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991.
Amie E. Grills-Taquechel Peter Norton Thomas H. Ollendick 《Anxiety, stress, and coping》2013,26(5):493-513
Abstract The transition from elementary to middle or junior high school is commonly regarded as a period of stress and turmoil for young adolescents, and has been associated with changes in anxiety and other psychological problems. However, less is known about risk and resilience factors that may predict these changes. This study examined changes in anxiety, as well as predictors of these changes among 77, predominantly Caucasian (88%), male and female (52%) adolescents from Grades 6 to 8. Repeated measures analysis of variance was conducted to examine the predicted grade and gender differences. Multiple regression analyses were conducted to examine the prediction of eighth grade anxiety symptoms by sixth grade self-worth, perceived social acceptance, and social support, as well as the potential moderating role of gender in these relations. Results suggested a significant decrease in anxiety, particularly social anxiety, over this period for boys but not girls. Examination of predictors of changes in anxiety suggested that, in general, global self-worth, social acceptance, and gender were each associated with overall and social anxiety. Findings are integrated with extant literature on developmental changes associated with anxiety and school transitions and clinical implications of these findings are discussed. 相似文献
992.
《Journal of aggression, maltreatment & trauma》2013,22(1):221-238
Summary Most interventions for the prevention of violence in relationships aim at attitudes and awareness. Prevailing attitudes in our society already condemn violence, however, and wife assault is viewed as particularly serious. Some research shows that perpetrators have attitudes more supportive of violence than other people do, but the link between attitudes and behavior can be complex. Trying to persuade people to change their attitudes in one direction can lead instead to people taking more extreme versions of their existing attitudes. Some interventions that raise awareness and promote availability of services appear to teach participants to take the problem less seriously. Most students report neither undesirable attitudes nor low awareness of violence in relationships. But their behavior appears inconsistent with their reported attitudes and awareness. If interpersonal violence has its roots in a problem more fundamental than the views of contemporary society, then anti-violence education based on attitudes and awareness will have limited benefits, and possibly some harmful effects. This article encourages a cautious rethinking of assumptions underlying current anti-violence education and alternative theories of violent behavior. It offers some suggestions for ways to reduce violent behavior, and encourages integration of violence prevention efforts into regular curricula and extra-curricular activities. 相似文献
993.
《Journal of aggression, maltreatment & trauma》2013,22(1):237-261
Summary Trauma is proposed as a key to understanding the development and persistence of adolescent conduct problems, in conjunction with other contributing factors. A trauma-focused individual therapy approach is presented as one example of how this population might be more effectively treated. This approach features motivational interviewing, self-control training (cognitive-behavioral therapy), and trauma resolution (eye movement desensitization and reprocessing). This paper reports on an open trial of six adolescents with school and conduct problems who received school-based Motivation-Adaptive Skills-Trauma Resolution (MASTR) treatment. Reductions in post-traumatic stress, related symptoms, and problem behaviors, along with improved school performance, indicate the value of further study of this treatment approach. 相似文献
994.
Rachel H. Gentry Kerri L. Pickel 《Journal of aggression, maltreatment & trauma》2013,22(10):1038-1056
Acting as disciplinary committee members, participants listened to a school bullying case that varied in terms of type (relational or verbal), degree of harm (low or high), and academic level of the victim and defendant (high school or university). Participants’ judgments (e.g., verdict, recommended sentence, seriousness, perceptions of both students) generally favored the victim when he experienced more rather than less harm, regardless of bullying type, and when the incident took place in a high school rather than a university. Additionally, women’s judgments supported the victim more than men’s. We propose that previous results suggesting that observers downgrade relational bullying occurred because no harm was specified. Moreover, we contend that observers relied on a “bullying schema” that includes the component that bullying occurs in primary and secondary schools, which led them to make less punitive judgments in the university case. 相似文献
995.
《Cognitive behaviour therapy》2013,42(2):147-157
Internet-based cognitive behavior therapy (CBT) has been shown effective for university students with social anxiety disorder (SAD) and public speaking fears. The aim of this study was to investigate whether the promising results can be transferred to high school students suffering from this condition. A total of 19 speech-anxious high school students with SAD were randomized either into 9 weeks of Internet-delivered CBT or to a wait-list control group. Significant improvements were found on measures of social anxiety, general anxiety, and depression. Effects were maintained at 1-year follow-up. The average within- and between-group effect sizes (Cohen's d) for the primary social anxiety scales at posttest were 0.98 and 1.38, respectively. However, the average number of completed modules in the CBT program was low. Although compliance can be improved, the results suggest that Internet-based guided self-help is effective in the treatment of high school students with SAD. 相似文献
996.
997.
《Journal Of Applied School Psychology》2013,29(2):89-113
SUMMARY This article is based on a dissertation of the author that was centered on the process of developing a sport psychology program at the high school level. The program was developed to address academic, mental, social, and emotional needs of student-athletes and coaches. This sport psychology program, which was developed in the Linden Public School District, a large urban district in New Jersey, may be the first such program documented on a national level. In this dissertation, the author, who was a school psychologist in the district, utilized a particular program planning and evaluation framework, with attention to the first two phases-clarification and designto develop and implement a sport psychology program. 相似文献
998.
《Journal Of Applied School Psychology》2013,29(2):59-70
Annual review multidisciplinary team meetings, in which special education student cases are reviewed and placement decisions made for the coming year, depend for their effectiveness on appropriate teacher assessment of student progress. This article reports on a consultation effort, internal to a multidisciplinary team, from which were developed two decision-making models which allowed a special education teacher to assess problem areas in her typical preparation for meetings and to devise more systematic preparation procdures. Changes resulting from the consultation are discussed. General issues posing difficulties for multidisciplinary team staffing of students in classes for the emotionally disturbed are also described. 相似文献
999.
《Journal Of Applied School Psychology》2013,29(1-2):111-134
Abstract Responses of school psychologists (N = 141) and special educators (N = 130) to ethical dilemmas involving conflicts between administrative directives and ethical obligations were examined. Respondents completed a survey asking them to predict their own and others' responses to four ethical dilemmas. The majority of respondents predicted that they, immediate colleagues, and professional peers would make the choices judged as ethical in all situations. Predictions of ethical response were highest for self prediction and varied across the four dilemmas. Respondents who viewed their immediate colleagues as supportive of autonomous decision making were more likely to predict ethical choices than those who viewed their colleagues as supporting deference to administrative authority. No differences in predictions related to gender, degree level, job security, preservice training in or knowledge of professional ethics or special education law were found. 相似文献
1000.
《Journal Of Applied School Psychology》2013,29(1-2):193-202
Summary Inclusion is discussed as a long-term evolutionary development since the era of compulsory schooling. Special education is seen as a late comer in a generally broader societal movement. Themes in this volume on inclusion and conclusions relevant to the future are provided. 相似文献