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Author: Namik Top
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
School-based programs designed to reduce general problematic behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development (education) programs. The primary aims of this longitudinal study were: 1) to determine if the Second Step curriculum decreased negative school behaviors and increased positive school behaviors compared to control schools across 4 school semesters for 5th to 8th grade students, 2) to examine potential linkages between parental monitoring, school behaviors, and school grades, and 3) to investigate whether participation in the Second Step curriculum moderated the relationship between parental monitoring and school behaviors and grades. This study consisted of two samples. To address questions related to the role of Second Step on school outcomes, a sample of 5,189 students from 5th to 8th grades (between Fall of 2012 and Spring of 2014) from 35 schools (16 control and 19 treatment schools) in an open-enrollment charter school system in Texas participated. To address questions related to the role of parental monitoring on school outcomes and whether there are joint (interactive) effects between parental monitoring and Second Step on school outcomes, a sample of 763 parents and their children who were in 5th to 8th grades were recruited in Spring of 2014 to participate from the 22 (8 control and 14 treatment) schools among the 35 schools mentioned above. Three-level longitudinal growth model analysis was conducted to examine the effectiveness of Second Step curriculum on students' school outcomes. In addition, a two-level random coefficient model was tested to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development (education) curriculum and parental monitoring. Study results indicated that 5th to 8th grade students who participated in the Second Step (social-emotional or character development) curriculum attained higher school grades and exhibited fewer negative school behaviors than students in the control schools (without the Second Step curriculum) across 4 school semesters (between Fall of 2012 to Fall of 2014). In addition, students in schools with the Second Step curriculum exhibited more prosocial behaviors than students in the control schools although this finding was marginally significant or approaching significance. In addition, parental monitoring was found to be a significant predictor on school outcomes; parental monitoring was linked to school behaviors and achievement. Furthermore, Second Step curriculum was found to significantly moderate the relationship between parental monitoring and school outcomes (problem behaviors, prosocial behaviors, and school grades). The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155422
Author: Namik Top
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
School-based programs designed to reduce general problematic behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development (education) programs. The primary aims of this longitudinal study were: 1) to determine if the Second Step curriculum decreased negative school behaviors and increased positive school behaviors compared to control schools across 4 school semesters for 5th to 8th grade students, 2) to examine potential linkages between parental monitoring, school behaviors, and school grades, and 3) to investigate whether participation in the Second Step curriculum moderated the relationship between parental monitoring and school behaviors and grades. This study consisted of two samples. To address questions related to the role of Second Step on school outcomes, a sample of 5,189 students from 5th to 8th grades (between Fall of 2012 and Spring of 2014) from 35 schools (16 control and 19 treatment schools) in an open-enrollment charter school system in Texas participated. To address questions related to the role of parental monitoring on school outcomes and whether there are joint (interactive) effects between parental monitoring and Second Step on school outcomes, a sample of 763 parents and their children who were in 5th to 8th grades were recruited in Spring of 2014 to participate from the 22 (8 control and 14 treatment) schools among the 35 schools mentioned above. Three-level longitudinal growth model analysis was conducted to examine the effectiveness of Second Step curriculum on students' school outcomes. In addition, a two-level random coefficient model was tested to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development (education) curriculum and parental monitoring. Study results indicated that 5th to 8th grade students who participated in the Second Step (social-emotional or character development) curriculum attained higher school grades and exhibited fewer negative school behaviors than students in the control schools (without the Second Step curriculum) across 4 school semesters (between Fall of 2012 to Fall of 2014). In addition, students in schools with the Second Step curriculum exhibited more prosocial behaviors than students in the control schools although this finding was marginally significant or approaching significance. In addition, parental monitoring was found to be a significant predictor on school outcomes; parental monitoring was linked to school behaviors and achievement. Furthermore, Second Step curriculum was found to significantly moderate the relationship between parental monitoring and school outcomes (problem behaviors, prosocial behaviors, and school grades). The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155422
Author: Hill M. Walker
Publisher: Guilford Publications
ISBN: 1462526160
Category : Education
Languages : en
Pages : 642
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Book Description
This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity.
