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801.
Thomas J. Thompson Steven J. Braam R. Wayne Fuqua 《Journal of applied behavior analysis》1982,15(1):177-182
An instructional procedure composed of a graded sequence of prompts and token reinforcement was used to train a complex chain of behaviors which included sorting, washing, and drying clothes. A multiple probe design with sequential instruction across seven major components of the laundering routine was used to demonstrate experimental control. Students were taught to launder clothing using machines located in their school and generalization was assessed later on machines located in the public laundromat. A comparison of students' laundry skills with those of normal peers indicated similar levels of proficiency. Follow-up probes demonstrated maintenance of laundry skills over a 10-month period. 相似文献
802.
Daniel Solomon Marilyn Watson Victor Battistich Eric Schaps Kevin Delucchi 《American journal of community psychology》1996,24(6):719-748
Although prior research has shown sense of community in schools to be related to many positive student characteristics, effective
interventions that can create or enhance this sense have not been demonstrated. In this paper we describe a comprehensive
elementary school program, implemented by teachers, that was successful in creating a sense of community in the classrooms,
as perceived by students. The program was implemented in three elementary schools in a suburban school district; three additional
schools in the same district served as a comparison group. The program, which emphasized cooperative learning, the importance
of democratic and prosocial values, student autonomy and self-direction, and a child-centered approach to teaching and classroom
management, was experienced by a cohort of students from kindergarten through Grade 4, and by a subset of that cohort through
Grade 6. Sense of community was assessed—by questionnaire—in Grades 4, 5, and 6; various student outcomes were assessed via
questionnaire and interview. Results indicated that the program was successful in heightening students’ sense of community,
and that the sense of community—by itself and in combination with program status—related positively to a number of student
outcomes. There was also suggestive evidence that students who experienced their classroom as a community attempted to abide
by its norms and values, and that the authority structure of the classroom was an important determinant of students’ experience
of community and of some of its observed effects.
The project described in this paper was supported by the William and Flora Hewlett Foundation. An earlier version of this
paper was presented at the International Symposium on Research on Effective and Responsible Teaching, Fribourg, Switzerland,
September 1990. A brief, nontechnical summary of the findings described here was included in Solomon, Watson, Battistich,
Schaps, and Delucchi, 1992. In addition to the authors, significant contributions to this work were made by numerous others,
including Carole Cooper, Stefan Dasho, Jane Deer, Sylvia Kendzior, Allison Rickard, Wendy Ritchie, Marc Rosenberg, Judith
Solomon, Carole Stone, Margaret Tauber, and Pat Tuck. 相似文献
803.
Previous community psychology research has suggested that sense of community can be a powerful explanatory tool for understanding
community development and individual well-being, but has not focused on the relationship of environmental variables to the
construct. In other disciplines—especially urban planning—this construct has received more attention but it has not been empirically
and systematically studied. The three-phase qualitative study reported here sampled people representative of those who live
and work in Seaside, FL, a town designed to induced sense of community. The data strongly suggest a relationship between a
variable set that may define sense of community—membership, need fulfillment, shared emotional connections, loyalty—and the
environmental variables of town design, architecture, and urban planning philosophy. 相似文献
804.
Paths to community empowerment: Organizing at home 总被引:1,自引:0,他引:1
This study examines how low-income minority communities build on their strengths to improve material conditions and how these
actions lead to further empowerment at the individual and group level, and increase engagement with civic life. Based on earlier
qualitative research, low-income limited equity housing co-ops were chosen as research. Using quantitative questionnaire data,
a path model was tested in which variables were organized into four levels.Level One: Attributes of the person and the context were conceptualized asexogenous variables leading to activities first at the co-op level.Level Two:co-op activities were thought to affect living conditions in the building and evaluations of co-op ownership, which comprisedLevel Three,quality of life in the building. All preceding levels were thought to influenceempowerment, as measured atLevel Four through an attitudinal measure of empowerment, and reported participation in civic activities in the broader community.
