (those high in intrinsic religiosity). Indiscriminately pro‐religious questing individuals (those high in intrinsic and extrinsic religiosity and quest) were less religious and showed poorer coping than intrinsic questers. Quest appears to be a reasonable measure of religious orientation, improving prediction of Christian orthodoxy, religious identity, and religious coping, and was more highly correlated with ego identity exploration than with stress. In association with intrinsic religiosity quest does not appear to indicate weak religiosity or poor well‐being. Instead, intrinsic questers may pursue a distinctive developmental trajectory, a path of existential searching by which emerging adults manage the demands of contemporary culture while maintaining a mature faith. 相似文献
922.
Ricardo Eiraldi Jennifer A. Mautone Muniya S. Khanna Thomas J. Power Andrew Orapallo Jaclyn Cacia Billie S. Schwartz Barry McCurdy Jacqueline Keiffer Cynthia Paidipati Rebecca Kanine Manju Abraham Shelby Tulio Lauren Swift Shannon N. Bressler Beatriz Cabello Abbas F. Jawad 《Behavior Therapy》2018,49(4):538-550
Public schools are an ideal setting for the delivery of mental health services to children. Unfortunately, services provided in schools, and more so in urban schools, have been found to lead to little or no significant clinical improvements. Studies with urban school children seldom report on the effects of clinician training on treatment fidelity and child outcomes. This study examines the differential effects of two levels of school-based counselor training: training workshop with basic consultation (C) vs. training workshop plus enhanced consultation (C +) on treatment fidelity and child outcomes. Fourteen school staff members (counselors) were randomly assigned to C or C +. Counselors implemented a group cognitive behavioral therapy protocol (Coping Power Program, CPP) for children with or at risk for externalizing behavior disorders. Independent coders coded each CPP session for content and process fidelity. Changes in outcomes from pre to post were assessed via a parent psychiatric interview and interviewer-rated severity of illness and global impairment. Counselors in C + delivered CPP with significantly higher levels of content and process fidelity compared to counselors in C. Both C and C + resulted in significant improvement in interviewer-rated impairment; the conditions did not differ from each other with regard to impairment. Groups did not differ with regard to pre- to- posttreatment changes in diagnostic severity level. School-based behavioral health staff in urban schools are able to implement interventions with fidelity and clinical effectiveness when provided with ongoing consultation. Enhanced consultation resulted in higher fidelity. Enhanced consultation did not result in better student outcomes compared to basic consultation. Implications for resource allocation decisions with staff training in EBP are discussed. 相似文献
923.
924.
925.
Less is More: How manipulative features affect children's learning from picture books 总被引:2,自引:0,他引:2
Picture books are ubiquitous in young children's lives and are assumed to support children's acquisition of information about the world. Given their importance, relatively little research has directly examined children's learning from picture books. We report two studies examining children's acquisition of labels and facts from picture books that vary on two dimensions: iconicity of the pictures and presence of manipulative features (or "pop-ups"). In Study 1, 20-month-old children generalized novel labels less well when taught from a book with manipulative features than from standard picture books without such elements. In Study 2, 30- and 36-month-old children learned fewer facts when taught from a manipulative picture book with drawings than from a standard picture book with realistic images and no manipulative features. The results of the two studies indicate that children's learning from picture books is facilitated by realistic illustrations, but impeded by manipulative features. 相似文献
926.
927.
Cynthia Suveg Mary Payne Kristel Thomassin Marni L. Jacob 《Journal of psychopathology and behavioral assessment》2010,32(1):57-67
The primary goal of this study was to examine whether electronic diaries are a feasible method of monitoring transitory emotional
states with a school-age, community sample of youth. A second goal was to examine preliminary relations between indices of
emotional functioning captured via electronic diaries and other measures of child emotional and psychological functioning.
Participants included 38 youth between the ages of 7 and 12 (51% males, M age = 9 [1.52] years and 49% females, M age = 9 [1.94] years) and their mothers (M age = 39 years) and fathers (M age = 42 years). Children were prompted to indicate the intensity of their current emotion four times a day for 1 week using
Palm Tungsten E2s. Youth also completed self-report measures of emotion intensity, awareness, and dysregulation. Parents completed
measures of child emotion regulation and symptoms of externalizing and internalizing psychopathology. Sixty percent of the
prompts were answered as intended. Higher levels of positive emotion intensity based on electronic diary ratings were negatively
related to parent reports of adaptive emotion regulation and were positively related to youths’ reports of emotion dysregulation
and poor emotion awareness. Given that the electronic diary data offered unique information on youth emotional functioning,
strategies to increase compliance with the diaries are suggested. 相似文献
928.
David A. Fedele Cynthia M. Hartung Will H. Canu Benjamin M. Wilkowski 《Journal of psychopathology and behavioral assessment》2010,32(3):385-396
To identify potential diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD) in emerging adults using a combination
of DSM-IV and Barkley, Murphy, and Fischer’s (2007) executive functioning (EF) items. Participants in ADHD and control groups self-report on: (1) the 18 DSM-IV criteria, (2) 87 Barkley et al. (2007) EF items, and (3) 10 impairment items. Factor analyses, expert ratings, and logistic regression analyses reveal two factors
named Cognitive Inflexibility (CI) and Disinhibition (DI) that have potential diagnostic utility. Confirmatory factor analyses
and further regression analyses reveal that specific DSM-IV items and items from CI and DI factors account for unique variance in self-reported impairment. Therefore, a 17-item set
consisting of CI and DI items is proposed for further study. Reflecting the developmental nature of ADHD, a novel set of 17
items is shown to have potential diagnostic utility for emerging adults. 相似文献
929.
Cynthia M. Hartung Elizabeth K. Lefler Ashley B. Tempel Monica L. Armendariz Benjamin A. Sigel Carolyn S. Little 《Journal of psychopathology and behavioral assessment》2010,32(1):128-137
Halo effects in the assessment of ADHD and ODD were examined. Participants were 159 undergraduate college students who rated
children described as showing disruptive behaviors. Bidirectional halo effects were found. Specifically, the presence of oppositionality
artificially inflated ratings of inattention and hyperactivity, and the combined presence of inattention and hyperactivity
artificially inflated ratings of oppositionality. Several specific items were found to be particularly susceptible to halo
effects. Due to these halo effects caution should be exercised when diagnosing multiple behavior disorders, especially with
items found to be particularly susceptible. Clinical interviews conducted by mental health professionals may help distinguish
between the true presence of multiple disorders and halo effects based on ratings. Future research should determine whether
structured interviews conducted by mental health professionals are less susceptible to halo effects than rating scales. 相似文献
930.
Janice Lillian Zeman Michael Cassano Cynthia Suveg Kimberly Shipman 《Journal of child and family studies》2010,19(4):381-392
We investigated the psychometric properties of a new instrument, the Children’s Worry Management Scale (CWMS). The CWMS has
three subscales that specify methods of regulating worry: inhibition (the suppression of worry), dysregulation (exaggerated
displays of worry), and coping (constructive ways of managing worry). Using a Caucasian, middle-class sample of 214 children
(M = 9 years, 1 month), Study 1 provides reliability and validity data through patterns of correlations to parent- and child-completed
measures of emotion management and behavioral problems. Internal consistencies range from .69 to .74. Study 2 establishes
discriminant validity by demonstrating that the CWMS Dysregulation and Coping subscales differentiated, in the expected directions,
between a group of children (n = 27) with DSM-IV anxiety diagnoses and a control group of children with no psychological disorders. 相似文献