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201.
Taina B. Quiles Lindsay T. Hoyt Miranda P. Dotson Elena Maker Castro Madeline May Alison K. Cohen 《American journal of community psychology》2023,71(1-2):136-146
The COVID-19 pandemic and violence against people of Color during 2020 brought troubling racial inequities to the forefront of American discourse. In line with the Critical Consciousness (CC) and Social Justice Youth Development (SJYD) frameworks, emerging adults may have developed their capacity for critical reflection, motivation, and action against systemic inequities. We drew from interviews with 27 emerging adults (ages 18–23) across the US, and used thematic analysis to explore differences in their reflections, motivations to act, and actions based on their racial/ethnic identification. We found nuanced variability in their critical reflections based on self, social, or global awareness and experiences of marginalization. White and Asian emerging adults used vague language or expressed feeling their reflections were insufficient. Black and Latinx emerging adults emphasized the importance of education and raising awareness. Although all emerging adults took action based on a sense of duty, few engaged in critical action; decisions to take in-person action varied based on whether they viewed racism or COVID-19 as a greater threat. Findings demonstrate that emerging adults' experiences of racialization may have related to their CC development. We share implications for community psychologists conducting antiracist research addressing White fragility and dismantling racial hierarchy. 相似文献
202.
203.
Glenn J. Nosworthy James A. LEA R. C. L. Lindsay 《Journal of applied social psychology》1995,25(4):314-337
Research on white opinions of such compensatory policies as busing and affirmative action has suggested that prejudice is the primary determinant of policy attitudes (Jacobson, 1985; McConahay, 1982). Often, however, racism is measured in a manner that confounds prejudice with values and concerns about justice. A study was conducted in which undergraduates (N= 185) were told that one of four affirmative-action programs for black students would be implemented at their university either in the following year or in 5 years. We found that: (a) support varied considerably across programs and was greater when implementation was imminent; (b) separate operationalizations of race prejudice and dispositional justice beliefs accounted for equal, and at times greater, variance in affirmative action opinions relative to a measure of symbolic racism; and (c) correlates of policy endorsement, including dispositional justice beliefs but not racial affect, varied from program to program. It is suggested that future research should explicitly distinguish race prejudice from values as predictors. It is also suggested that justice concerns, particularly regarding policy specifics, are important predictors of affirmative action attitudes that to date have largely been overlooked. 相似文献
204.
205.
Earl S. Elliott Carl A. Lindsay Vernon L. Shockley 《Journal of counseling and development : JCD》1968,47(4):364-368
Baccalaureate- (four-year) and associate- (two-year) degree students counseled prior to registration and after registration, and those not counseled were compared on the basis of ability and first-term grade point average. The time of counseling was not significantly related to the achievement of baccalaureate students with high ability or those with low ability. However, significant differences were found between high and low ability associate students in favor of high ability associate students who were counseled during the summer over those who were counseled during the fall, or who were not counseled. Both baccalaureate- and associate-degree students with low ability more frequently earned lower grades and were more concerned about academic probation than students with high ability. 相似文献
206.
Military life includes constant change. This study explored the relationship of life satisfaction among military wives with the individual attitudinal and personality variables of perceived social support, locus of control, and temperament. Sixty wives of noncommissioned military personnel were selected as participants. Life satisfaction was found to be related to high levels of perceived social support from family and from friends, to an internal locus of control, and to low levels of emotionality-stress and emotionality-fear. The results supported the role of individual resources for mediating adjustment and enhancing life satisfaction during the changes inherent in military life. Implications for identifying and helping high-risk women emerged. 相似文献
207.
Phyllis Chee Gordon Logan Russell Schachar Peter Lindsay Rod Wachsmuth 《Journal of abnormal child psychology》1989,17(4):371-391
Two experiments were conducted to determine whether hyperactive boys have a unique deficit in sustained attention. Groups with DSM-III diagnoses of attention deficit disorder (ADDH), conduct disorder (CD), ADDH+CD, and learning disorder were compared with normal controls on the Continuous Performance Task. In Experiment 1, stimulus presentation rate (stimulus onset asynchrony, SOA) and display time were varied to manipulate attentional demand, and speed and accuracy of performance were measured. The ADDH group was uniquely affected, with less accurate performance at the fastest and slowest SOA. To distinguish the effects of time on task and SOA, the duration of each SOA condition was held constant in Experiment 2. The poorer performance of the ADDH group at the fastest SOA was no longer evident. This finding indicates that the deficit of sustained attention in boys who have ADDH is associated with a greater susceptibility to refractory effects, which is influenced by practice.This research was supported by the Ontario Mental Health and Ruth Schwartz Foundations through a graduate fellowship awarded to P. Chee and a research grant to R. Schachar, G. Logan, and R. Wachsmuth. Dr. Schachar was also supported by the Canadian Psychiatric Research Foundation. This article is based, in part, on a doctoral dissertation submitted by the first author to the Ontario Institute for Studies in Education. The authors thank Dr. John Lovering and the staff of the Departments of Psychiatry and Psychology, The Hospital for Sick Children, for their cooperation in the conduct of this study. This paper was prepared with the assistance of the Medical Publications Department, The Hospital for Sick Children, Toronto. 相似文献
208.
Geoff Lindsay 《Journal of School Psychology》1985,23(4):305-317
This paper describes the work of educational psychologists in England and Wales, within the context of the educational system in this part of the United Kingdom. The school system and its relationship to local national control is discussed. The development of psychological services is considered from their origin in 1913 to the present day, and data are given concerning the demographic aspects of the profession and current patterns of training. Current major contributions of educational psychologists are reviewed in a context of change consequent upon development from within the profession and that forced upon the profession by recent legislation, in particular the 1981 Education Act which, for the first time, gives educational psychologists a statuary role, in the assessment of children's special educational needs. 相似文献
209.
Using a procedure adapted from E. Mermelstein and L. S. Shulman (1967, Child Development, 37, 39–52), kindergarten and third-grade children were exposed to one of two apparent violations of conservation or to a transformation in which conservation was preserved. In the violation conditions, water attained either the same or a higher level in a wider container than it had in a narrower container. The dependent measures were children's (a) predictions of the outcome of the transformation, (b) spontaneous reactions and verbal explanations of the actual outcome, and (c) responses to conventional conservation questions. The findings suggest that children very gradually progress from a stage at which they expect the water level to remain constant and base judgments of quantitative relations on water level alone to a stage at which they view reciprocal compensation and conservation as logically necessary. The findings indicate that, although some third-grade children may have attained the latter stage, many have not. 相似文献
210.