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241.
The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer interactions (especially toward students who break the rules). We evaluated disruptive behaviors and social interactions during the GBG in a secondary classroom for students with emotional and behavioral disorders, as well as in a primary classroom for students with mild developmental disabilities. Results indicate that the GBG reduced disruptive behaviors; further, negative peer interactions decreased and positive interactions increased when the game was being played. Social validity results indicate that the majority of students thought the interdependent group contingency was fair. 相似文献
242.
Research on the rehabilitation of juvenile justice‐involved youth is often focused on specific evidence‐based interventions. Less attention has been paid to everyday interactions that correctional staff members have with detained youth and, further, how these may align with trauma‐informed care principles and thus encourage a more supportive setting. Using an ethnographic case study approach, this study addressed this gap in knowledge by documenting the nature of rehabilitative practices as they naturally occurred in the context of short‐term detention staff members’ daily routine and interactions with detained youth. This study found evidence for three primary forms of routine rehabilitative practices: (a) promotion of youths’ emotional safety and well‐being, (b) provision of rights‐based information and explanations, and (c) encouraging youths’ success in and beyond detention. These practices were observed across several key setting contexts: (a) staff‐led group activities, (b) routine contact between individual youth and staff (e.g., formal procedures, informal conversations), and (c) staff‐only spaces. Our findings highlight the need for ongoing research to effectively translate promising intervention approaches, such as trauma‐informed care, into juvenile detainment settings. 相似文献
243.
Corianna E. Sichel Esther Burson Shabnam Javdani Erin B. Godfrey 《American journal of community psychology》2019,63(3-4):405-417
Each year approximately 48,000 youth are incarcerated in residential placement facilities (YRFs) in the United States. The limited existing literature addressing the workforce in these settings paints a complicated picture. The YRF workforce is highly motivated to work with legal system involved youth. However, YRF staff report high rates of burnout, job fatigue, and work‐related stress. The current paper proposes solutions to persistent problems faced by staff in these settings by integrating literature from criminology, organizational psychology, trauma‐informed care, and community psychology. In doing so, we highlight previously overlooked aspects of intervention for trauma‐organized settings and respond to recent calls for community psychologists to take a more active role in the adaptation of trauma‐informed care in community settings. We conclude by advancing three recommendations, drawn from setting‐level theory and inspired by the principles of trauma‐informed care, to transform YRFs. 相似文献
244.
Larissa M. Gaias Sarah Lindstrom Johnson Rebecca M. B. White Jonathan Pettigrew Larry Dumka 《American journal of community psychology》2019,63(1-2):17-31
In Colombia, many adolescents have experienced violence related to the decades‐long armed conflict in the country and have witnessed or been directly victimized by violence in their communities, often related to gang activity or drug trafficking. Exposure to violence, both political and community violence, has detrimental implications for adolescent development. This study used data from 1857 Colombian adolescents in an urban setting. We aim to understand the relations between exposure to violence and adolescent outcomes, both externalizing behaviors and developmental competence, and then to understand whether school climate (i.e., safety, connectedness, services) moderates these relations. Results demonstrate that armed conflict, community violence victimization, and witnessing community violence are positively associated with externalizing behaviors, but only armed conflict is negatively associated with developmental competence. School safety, connectedness, and services moderate the relation between community violence witnessing and externalizing behaviors. School services moderates the relation between community violence victimization and developmental competence. As students perceived more positive school climate, the effects of community violence exposure on outcomes were weakened. This study identifies potential levers for intervention regarding how schools can better support violence‐affected youth through enhancements to school safety, connectedness, and services. 相似文献
245.
本文通过两个研究探讨了群体因素中的班级欺凌规范如何通过同辈压力、群体害怕影响欺凌行为的发生。研究1为实验研究, 被试为186名小学高年级学生(Mage = 11.36 ± 0.99岁)。结果表明在不同情境(欺凌/非欺凌)的启动下, 各变量得分均具有显著差异; 进一步分析仅发现同辈压力的中介作用边缘显著。研究2为相关研究, 943名小学高年级及初二学生(Mage = 12.00 ± 1.32岁)填写班级欺凌规范、同辈压力和欺凌行为问卷。HLM分析显示同辈压力在班级欺凌规范与欺凌行为起显著中介作用。 相似文献
246.
Intimate partner violence (IPV) poses a threat to the attainment of reproductive justice. Women who experience IPV are limited in their ability to parent their children in a secure and nurturing environment, which can have negative effects on the mother and child immediately and long-term, potentially distressing reproductive well-being across generations. Societal inequities faced by women, particularly women of color, within education, economic, and legal systems are associated with risk factors for IPV. This article will use national- and state-level data with case examples and the lens of reproductive justice to consider the impact of and potential solutions to historical and institutional inequities related to IPV. 相似文献
247.
248.
Tyra Turner Whittaker 《Journal of multicultural counseling and development》2019,47(3):161-171
Thousands of African American New Orleanians were displaced in the aftermath of Hurricane Katrina. It appeared that every African American suddenly became a suspect, “fair game” to be hunted, especially by the police. This autoethnography chronicles the author's personal background, experiences, and resulting emotions of her father's encounter with law enforcement post–Hurricane Katrina. Law enforcement–initiated interventions are explored. The article concludes with recommendations for members of the counseling profession and law enforcement. Miles de personas afroamericanas de Nueva Orleans perdieron sus hogares como consecuencia del huracán Katrina. Y de repente, cada persona afroamericana pareció convertirse en sospechosa, “presa legítima” para la caza, especialmente por parte de la policía. Esta autoetnografía documenta los orígenes personales y experiencias de la autora, así como las emociones resultantes de la interacción de su padre con las fuerzas policiales tras el huracán Katrina. Se exploran las intervenciones iniciadas por las fuerzas policiales. El artículo concluye con una serie de recomendaciones para los profesionales de la consejería y las fuerzas policiales. 相似文献
249.
250.
Gemma Budge Annie Mitchell Terry Rampling Patrick Down 《Journal of community & applied social psychology》2019,29(3):178-192
Peer‐led mental health organisations operate through participatory democracy, enabling participants to take an active role in decision making about the running of these organisations. U.K. national policy recommends increased involvement of people accessing statutory mental health services in service development, for example, through co‐production. This study employed a participatory research method to explore participants' perspectives of the democratic processes of a U.K.‐based peer‐led mental health organisation, The Bridge Collective, and the influence of these processes on participant wellbeing. A range of data collection methods were used to gather the perspectives of 16 participants. Participatory thematic analysis identified how the organisations' democratic processes both nurtured and challenged participants' wellbeing. Three main themes captured the influences of the democratic processes on participant wellbeing: (a) negotiating relationships, (b) feeling the responsibility of involvement, and (c) sharing power. The findings identify the value of democratic processes in enabling meaningful social support and empowerment, and also identify the challenges of inclusion and workload management in participatory democracy. These insights may inform the development of co‐production methods and enable The Bridge Collective and other peer‐led organisations to further develop their processes. 相似文献