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321.
Molly A. Schlesinger Jennifer M. Zosh Jeremy Sawyer Natalie Evans Kathy Hirsh-Pasek 《Journal of Infant, Child, and Adolescent Psychotherapy》2020,19(2):202-216
ABSTRACT Participating in play affords physical, social, and cognitive benefits. Here, we review the cognitive behavioral science literature highlighting the value of play and describe the different types of play along with the evidence linking play to positive outcomes for children in areas such as social-emotional, cognitive, academic, and social-emotional development. Several case studies demonstrate how educators, caregivers, and community members can integrate low-cost, evidenced-based playful learning interventions into community settings to impact children where they live. 相似文献
322.
Journal of Adult Development - The present study examines the stress and coping process among a sample of emerging adults (ages 18–30) recruited though TurkPrime who completed at least some... 相似文献
323.
Collin L. Davidson MS LaRicka R. Wingate PhD Meredith L. Slish MS Kathy A. Rasmus MS 《Suicide & life-threatening behavior》2010,40(2):170-180
Positive psychology has garnered considerable scholarly interest recently and has been suggested to hold promise in the application to suicide research and prevention; however, empirical research has lagged behind these suggestions. This is the first study to examine the relationship between hope and a specific theory of suicide in African Americans. It was hypothesized that (1) hope would negatively predict the interpersonal suicide risk factors of burdensomeness and thwarted belongingness; and positively predict acquired capability to enact suicide; (2) hope would negatively predict suicidal ideation; and (3) the interpersonal suicide risk factors would predict suicidal ideation. Results were primarily as predicted. Implications for hope theory and Joiner's theory of suicidal behavior are discussed, as well as implications for clinical practice. 相似文献
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Brenna Hassinger-Das Itai Palti Roberta Michnick Golinkoff Kathy Hirsh-Pasek 《Journal of cognition and development》2020,21(1):125-147
ABSTRACTHow can we transform places where people gather or wait into hubs for interaction and playful learning? Bus stops offer one setting in which to test this idea. Urban Thinkscape reimagines an everyday bus stop in an under-resourced area as an interaction zone instead of merely a place to wait for a ride. Results suggest that embedding playful learning into architectural design is associated with increases in targeted types of caregiver interaction and child language use. Compared to pre-installation data as well as data from a control site (a neighborhood playground), Urban Thinkscape suggests that we can build public spaces in ways that invite the kinds of interactions known to support later learning in language and STEM. 相似文献
330.
Kathy A. Rasmussen PhD Deborah A. King PhD Madelyn S. Gould PhD Wendi Cross PhD Wan Tang PhD Kimberly Kaukeinen BA Xin Tu PhD Kerry L. Knox MS PhD 《Suicide & life-threatening behavior》2017,47(4):387-397
When the Veterans Crisis Line (VCL) was implemented, it was uncertain if veterans, and particularly older male veterans, would utilize the service. We examined VCL use by a growing group of veterans at increased risk for suicide: those aged 60 and older. Real‐time clinical data were gathered from a weekly random sampling of calls. Approximately 25% of calls were from veterans aged 60 or older; over 80% reported benefit from the call. Several significant differences in presenting concerns between older and younger callers were found. Targeted outreach to encourage older veterans to use the VCL is suggested. 相似文献