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81.
Wendy Hadley Amy Lansing David H. Barker Larry K. Brown Heather Hunter Geri Donenberg Ralph J. DiClemente 《Journal of child and family studies》2018,27(4):1098-1109
Parents can play a vital role in shaping teenagers’ sexual attitudes, behavior, and contraceptive use through communication, however, less is known about how to modify parent–adolescent communication among youth with mental health problems. The impact of a family-based sexual risk prevention intervention on both observational and self-report of parent–adolescent sexual communication was examined at 12 months among adolescents with mental health problems. Of the 721 parent–adolescent dyads recruited for the study, 167 videotapes of sexual discussions between parents and adolescent were coded for the family-based intervention and 191 videotapes for the active comparison. Longitudinal analyses examined differences between conditions (family-based vs. comparison) in self-reported and observed parent–adolescent sexual discussions and also examined the impact of gender on intervention response. More parent I-statements, healthier parent body language, and fewer adolescent Negative Vocalizations were detected for family-based intervention participants 12 months after participating in the brief intervention (11?h of total intervention time) relative to those in the comparison condition. Parents in the family-based intervention also self-reported better sexual communication at 12 months. The current study provides supporting evidence that a relatively brief family-based intervention was successful at addressing parent–adolescent sexual communication among a mental health sample. 相似文献
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Parent and teacher effects on academic coping and classroom engagement: Testing a motivational model
Little is known about the contextual antecedents and consequences of children’s academic coping. One hundred and eighty-three-sixth grade students participated in a study that examined a process model whereby children’s perceptions of parent and teacher behaviors were associated with children’s coping strategies through children’s appraisals of failure. It also examined whether these coping strategies were then associated with students’ classroom engagement. Results revealed that parent autonomy support was indirectly associated with defensive coping through its effects on children’s appraisals of failure. There was also some support that cognitive appraisals, particularly threat appraisals were indirectly associated with child reported engagement through coping, suggesting that coping appraisals impact children’s engagement and participation in the classroom through their effects on coping behavior/strategy use. The findings underscore the importance of parent autonomy support for children’s appraisals of failure, coping, and engagement. 相似文献
84.
Justin D. Smith Wendy C. Eichler Kaila R. Norman Steven R. Smith 《Journal of personality assessment》2015,97(3):261-270
This pragmatic study evaluated the effectiveness of a collaborative assessment intervention as an approach to midtherapy consultation, which has yet to be empirically tested. Ten adult participants in ongoing psychotherapy with a variety of presenting concerns, primarily consisting of general mood and adjustment issues, received a brief assessment-based intervention based on Finn's (2007) Therapeutic Assessment model. Following the collection of assessment questions and the administration of a multimethod assessment battery, clients and therapists participated in a joint feedback session with the assessor. Clients were then followed as their psychotherapy continued. The results of idiographic and aggregate analytic approaches revealed significant reductions in client-reported symptomatic distress, as evidenced by a medium effect size (d = –.50) and a significant change in the trajectory of distress. Client reports of the process of psychotherapy revealed a significant increase in the clients’ ratings of the working alliance. The findings suggest that a midtherapy consultation using collaborative/therapeutic assessment methods is beneficial but that further rigorous investigation is needed. 相似文献
85.
Sara K. Moeller Wendy Troop-Gordon Michael D. Robinson 《The Journal of psychology》2015,149(5):427-442
ABSTRACT. Cybernetic theories of self-regulation contend that an individual's goal system may work best to the extent it is differentiated. The present investigation pioneered an assessment of goal differentiation in relation to an important feature of goals—intrinsic motivation—and quantified the extent to which intrinsic motivation systematically increased from low- to mid- to high-level goals, the resulting individual difference termed cybernetic self-determination. In Study 1 (n = 106), it was found that frustrating daily events precipitated motivations to quit at low, but not high, levels of cybernetic self-determination. In Study 2 (n = 111), it was found that negative feedback was associated with reduced goal persistence at low, but not high, levels of cybernetic self-determination. The findings therefore converge on the idea that individual differences in cybernetic self-determination are consequential in buffering reactions to obstacles in daily life. Implications for personality, motivation, and self-regulation literatures are discussed. 相似文献
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