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431.
Merja Koivula Marja-Leena Laakso Riitta Viitala Marita Neitola Markus Hess Herbert Scheithauer 《International journal of psychology》2020,55(Z1):60-69
This study investigated the cross-national adaptation and implementation of Papilio, a German social–emotional learning programme, in Finnish early childhood education and care (ECEC) centres. Papilio is a developmentally focused, scientifically based intervention programme focused on preventing behavioural problems and fostering social–emotional competence in children aged 3–7. The aim of this study was to investigate and evaluate the cross-national adaptation and cross-cultural adaptation and implementation of Papilio in the Finnish ECEC context. Results from qualitative interviews with one Finnish Papilio trainer, 11 early childhood education (ECE) teachers, two ECE special education teachers and two nursery nurses are supplemented with teachers' and nursery nurses' (N = 75) questionnaire data. Qualitative thematic analysis revealed that cultural adaptations were necessary on four levels: accommodation of materials, adaptation of the contents of the materials, structure and delivery. The materials and training contents were culturally adapted, whereas the delivery of the intervention was adapted according to Finnish ECEC practices. The structural adaptation included discarding timeout, due to opposition by some educators. The educators were committed to implementing the programme as instructed and resolving the practical difficulties they encountered. Their motivation to implement Papilio increased as they observed improvements in the children's social–emotional competence during intervention. 相似文献
432.
Norma L. Day-Vines Fallon Cluxton-Keller Courtney Agorsor Sarah Gubara Nana Aba A. Otabil 《Journal of counseling and development : JCD》2020,98(1):107-118
The multidimensional model of broaching behavior (MMBB) is introduced as a heuristic that addresses multicultural counseling and social justice competence. The MMBB includes humanistic skills that allow counselors to broach clients’ racial, ethnic, and cultural (REC) concerns in an effort to develop strong therapeutic alliances and alleviate distress. This article provides illustrative examples of the 4 MMBB dimensions: intracounseling, intraindividual, intra-REC, and inter-REC. Implications for the counseling profession and practice are described, and directions for future research are presented. 相似文献
433.
Amanda L. Giordano Elizabeth A. Prosek Michael K. Schmit Kelly L. Wester 《Journal of counseling and development : JCD》2020,98(2):159-171
Counselors’ multicultural competence is often cultivated through 1 graduate-level diversity course. Therefore, it is important to regularly assess multicultural counseling textbook content to ensure accurate representation of the perspectives of members of diverse populations. To this end, the authors interviewed 14 Native Americans to explore their perspectives on subjects related to counseling to inform clinical practice and training. Using consensual qualitative research, the authors identified 10 domains in the data. Cross analysis of the domains revealed 1 general and 29 typical categories. The identified categories have implications for the development of culturally competent clinicians. Implications, limitations, and suggestions for future research are discussed. 相似文献
434.
Dareen Basma Melinda M. Gibbons Robert F. Kronick 《Journal of multicultural counseling and development》2020,48(1):2-14
The purpose of this quantitative study was to investigate the relationship between professional counselors’ general multicultural competence and negative attitudes held toward Arab Americans. Participants (N = 124) completed a survey, and a series of correlational, stepwise, and multiple regression analyses was conducted. Results indicated that counselors displayed higher levels of multicultural awareness than of multicultural knowledge. Furthermore, general multicultural awareness and specific knowledge of Arabs related significantly to negative attitudes held toward Arabs. El propósito de este estudio cuantitativo fue investigar la relación entre la competencia multicultural general de consejeros profesionales y las actitudes negativas mantenidas hacia personas estadounidenses de origen árabe. Los participantes (N = 124) completaron una encuesta, y se llevó a cabo una serie de análisis correlacionales, por pasos y de regresión múltiple. Los resultados indicaron que los consejeros mostraron niveles de conciencia multicultural mayores que los niveles de conocimiento multicultural. Además, la conciencia multicultural general y el conocimiento específico acerca de las personas árabes estuvieron significativamente relacionados con actitudes negativas mantenidas hacia personas árabes. 相似文献
435.
