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1.
Ann T. Skinner Carmen Kealy Mette Ranta Aprile D. Benner Ersilia Menesini Ingrid Schoon 《Social and Personality Psychology Compass》2023,17(10):e12821
COVID-19 has altered adolescents' opportunities for developing and strengthening interpersonal skills and proficiencies. Using data from adolescents in Italy, the United States, and the United Kingdom, we examined the relation between internalizing symptoms assessed pre-pandemic or when pandemic-related restrictions were lifted (Time 1) and associated internalizing symptoms during a subsequent restrictive pandemic period (Time 2). Across all 3 countries, we found significant and consistent effect sizes in the relation between Time 1 and Time 2 internalizing symptoms. We further examined the direct and moderating impact of self-efficacy and contextual supports for adolescents' internalizing symptoms. Higher self-efficacy was associated with lower levels of internalizing symptoms at Time 2 in all 3 countries. Additionally, the relation between Time 1 and 2 internalizing symptoms was buffered by regulatory self-efficacy and peer support in Italy, but in the U.S., higher levels of general self-efficacy instead had an exacerbating effect on the relation between Times 1 and 2 internalizing symptoms. Results are discussed in the context of utilizing cross-national datasets to examine similarities in adolescent well-being over time and in the face of varying government responses to the pandemic. 相似文献
2.
A dialogue between virtue and care ethics is formed as a step towards meeting Pellegrino's challenge to create a more comprehensive moral philosophy. It is also a dialogue between nursing and medicine since each practice draws on the Greek Virtue Tradition and the Judeo-Christian Tradition of care differently. In the Greek Virtue Tradition, the point of scrutiny lies in the inner character of the actor, whereas in the Judeo-Christian Tradition the focus is relational, i.e. how virtues are lived out in specific relationships, particularly unequal relationships where vulnerability of one of the members is an issue. In a care ethic relational qualities such as attunement rather than inner qualities are the point of scrutiny. A dialogue between these two traditions makes it possible to consider the relational virtues and skills of openness and responsiveness that are required for a respectful meeting of the other. 相似文献
3.
Patricia Benner Jodi Halpern Deborah R. Gordon Catherine Long Popell Patricia W. Kelley 《The Journal of medical humanities》2018,39(1):45-72
An alternative to objectifying approaches to understanding Post-traumatic Stress Disorder (PTSD) grounded in hermeneutic phenomenology is presented. Nurses who provided care for soldiers injured in the Iraq and Afghanistan wars, and sixty-seven wounded male servicemen in the rehabilitation phase of their recovery were interviewed. PTSD is the one major psychiatric diagnosis where social causation is established, yet PTSD is predominantly viewed in terms of the usual neuro-physiological causal models with traumatic social events viewed as pathogens with dose related effects. Biologic models of causation are applied reductively to both predisposing personal vulnerabilities and strengths that prevent PTSD, such as resiliency. However, framing PTSD as an objective disease state separates it from narrative historical details of the trauma. Personal stories and cultural meanings of the traumatic events are seen as epiphenomenal, unrelated to the understanding of, and ultimately, the therapeutic treatment of PTSD. Most wounded service members described classic symptoms of PTSD: flashbacks, insomnia, anxiety etc. All experienced disturbance in their sense of time and place. Rather than see the occurrence of these symptoms as decontextualized mechanistic reverberations of war, we consider how these symptoms meaningfully reflect actual war experiences and sense of displacement experienced by service members. 相似文献
4.
Valerie E. Copping Diane L. Warling David G. Benner Donald W. Woodside 《Journal of child and family studies》2001,10(4):467-475
We examined outcomes of a promising 21-session trauma treatment model for children aged 3 to 17 and their caregivers. All children in treatment had experienced at least one traumatic event. The treatment intervention was rooted in theories of trauma and attachment and combines parent training with cognitive behavioral therapy to form a comprehensive trauma treatment program. We report on 27 families who completed the program. Results reflect significant reductions in conduct disorder, problems in social relations, and caregiver depression at an average of a one-year post-treatment follow-up. Results from our preliminary study offer support for further evaluation of the model. 相似文献
5.
J. Jay Miller Chunling Niu Christine Sauer Karen Bowman Melissa Segress Kalea Benner 《Journal of aggression, maltreatment & trauma》2018,27(5):505-522
To promote trauma-informed professional supports and services to maltreated youth, it is imperative that researchers explore foster parents’ knowledge of child trauma. However, there is a dearth in the literature related to this topic. This exploratory study utilizes a convenience sample (N = 219) of foster parents in one southeastern state. Variables of interest include actual and perceived knowledge about child trauma. After a terse review of background literature, this paper will explicate key results, discuss these findings, and identify salient practice and policy implications derived from this study. The paper will conclude by delineating apposite areas for future research. 相似文献
6.
Gregory J. Benner J. Ron Nelson Jill H. Allor Paul Mooney Tao Dai 《Journal of Behavioral Education》2008,17(1):63-78
The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship
between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also
found that the majority of these students have language deficits that hinder their academic performance. The purposes of this
study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between:
(a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of
students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing
behavior on academic skills of this population. The findings, limitations, and implications were discussed. 相似文献
7.
We present a predictive account on adaptive sequential sampling of stimulus-response relations in psychophysical experiments. Our discussion applies to experimental situations with ordinal stimuli when there is only weak structural knowledge available such that parametric modeling is no option. By introducing a certain form of partial exchangeability, we successively develop a hierarchical Bayesian model based on a mixture of Pólya urn processes. Suitable utility measures permit us to optimize the overall experimental sampling process. We provide several measures that are either based on simple count statistics or more elaborate information theoretic quantities. The actual computation of information theoretic utilities often turns out to be infeasible. This is not the case with our sampling method, which relies on an efficient algorithm to compute exact solutions of our posterior predictions and utility measures. Finally, we demonstrate the advantages of our framework on a hypothetical sampling problem. 相似文献
8.
Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes 总被引:2,自引:0,他引:2
This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance. 相似文献
9.
10.
John R. Crossen Ph.D. Emmet B. Keeffe Kent G. Benner Ann Garvey-Schray Janet Whalen Joan Mesch 《Journal of clinical psychology in medical settings》1994,1(1):71-81
Administered measures of functional status, psychological distress, and quality of life to a consecutive series of 48 liver transplant recipients in follow-up clinic. Results showed that nearly total functional recovery was the norm. Thirty-six patients (75%) had a Karnofsky Performance Status (KPS) score of 80–100. Twelve transplant recipients had KPS scores below 80; none were employed, and most had been transplanted within 1 year. In spite of their impaired financial status, eight of these 12 reported being mostly satisfied on the self-report Quality-of-Life Scale (QLS). For the posttransplant sample as a whole, 83% were mostly satisfied with their quality of life. Pre- and posttransplant patient samples were not significantly different in reporting mild emotional distress. Results for the small subgroup with significant objective or subjective problems in achieving acceptable quality of life following liver transplantation were reviewed. Higher than normal emotional distress on the Symptom Checklist (SCL-90-R) was consistently reported by these patients. Prospective studies are needed to identify predictor variables of quality-of-life problems and to develop prevention and rehabilitation interventions. 相似文献