Douglas Paton 《Australian journal of psychology》2019,71(4):327-341

Facilitating people's ability to anticipate, prepare for and recover from disaster is an important component of the UNISDR strategy for disaster risk reduction. Following a discussion of the functional characteristics of preparedness, this paper first discusses how hazard characteristics and psychological constructs influence people's ability to anticipate uncertain future events. It then reviews how psychological theories (Health Belief Model, Protection Motivation Theory, PrE Theory, Theory of Planned Behaviour, Critical Awareness Theory, Social Marketing, Protective Action Decision Model, Social Capital, Community Engagement Theory and Social Identity Theory) can inform understanding of preparedness for likely and current hazard events. Discussion then then turns to applying concepts and theories to understanding preparedness for current disasters. The all-hazards and cross-cultural applicability of preparedness theory is discussed, as are a need for a critical appraisal of preparedness, its predictors, and the nature and development of the preparedness process and its application in facilitating effective intervention strategies.  相似文献   

A classroom intervention to improve executive functions in late primary school children: Too ‘old’ for improvements?     

Valentin Benzing  Mirko Schmidt  Katja Jäger  Fabienne Egger  Achim Conzelmann  Claudia M. Roebers 《The British journal of educational psychology》2019,89(2):225-238

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Michelle Jayman  Maddie Ohl  Bronach Hughes  Pauline Fox 《The British journal of educational psychology》2019,89(1):111-130

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Joel R. Levin  Thomas R. Kratochwill  John M. Ferron 《Journal of the experimental analysis of behavior》2019,112(3):334-348

Following up on articles recently published in this journal, the present contribution tells (some of) “the rest of the story” about the value of randomization in single‐case intervention research investigations. Invoking principles of internal, statistical‐conclusion, and external validity, we begin by emphasizing the critical distinction between design randomization and analysis randomization, along with the necessary correspondence between the two. Four different types of single‐case design‐and‐analysis randomization are then discussed. The persistent negative influence of serially dependent single‐case outcome observations is highlighted, accompanied by examples of inappropriate applications of parametric and nonparametric tests that have appeared in the literature. We conclude by presenting valid applications of single‐case randomization procedures in various single‐case intervention contexts, with specific reference to a freely available Excel‐based software package that can be accessed to incorporate the present randomization schemes into a wide variety of single‐case intervention designs and analyses.  相似文献   

    

John C. Begeny  Rebecca A. Levy  Stacey A. Field 《Journal Of Applied School Psychology》2018,34(1):36-64

Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every school's intervention toolbox. The authors summarize the existing research on instruction and interventions that specifically targets reading fluency and is implemented by an adult with 3 or more students at once. Key findings revealed that most studies used a single-case design, nearly all studies were rated positively in terms of methodological quality, and the majority of participants significantly improved as a result of receiving SG intervention. Furthermore, of the five studies examining comparable SG and 1-on-1 interventions, 79% of the students performed equally well from both interventions. Implications and several recommendations for future research are discussed.  相似文献   

    

《The British journal of educational psychology》2017,87(3):345-364

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《Journal of Employment Counseling》2017,54(1):23-37

The purpose of this study was to explore the effectiveness of 2 positive career counseling modules—the strength‐centered career counseling (SCC) module and the goal‐oriented career counseling module—for working parents in Taiwan (23 men and 28 women). The study used an experimental design, and the instruments were the Personal Growth Initiative Scale, Job Satisfaction Inventory, and Career Self‐Efficacy Scale. A within‐subjects analysis of variance indicated that both modules were effective in personal growth initiative and career self‐efficacy, and SCC particularly had continuous effects on both of them. Advanced versions for the 2 modules and implications for future practice are discussed.  相似文献   

    

Gerry Larsson  Christer Sandahl  Teresa Söderhjelm  Endre Sjövold  Ann Zander 《Scandinavian journal of psychology》2017,58(1):62-68

The aim was to evaluate effects of leadership courses based on the developmental leadership model at the leadership behavioral level. A longitudinal design was employed with assessments before, one and six months after the leadership courses. The sample consisted of 59 leaders who made self‐ratings and were rated by at least three subordinates on each occasion. Leadership behaviors were measured with the Developmental Leadership Questionnaire (DLQ). A limited increase of favorable leadership behaviors and a significant reduction of unfavorable leadership behaviors were found, particularly according to the subordinates’ ratings. A cluster analysis yielded three meaningful leader profiles and showed that this pattern was found in all three profiles, irrespective of how favorably they were rated before the onset of the intervention.  相似文献   

A controlled early group intervention study for unaccompanied minors: Can Expressive Arts alleviate symptoms of trauma and enhance life satisfaction?     

Melinda A. Meyer DeMott  Marianne Jakobsen  Tore Wentzel‐Larsen  Trond Heir 《Scandinavian journal of psychology》2017,58(6):510-518

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Kate Templer  Mandy Matthewson  Janet Haines  Georgina Cox 《Journal of Family Therapy》2017,39(1):103-122

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