The model, which emphasizes the collective and material nature of empowerment in addition to the psychological, seems justified
by the data. It is especially significant that the aggregate measure of perceived participation of others predicted building
quality, and that the aggregate measure of building quality went on to influence empowerment and voting behavior. Personal
participation in building activities also proved a good predictor of empowerment, indicating that empowerment operates at
both the individual and the group level. Furthermore, increased empowerment at the level of attitude did influence civic activities,
in conjunction with personal characteristics and perceived neighborhood qualities. (Tests of causality in the opposite direction
were not significant.) Our findings confirm the importance of all three components of empowerment, as articulated by Zimmerman
and his colleagues (1992), that is, empowerment at the psychological, interactional, and behavioral level. It extends the
conceptualization by introducing the group level of analysis.
We thank the Robert F. Wagner Sr. Center for Urban Public Policy at the City University of New York Graduate School and University
Center and the Fund for the City of New York for early support and the Edna McConnell Clark Foundation for current support.
We acknowledge the invaluable participation in the original project of Heléne Clark, Eric Glunt, Bill Roane, and April Tyler.
We also thank the anonymous reviewers and the editor for their helpful and extremely thorough comments and suggestions. 相似文献
805.
Parents and peer group as mediators of the effect of community structure on adolescent problem behavior 总被引:6,自引:0,他引:6
Ronald L. Simons Christine Johnson Jay Beaman Rand D. Conger Les B. Whitbeck 《American journal of community psychology》1996,24(1):145-171
Used a sample of 207 single-parent families residing in 104 small, Midwestern communities to test hypotheses regarding the
link between community context and adolescent conduct problems and psychological distress. For boys, community disadvantage
had a direct affect on psychological distress, while it indirectly boosted the probability of conduct problems by disrupting
parenting and increasing affiliation with deviant peers. Community disadvantage was unrelated to the deviant behavior or emotional
well-being of girls. Proportion of single-parent households in the community had a direct effect on girls' conduct problems.
It also contributed indirectly to girls' conduct problems by increasing the probability of involvement with deviant peers.
Possible explanations for these gender differences are provided.
An earlier version of this paper was presented at the annual meeting of the American Society of Criminology, Miami, November
1994. Work on this project was supported by the National Institute of Mental Health (MH48165) and the National Institute of
Child Health and Human Development (HD27724). Journal Paper No. 16629 of the Iowa Agriculture and Home Economic Experiment
Station, Ames, Iowa. Project No. 3320. 相似文献
806.
In this self-study of an M.A. program in community psychology, the authors focused on evaluation of training goals related
to the values of collaboration, empowerment, and diversity. Employing quantitative and qualitative methods, the evaluator,
a thesis student in the program, cooperated with a stakeholder committee and other student, staff, and faculty members of
the program to construct the methods and interpret the findings. Although the converging sources of data showed that the program
was meeting its process goals to some extent, several key issues in the culture of training, such as the status of women,
the psychological sense of community, and a supportive learning environment, needed improvement. The authors interpret the
findings in terms of the impact of the university system and patriarchal norms on training in community psychology.
This study is based on the first author's M.A. thesis, which the second author supervised. Judit Alcalde works in health promotion
with the Regional Municipality of Waterloo, Community Health Department. She presented an earlier version of this work at
the conference of the Canadian Psychological Association, Calgary, Alberta, June 1991. We are grateful to the thesis committee
members for their support and guidance, to our colleagues for their participation, to Paul Davock, and to the reviewers and
editor for their helpful comments. 相似文献
807.
Barbara J. Thayer-Bacon 《Studies in Philosophy and Education》1996,15(4):333-351
I explore democractic communities using the classroom community as a metaphor. I suggest that democracies do justice to individuals as well as groups, because of the democratic focus on the interconnected, interdependent, interactive relationship that exists between selves and communities. However, the concept of community has problems and contradictions as well. Through the examples of Summerhill and Montessori schools it is easier to see a necessary quality of democratic communities that needs highlighting. That quality is caring. Making the connection between democracy and caring is what this article uniquely offers to the lively discussion on communities and selves. 相似文献
808.
