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61.
62.
《Child & family behavior therapy》2013,35(2):29-51
Outcome literature (1981 to 1988) on behavioral parent training interventions for nonhandicapped children with oppositional behavior is reviewed to assess the extent and effects of father involvement in parent training. Thirteen studies were found that included some father involvement. Weaknesses of these studies include a failure to observe and measure changed in father-child interactions, a lack of emphasis on the impact of the marital relationship, a lack of attention to similarities in parental child management strategies, and a lack of assessment of paternal characteristics. Further research to assess the effects of including fathers on parent training outcomes can improve the efficiency and effectiveness of these interventions. 相似文献
63.
Katelyn M. Guastaferro John R. Lutzker Megan L. Graham 《Child & family behavior therapy》2013,35(1):15-31
ABSTRACTEffective parent training programs may need to be tailored for at-risk parents by using simple language, presenting concrete concepts, and simple technologies. We present four single-case research-design studies examining if the use of digital frames enhances parent-infant interactions with a diverse range of mothers with varied levels of risk for maltreatment. Based on self-modeling, the frames contain photographs of mother-infant dyads in posed interactions representing desired criterion behaviors from the parent-infant interaction (PII) module of SafeCare®. Results indicate that the use of inexpensive digital frames appears to enhance already good outcomes of the SafeCare PII module. 相似文献
64.
To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying questions, attending to evidence, identifying patterns, making controlled comparisons, interpreting increasingly complex data, supporting claims, and drawing justified conclusions. Retaining awareness of inquiry objectives and integrating influences of multiple variables in predicting outcomes were two areas that remained challenging. A comparison group of seventh graders who had not been involved in the program displayed strikingly different approaches to an inquiry task, indicating that the skills identified here are not ones that develop in the absence of appropriate kinds of educational experiences. 相似文献
65.
Kelly L. Wester L. DiAnne Borders Steven Boul Evette Horton 《Journal of counseling and development : JCD》2013,91(3):280-290
The purpose of this study was to examine the quality of quantitative articles published in the Journal of Counseling & Development. Quality concerns arose in regard to omissions of psychometric information of instruments, effect sizes, and statistical power. Type VI and II errors were found. Strengths included stated research questions and appropriateness of analyses. Implications of these results are provided. 相似文献
66.
Margaret Colby Michael L. Hecht Michelle Miller-Day Janice L. Krieger Amy K. Syvertsen John W. Graham Jonathan Pettigrew 《American journal of community psychology》2013,51(1-2):190-205
A central challenge facing twenty-first century community-based researchers and prevention scientists is curriculum adaptation processes. While early prevention efforts sought to develop effective programs, taking programs to scale implies that they will be adapted, especially as programs are implemented with populations other than those with whom they were developed or tested. The principle of cultural grounding, which argues that health message adaptation should be informed by knowledge of the target population and by cultural insiders, provides a theoretical rational for cultural regrounding and presents an illustrative case of methods used to reground the keepin’ it REAL substance use prevention curriculum for a rural adolescent population. We argue that adaptation processes like those presented should be incorporated into the design and dissemination of prevention interventions. 相似文献
67.
As with standard models of rationality, theorists generally treat prospect theory's demonstration of risk aversion in gains but risk tolerance in losses as domain‐general. Yet evolutionary psychology suggests that natural selection has designed a domain specific cognitive architecture—with systems specialized for some substantive domains but not others. Here we address risky choices through that lens asking whether humans' risk responses dispose them to enter social relationships even when doing so is counter to normative rationality and regardless of whether the “enter” versus “not enter” choice is framed as between gains and losses. Laboratory findings in five sites across three countries provide a positive answer to both possibilities. Participants could enter or not enter inherently risky social relationships. They were more willing to enter such relationships than rational choice models would predict and were equally so willing regardless of whether equivalent alternatives were framed as gains and as losses. With the “social context” extracted in otherwise identical games, participants' risk responses were consistent with prospect theory. The present findings suggest the possibility of adaptations designed to facilitate sociality—despite its risks and how those risks are framed. 相似文献
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69.
Bruce Bolam 《Psychology & health》2013,28(2):273-274
Abstract Recent theoretical and empirical research has challenged the assumption of health psychologists employing social cognitive models that beliefs can confidently be inferred on the basis of questionnaire responses. It is charged that responses to questionnaires are a function of the intelligibility of the items, constructs and theoretical framework to survey participants. To investigate this contention, cognitions specified by Protection Motivation Theory (PMT) were measured with respect to intentions to use a condom and intentions to use dental floss. Three alternative formats of a questionnaire which varied the order of presentation of PMT items were distributed to student samples. Analyses showed that while questionnaire format did not affect the reliability of cognition measures, there was some variation in the significance and strength of correlations between PMT cognitions across formats. Individual differences in social desirability and salience of the target behaviour had small and predictable effects upon reliabilities and intercorrelations. Implications for the measurement of health beliefs and the status of questionnaire responses are outlined and suggestions are made for controlling bias associated with respondents' capacity to “read” a questionnaire. 相似文献
70.
Studies on adults have revealed a disadvantageous effect of negative emotional stimuli on executive functions (EF), and it is suggested that this effect is amplified in children. The present study’s aim was to assess how emotional facial expressions affected working memory in 9- to 12-year-olds, using a working memory task with emotional facial expressions as stimuli. Additionally, we explored how degree of internalizing and externalizing symptoms in typically developing children was related to performance on the same task. Before employing the working memory task with emotional facial expressions as stimuli, an independent sample of 9- to 12-year-olds was asked to recognize the facial expressions intended to serve as stimuli for the working memory task and to rate the facial expressions on the degree to which the emotion was expressed and for arousal to obtain a baseline for how children during this age recognize and react to facial expressions. The first study revealed that children rated the facial expressions with similar intensity and arousal across age. When employing the working memory task with facial expressions, results revealed that negatively valenced expressions impaired working memory more than neutral and positively valenced expressions. The ability to successfully complete the working memory task increased between 9 to 12 years of age. Children’s total problems were associated with poorer performance on the working memory task with facial expressions. Results on the effect of emotion on working memory are discussed in light of recent models and empirical findings on how emotional information might interact and interfere with cognitive processes such as working memory. 相似文献