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Ron Avi Astor Kris Tunac De Pedro Tamika D. Gilreath Monica C. Esqueda Rami Benbenishty 《Clinical child and family psychology review》2013,16(3):233-244
This article examines how supportive public school environments can serve as a promotional context for the development of children and adolescents from military families. The authors integrate theory and research from multiple research strands (e.g., human development, studies of at-risk youth, educational reform, goodness of fit theory, and school climate) to outline how public schools can support the development of all children and adolescents. This article provides further support for the supposition that school climates and the social-ecological contexts surrounding a school (e.g., universities, communities, school districts) have the potential to protect at-risk children and adolescents from an array of negative social, emotional, and psychological outcomes. The authors draw linkages between these research domains and the development of military children and adolescents. Promotional civilian school environments embedded within supportive and inclusive contexts can create a social infrastructure that supports the development of military children and adolescents. The authors argue that this conceptual approach can create a foundation for interventions and research that focuses on schools as normative supportive developmental settings for military children and youth during challenging times of war (e.g., deployments and multiple school transitions). This article concludes with a discussion of future directions in research on the development of military children and adolescents. Based on a heuristic conceptual model that outlines areas needing further research, the authors call for a deeper theoretical and empirical integration of school climate and external contextual factors surrounding the school. Investigating the social and organizational dynamics within these contexts can result in a more comprehensive picture of the development of military children and adolescents. 相似文献
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The construct of perfectionism is related to many important outcome variables. However, the term perfectionism has been defined in many different ways, and items comprising the different existing scales appear to be very different in content. The overarching aim of the present set of studies was to help clarify the specific unidimensional personality constructs that contribute to perfectionistic behavior. First, trained raters reliably sorted items from existing measures of perfectionism into nine dimensions. An exploratory factor analysis, followed by a confirmatory factor analysis on an independent sample, resulted in a 9-scale, 61-item measure, called the Measure of Constructs Underlying Perfectionism. The nine scales were internally consistent and stable across time, and they were differentially associated with relevant measures of personality in theoretically meaningful ways. 相似文献
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Tamika C. B. Zapolski Gregory T. Smith 《Journal of psychopathology and behavioral assessment》2013,35(3):301-313
Five personality traits that dispose individuals to rash or ill-advised action (i.e., sensation seeking, negative urgency, positive urgency, lack of planning, and lack of perseverance), can be reliably and validly assessed in children. This paper reports on the first test of parental reports of these traits. In a sample of 94 children (ages 7–13, mean age 10.6), the authors found the following. First, parental reports of the five traits in their children appeared to be reliable. Second, there was moderate convergent validity: parent and child reports of the same traits had a median correlation of r?=?.30. Third, there was adequate discriminant validity: within-parent reports on different traits had a median correlation of r?=?.11. Fourth, concurrent prediction of child behavior from parental reports generally was inconsistent with prior findings. Fifth, discrepancies between the two reporters did predict dysfunctional child behavior. There are advantages to securing both child self-report and parental report of personality dispositions to rash action, although there is limited evidence for the concurrent validity of parental reports. 相似文献
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Jacob Kraemer Tebes Emily C. Cook Jeffrey J. Vanderploeg Richard Feinn Matthew J. Chinman Jane K. Shepard Tamika Brabham Christian M. Connell 《Journal of child and family studies》2011,20(4):406-413
Parental knowledge is defined as parental awareness and information about a child’s activities, whereabouts, and associations
that is obtained through parental monitoring, parental solicitation, or self-disclosure. Increased parental knowledge is generally
associated with lower adolescent substance use; however, the influence of various contextual factors, such as adolescent gender
and grade level is not well understood, particularly for different racial or ethnic groups. In the present study, we used
Hierarchical Generalized Linear Modeling analyses to examine the longitudinal relationship of parental knowledge to adolescent
substance use in the context of adolescent gender and grade level among 207 urban African American adolescents in grades 6–11.
Results indicated that increased parental knowledge is associated with a concurrent lower likelihood of substance use across
all types of substances examined (alcohol, tobacco, marijuana, other drug use, and any drug use), but it did not predict changes
in substance use 1 year later for the entire sample. However, analyses by gender and grade level showed that for boys and
middle school youth, parental knowledge was a protective factor for increases in substance use across 1 year. Findings are
discussed in terms of their implications for prevention and health promotion interventions for adolescent substance use among
African American youth. 相似文献
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The family empowerment program (FEP) is a multi-systemic family therapy program that partners multi-stressed families with an interdisciplinary resource team while remaining attached to a "traditional" mental health clinic. The rationale for this model is that far too often, families presenting at community mental health centers struggle with multiple psychosocial forces, for example problems with housing, domestic violence, child care, entitlements, racism, substance abuse, and foster care, as well as chronic medical and psychiatric illnesses, that exacerbate symptoms and impact traditional service delivery and access to effective treatment. Thus, families often experience fragmented care and are involved with multiple systems with contradictory and competing agendas. As a result, services frequently fail to harness the family's inherent strengths. The FEP partners the family with a unified team that includes representatives from Entitlements Services, Family Support and Parent Advocacy, and Clinical Staff from the agency's Outpatient Mental Health Clinic practicing from a strength-based family therapy perspective. The goal of the FEP is to support the family in achieving their goals. This is accomplished through co-construction of a service plan that addresses the family's needs in an efficient and coherent manner-emphasizing family strengths and competencies and supporting family self-sufficiency. 相似文献
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The presence of binge eating behavior in early middle school predicts future diagnoses and health difficulties. We showed that this early binge eating behavior can be predicted by risk factors assessed in elementary school. We tested the acquired preparedness model of risk, which involves transactions among personality, psychosocial learning, and binge eating. In a sample of 1,906 children assessed in the spring of fifth grade (the last year of elementary school), the fall of sixth grade, and the spring of sixth grade, we found that fifth grade negative urgency (the personality tendency to act rashly when distressed) predicted subsequent increases in the expectancy that eating helps alleviate negative affect, which in turn predicted subsequent increases in binge eating behavior. This transactional risk process appeared to continue to occur at later time points. Negative urgency in the fall of sixth grade was predicted by fifth grade pubertal onset, binge eating behavior, and expectancies. In turn, it predicted increases in high-risk eating expectancies by the spring of sixth grade, and thus heightened risk. 相似文献
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Christina M. Rodriguez Tamika L. Smith Paul J. Silvia 《Journal of child and family studies》2016,25(11):3220-3235
The current investigation evaluated whether cognitive processes characteristic of the Social Information Processing model predicted parent–child aggression (PCA) risk independent of personal vulnerabilities and resiliencies. This study utilized a multimethod approach, including analog tasks, with a diverse sample of 203 primiparous expectant mothers and 151 of their partners. Factors considered in this study included PCA approval attitudes, empathy, reactivity, negative child attributions, compliance expectations, and knowledge of non-physical discipline alternatives; additionally, vulnerabilities included psychopathology symptoms, domestic violence victimization, and substance use, whereas resiliencies included perceived social support, partner relationship satisfaction, and coping efficacy. For both mothers and fathers, findings supported the role of greater approval of PCA attitudes, lower empathy, more overreactivity, more negative attributions, and higher compliance expectations in relation to elevated risk of PCA. Moreover, personal vulnerabilities and resiliencies related to PCA risk for mothers; however, fathers and mothers differed on the nature of these relationships with respect to vulnerabilities as well as aspects of empathy and PCA approval attitudes. Findings provide evidence for commonalities in many of the factors investigated between mothers and fathers with some notable distinctions. Results are discussed in terms of how findings could inform prevention programs. 相似文献
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