This study, which involved two waves of measurement over a period of 12 months, examined first whether the positive association between relational aggression and two types of high status was moderated by social self-efficacy, leadership, cooperation, and peer sociability. It was expected that relational aggressors are most likely to gain high peer group status when they are also self-efficacious or prosocial. Second, this study examined the reciprocal association between relational aggression and high peer status. It was anticipated that relational aggression would contribute to higher perceived popularity and vice versa. Third, we also examined and hypothesized reciprocal effects between social self-efficacy, leadership, cooperation, and peer sociability and perceived popularity. Youth were 540 13-15 year olds participating in Grade 7 (Time 1) and again 1 year later in Grade 8 (Time 2). Data were collected from peers, teachers, and the adolescents themselves. Consistent with expectations, relationally aggressive adolescents high in social self-efficacy, leadership, cooperation, and peer sociability were higher in status than relationally aggressive individuals with low levels of these characteristics. In addition, relational aggression and perceived popularity reciprocally influenced each other. Finally, social self-efficacy, leadership, cooperation, and peer sociability reciprocally influenced and were influenced by perceived popularity. 相似文献
436.
Using language appropriately and effectively in social contexts requires pragmatic language competencies (PLCs). Increasingly, deficits in PLCs are linked to child and adolescent disorders, including autism spectrum, externalizing, and internalizing disorders. As the role of PLCs expands in diagnosis and treatment of developmental psychopathology, psychologists and educators will need to appraise and select clinical and research PLC instruments for use in assessments and/or studies. To assist in this appraisal, 24 PLC instruments, containing 1,082 items, are assessed by addressing four questions: (1) Can PLC domains targeted by assessment items be reliably identified?, (2) What are the core PLC domains that emerge across the 24 instruments?, (3) Do PLC questionnaires and tests assess similar PLC domains?, and (4) Do the instruments achieve content, structural, diagnostic, and ecological validity? Results indicate that test and questionnaire items can be reliably categorized into PLC domains, that PLC domains featured in questionnaires and tests significantly differ, and that PLC instruments need empirical confirmation of their dimensional structure, content validity across all developmental age bands, and ecological validity. Progress in building a better evidence base for PLC assessments should be a priority in future research. 相似文献
437.
Several links between aspects of executive functioning and the development of social competence have been established. The
present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in
an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval,
with tasks tapping executive inhibitory control (the Stroop test), and social competence (a collaborative puzzle solving task).
Executive inhibition was identified as the most influential stable predictor only in the case of non-cooperative behavior
and presented strong concurrent relations with both cooperative and non-cooperative behavior at follow-up, even when controlling
for previous level of the same behavior. The findings imply the need to consider the important role of executive inhibitory
processes in multifactorial models of social competence development and in the refinement of present interventions. 相似文献
438.
Poor social skills and behavioral problems are a major component of ADHD. The different explanations offered so far, such as cognitive deficits and deficient self regulation, have not been able fully to account for the various aspects of the social dysfunction, suggesting that other mechanisms might underlay this impairment. Our study sought to assess the emotion recognition of Israeli boys at risk of ADHD, and to evaluate its associations with their social skills. A group of 111 boys (grades 4 and 5) were assigned to an At-risk (n=50) and a control (n=61) group based on their scores in an ADHD symptoms questionnaire. The two groups were matched on age, socio-economic status and class and school environment. Group comparisons revealed that compared to their non-At-risk counterparts, At-risk boys have impaired emotion recognition. Finally, multiple groups Structural Equation Modeling analyses (SEM) demonstrated that emotion misrecognition plays a significant role in the At-risk children's social functioning and behavioral problems compared to its role in the social competence and behavioral problems among the comparison group. Implications for the understanding and treatment of social skills problems among children at risk of ADHD are proposed. 相似文献
439.
Academic Pathways between Attention Problems and Depressive Symptoms Among Urban African American Children 总被引:1,自引:0,他引:1
Herman KC Lambert SF Ialongo NS Ostrander R 《Journal of abnormal child psychology》2007,35(2):265-274
The present study investigated the pathways between attention problems and depressive symptoms, particularly the role of academic
incompetence, among a community sample of urban African American children. Results supported the hypothesized path models
from inattention to depressive symptoms for girls and boys. Academic performance in the spring of first grade mediated the
relationship between inattention in fall of first grade and depressive symptoms in spring of 3rd grade. The effects held when
controlling for conduct problems and academic competence in first grade suggesting the path was specific to attention problems
rather than a more general externalizing or school readiness pathway. Implications for designing interventions and prevention
strategies for children with attention problems and depressive symptoms are discussed. 相似文献
440.
Children born with a possible predisposition toward shyness face many social challenges. Researchers over the past four decades
have begun to identify specific factors that influence shy children’s social skill development and their level of peer acceptance.
The purpose of this article is to review factors across each developmental stage that have been found to either promote or
hinder the development of social competence and peer acceptance in shy children. These factors include physiological differences,
caregiver influences, emotion socialization, friendships, general peer support, coping skills, organized social activities,
and socioeconomic status. 相似文献