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111.
The purpose of the present study was to identify reliable and clinically meaningful patterns of ability and achievement using the WISC-III and WIAT. Cluster analysis was used to group the 182 WISC-III and WIAT profiles (10 WISC-III subtests and 4 WIAT subtests) of children between the ages of 9 and 14 years. Theoretical and empirical considerations were used to identify a cluster solution, which involved comparison of several five-, six- and eight-cluster solutions. A five-cluster solution was selected as being representative of the data, which was well replicated across three hierarchical clustering methods (i.e., complete linkage, average linkage-within groups, and average linkage-between groups (UPGMA)). The clusters were labeled based on their most salient characteristics, which included a group of predominantly low ability and achievement, a group demonstrating a pattern of verbal processing deficits, a group demonstrating a pattern of visual spatial/processing speed deficits, a group with low ability and achievement with average processing speed, and a group with deficits consistent with an ACID pattern. The external validity of the five subtypes was assessed through an evaluation of the relationship between cluster membership and neuropsychological test data. Most predictions regarding neuropsychological performance were supported by the data, providing further evidence of the validity of the five-cluster solution. Clinical implications of the ability-achievement typology and suggestions for future research are discussed. 相似文献
112.
Of particular concern to child welfare professionals working with youth in foster care is the quality of services rendered to youth in foster care who are imminently making the transition to adulthood and independence, i.e., those at risk for aging out of foster care, many of whom live in congregate care facilities. This qualitative study focuses on the experiences of youth in congregate care in New York City's foster care system, the effectiveness of efforts to prepare youth for life after foster care, and post-discharge outcomes for youth, particularly when discharged to independent living. The study included interviews with professionals as well as young adults who had exited foster care after placements in congregate care settings. Results indicated that professionals and young adults were concerned about the quality of independent living preparation, viewed housing as a serious issue for youth exiting foster care, attributed youth's lack of employment to poor pre-discharge educational and work preparation services, and emphasized the importance of personal connections after youth leave care. 相似文献
113.
Mary Lee Nelson Sharon Gizara Anna Crombach Hope Rosemary Phelps Robbie Steward Lauren Weitzman 《Journal of multicultural counseling and development》2006,34(2):105-115
Sixteen members of the Section for the Advancement of Women conference work group identified themes and issues relevant to a feminist multicultural perspective on supervision. Issues raised included feminist silence and White privilege, the importance of self‐examination, the courage to be anxious, personal commitment to uncertainty, and isolation versus support. Specific risks for supervisors and supervisees participating in feminist multicultural supervision are identified. Dieciséis miembros de una Sección para el Adelantamiento de Mujeres conferencia de grupo del trabajo identificaron los temas y ausuntos pertinente de una perspectiva feminista multicultural en la supervisión. Los asuntos elevados incluyeron el silencio feminista y el privilegio Blanco, la importancia del autoexamen, el valor para estar ansioso, compromiso personal para la incertidumbre, y el aislamiento en oposicion de apoyo. Los riesgos específicos para supervisores y supervisa tomando parte en la supervisión feminista multicultural se identifica. 相似文献
114.
Elizabeth H. Marks Rosemary S.W. Walker Heidi Ojalehto Michele A. Bedard-Gilligan Lori A. Zoellner 《Cognitive and behavioral practice》2019,26(1):201-213
Exposure-based treatments known to be effective for a wide range of psychopathology are thought to work via inhibitory learning, where new learning acquired during exposure exercises inhibits previously learned fear and avoidance responses. One way in which this inhibitory learning may be enhanced is through affect labeling, during which clients verbalize their internal emotional experiences. Theoretically, affect labeling may be a subtle, implicit form of emotion regulation and may facilitate more explicit forms of extinction learning. Experimental research suggests that affect labeling may lead to attenuated fear responses to emotionally evocative stimuli in healthy samples and may be a helpful strategy in reducing physiological arousal experienced during exposure tasks, particularly for clients with inhibitory deficits. Research with clinical samples is limited and mixed, at best. Case examples illustrate how affective labeling may help get a client “unstuck” from unproductive processing loops, can contribute to shifts in perspective and meaning making, and may modulate distress and promote distress tolerance. We argue that routine use of affect labeling in clinical care is premature. When used, it should be employed strategically within a broader case conceptualization and may be of a limited benefit beyond what is already employed in quality exposure therapy. 相似文献
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117.
Pauline Banks Nicola Cogan Sheila Riddell Susan Deeley Malcolm Hill Kay Tisdall 《British Journal of Guidance & Counselling》2002,30(3):229-246
Almost 3 million children in the UK live in households where at least one family member is affected by chronic illness or disability. A proportion of these children will be young carers. This paper begins with a brief review of the literature relating to young carers. Particular attention is paid to the adoption of a caring role, the'hidden' nature of caring including young people'sreluctance to discuss their caring, the impact of caring on education, and the location and type of services provided.The findings of a small-scale study carried out in Scotland are presented in order to highlight some of the issues raised in the literature. Discussion focuses on the implications for the field of guidance and counselling. 相似文献
118.
Barry Fagin Dan Vornberg John Cogan David Clarke Marc Rotenberg 《Knowledge, Technology, and Policy》2002,15(1-2):211-223
119.
The present study examined involvement in children's learning among parents of 101 children between 8 and 12 years of age (53 parents of children with ADHD, 48 parents of children without ADHD). Compared to parents of children without ADHD, parents of children with ADHD reported lower self-efficacy in their ability to help their children, felt less welcome and supported by their children's schools and teachers, and perceived less time and energy for involvement in their children's academic lives. Mothers of children with and without ADHD reported similar types and levels of involvement behaviors in the home. Fathers of children with ADHD reported being more disengaged from their children's learning and using more coercive and punitive interactions regarding their children's achievement compared to fathers of children without ADHD. These findings underscore the difficulties in parent-supported learning practices and home-school collaboration initiatives faced by parents of children with ADHD and educators alike. Implications for school psychology practice are discussed. 相似文献
120.
Maggie E. Toplak Ashley Pitch David B. Flora Linda Iwenofu Karen Ghelani Umesh Jain Rosemary Tannock 《Journal of abnormal child psychology》2009,37(8):1137-1150
To examine the unity and diversity of inattention and hyperactivity/impulsivity symptom domains of Attention-Deficit/Hyperactivity
Disorder (ADHD) in a clinical sample of adolescents with ADHD. Parents and adolescents were administered a semi-structured
diagnostic interview, the Schedule for Affective Disorders and Schizophrenia for School-Age Children — Present and Lifetime
Version (K-SADS-PL), to assess adolescent ADHD. Data from 201 parent interviews and 189 adolescent interviews were examined.
Four potential factor structures for the 18 ADHD symptoms were tested using confirmatory factor analysis: two models with
correlated factors and two bifactor models. A bifactor model with two specific factors best accounted for adolescent symptoms,
according to both parent and adolescents’ reports. Replication of these findings from behavioral rating scales completed for
this sample by parents and teachers indicates that the findings are not method– or informant-specific. The results suggest
that there is an important unitary component to ADHD symptoms and separable dimensional traits of Inattention and Hyperactivity/Impulsivity. 相似文献