Cohen HL 《Journal of the experimental analysis of behavior》1994,61(2):295-306
Health in Housing initiated a behavioral program of education and skills training for children and adults in a community of 30,000 persons living in substandard conditions in Tegucigalpa, Honduras. To measure achievement in the long-range project, 21 families of Flor del Campo participated in a preliminary three-part survey of their (a) health, (b) housing and the environment, and (c) family history. Doctors, designers, and educators worked with Honduran personnel in the first survey. Following functional analyses of the home and surrounding environment and the physical status of the individuals living there, procedures provide the family with treatment and training for home and environment improvement. Graphic, verbal, and numerical data, incorporated into a master computerized system, record events of each family member: training programs experienced, health care delivery courses taken, medical treatments, growth of children, literacy changes, educational courses completed, kinds and amounts of foods eaten, household and building materials purchased. Ongoing functional analysis and a long-range evaluation are made of the progress of each participating individual in a family. Teams revisit each house to observe and record any changes in the physical and environmental facility and the health and life-styles, and to report any indications of new health problems or recurrences. 相似文献
809.
Stephen B. Fawcett Adrienne Paine-Andrews Vincent T. Francisco Jerry A. Schultz Kimber P. Richter Rhonda K. Lewis Ella L. Williams Kari J. Harris Jannette Y. Berkley Jacqueline L. Fisher Christine M. Lopez 《American journal of community psychology》1995,23(5):677-697
Models of community empowerment help us understand the process of gaining influence over conditions that matter to people
who share neighborhoods, workplaces, experiences, or concerns. Such frameworks can help improve collaborative partnerships
for community health and development. First, we outline an interactive model of community empowerment that describes reciprocal
influences between personal or group factors and environmental factors in an empowerment process. Second, we describe an iterative
framework for the process of empowerment in community partnerships that includes collaborative planning, community action,
community change, capacity building, and outcomes, and adaptation, renewal, and institutionalization. Third, we outline activities
that are used by community leadership and support organizations to facilitate the process of community empowerment. Fourth,
we present case stories of collaborative partnerships for prevention of substance abuse among adolescents to illustrate selected
enabling activities. We conclude with a discussion of the challenges and opportunities of facilitating empowerment with collaborative
partnerships for community health and development.
This work was supported by Kansas Health Foundation Grants 9206032B and 9206032A to support and evaluate community partnerships
to prevent adolescent substance abuse. Thanks to Tom Wolff for sharing his wisdom about community coalitions so generously,
and to Bill Berkowitz and anonymous reviewers for thoughtful comments on an earlier version of this manuscrpt. We also thank
our colleagues from the Kansas Health Foundation, Mary K. Campuzano, Steve Coen, and Marni Vliet, and those from collaborating
communities, who continue to teach us about ways to enhance community capacities to address local concerns. 相似文献
810.
Psychometric properties and determinants of Buckner's Neighborhood Cohesion Index (NCI) have previously been reported for
206 individuals from three Washington, DC suburbs. This study analyses the properties and determinants of the scale for 1182
mine workers in Elliot Lake, a remote Canadian single-industry town. Data were collected through in-person interviews. The
scale in the Elliot Lake sample was highly reliable (α=.91) and the Elliot Lake and Washington NCI item-total scale correlations
were similar. Multiple regression found income and education related significantly negatively and years in neighborhood and
home ownership significantly positively to NCI with coefficients comparable to those Buckner found in Washington. However,
additional significant positive predictors of NCI were home equity, length of home ownership, and the presence of both pre-school-age
and school-age children in the home, whereas a significant negative predictor was poor health. The NCI thus appears to be
stable across societies, and shows systematic relationships with background variables. Home equity, duration of home ownership,
children and health were significant predictors of NCI in our larger Canadian sample.
This paper is based on data from the Elliot Lake Tracking Study. We are eager to acknowledge the contribution of our collaborators,
David Leadbeater and Peter Suschnigg, in designing the study and collecting the data. We take full responsibility for our
conclusions. Funding for the study has been provided by the Laurentian University Institute for Northern Ontario Research
and Development, The Ontario Ministry of Northern Development and Mines, and the Elliot Lake Job Creation Fund. 相似文献