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Meghan Crosby Budinger MS LCPC Mary F. Cwik PhD Mark A. Riddle MD 《Suicide & life-threatening behavior》2015,45(2):192-198
Crisis hotlines have been central to suicide prevention efforts; however, utilization among youth remains low. A sample of at‐risk youth was surveyed about their awareness, utilization, and attitudes toward local and national crisis hotlines. Youth reported low rates of awareness and utilization, yet expressed a strong interest in phone hotlines (41% vs. 59% for new media categories combined). Youth reported stigma, but that help‐seeking could be positively influenced by peers and adults in their support system. Implications include making crisis services available across several mediums and the importance of engaging trusted others in youth suicide awareness campaigns and prevention efforts. 相似文献
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Ahola Kohut Sara Forgeron Paula McMurtry Meghan Weiser Natalie Iuliano Armanda Stinson Jennifer 《Journal of child and family studies》2021,30(9):2250-2263
Journal of Child and Family Studies - Exploring factors related to resilience in youth with inflammatory bowel disease may elucidate modifiable risk factors and inform interventions. Yet, how... 相似文献
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Meghan O'Connor Wendy Arnott Beth McIntosh Barbara Dodd 《The British journal of developmental psychology》2009,27(4):767-782
This study examines the literacy outcomes for children from socially disadvantaged backgrounds who had received specific whole‐class phonological awareness (PA) and language intervention in preschool. The participants were 57 children who had been involved in the original intervention study. Their PA skills, letter‐sound knowledge, real word and non‐word spelling and reading comprehension were assessed in Grade 2. The results indicated that children who had received intervention in preschool performed similarly to the children who had not received intervention. The gains made in PA and language skills post intervention had failed to augment further literacy development. A post hoc examination of individual student profiles, however, revealed that a subgroup of children who had received intervention had maintained their enhanced performance and that the intervention cohort had similar scores on tests of PA ability to their age‐matched peers in the population. It was concluded that whole‐class, teacher‐delivered, PA and language intervention, while effective in the short term, does not lead to a generalized improvement in literacy skills in Grade 2. Possible reasons for the failure of the program to produce medium term gains are discussed. 相似文献