Author: William Damon
Publisher: John Wiley & Sons
ISBN: 0471756121
Category : Psychology
Languages : en
Pages : 1153
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Book Description
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 3: Social, Emotional, and Personality Development, edited by Nancy Eisenberg, Arizona State University, covers mechanisms of socialization and personality development, including parent/child relationships, peer relationships, emotional development, gender role acquisition, pro-social and anti-social development, motivation, achievement, social cognition, and moral reasoning, plus a new chapter on adolescent development.
Author: Springer Behavioral & Health Sciences
Publisher: Springer Nature
ISBN: 3031199189
Category : Child psychology
Languages : en
Pages : 129
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Book Description
This volume features cutting-edge and impactful articles from across Springer's diverse journals publishing program. In this curated collection, our editorial team has brought together highly-cited and downloaded articles on the topic of Parenting and Behavior into one single resource. Moreover, this book enables readers to review a broad spectrum of quality research on a specialized topic, which we hope facilitates interdisciplinary and critical discussions of the topic at hand. As part of the Key Topics in Behavioral Sciences book series, this volume aims to serve as a quick reference for readers when writing or researching new topics or subject areas. Other topics in the series will include Psychological Research Methods, Health and Behavior, Industrial and Organizational Psychology, Sports Psychology, and Consumer Behavior. In the first section of the volume, articles focus on such topics as Adolescents, Communication Technologies, Emerging Adults, Mental Health, Social Media, Well-Being, Motivation, Parental Support, Self-Esteem, Sports Participation, Aggressiveness, Empathy, Parenting Styles, and Primary School. Next, the second section features research on Academic Motivation, Entitlement, Helicopter Parenting, Mastery Vs. Performance Goals, Overparenting, Perfectionism, Antecedents, Burn-Out, Behavior Causes, Exhaustion, Group Therapy, Informant Discrepancy, Parent-Child Discrepancy, Resilience, and Treatment Outcome. Lastly in the final section of this collection, Body Image, Depression, Life Satisfaction., Parental Mediation, Social Comparison, Media Use, Parental Media Monitoring, Parental Mediation, Preregistration, Video Games, and Violence are discussed.
Author: Christi Crosby Bergin
Publisher: Cengage AU
ISBN: 0170388662
Category : Adolescence
Languages : en
Pages : 672
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Book Description
Child and Adolescent Development for Educators covers development from early childhood through high school. This text provides authentic, research-based strategies and guidelines for the classroom, helping future teachers to create an environment that promotes optimal development in children. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. Child and Adolescent Development for Educators combines the core theory with practical implications for educational contexts, and shows how child development links to the Australian Professional Standards for Graduate Teachers. Case studies and real-world vignettes further bridge the distance between research and the classroom. Along with strong coverage of key local research such as the Longitudinal Study of Australian Children and Longitudinal Study of Indigenous children.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author: Catherine Ingram Fogel, PhD, RNC, FAAN
Publisher: Springer Publishing Company
ISBN: 0826103553
Category : Medical
Languages : en
Pages : 733
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Book Description
Designated a Doody's Core Title! "[A] comprehensive resource oriented to advanced nursing students, but one that also will interest women wishing to learn more about thier health....The volume also covers nutrition, exercise, sexuality, infertility...and other chronic illnesses and disabilities. A wonderful resource. Summing up: Highly recommended." --Choice This book is the ideal tool to help graduate level nursing students expand their understanding of women's health care and wellness issues. For easy reference, Women's Health Care in Advanced Practice Nursing is organized into four parts: Women and Their Lives, covering connections between women's lives and their health Frameworks for Practice, addressing health care practice with women Health Promotion, covering ways for women to promote their health and prevent many chronic diseases Threats to Health and Health Problems, addressing problems unique to women, diseases more prevalent in women, and those in which there are different risk factors Key features include: The most recently available data on selected social characteristics of women with a focus on changing population demographics Separate chapters on health issues of adolescent/young adult, midlife, and older women Chapters on preconceptional and prenatal care Chapters covering cardiovascular disease, chronic disease, sexually transmitted infections and other common infections, HIV/AIDS, and women with disabilities Lesbian health care content, which is integrated throughout
Author: Xiaoqin Zhu
Publisher: Frontiers Media SA
ISBN: 2832546595
Category : Medical
Languages : en
Pages : 208
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Book Description
Social and emotional functioning (interpersonal interactions, social adjustment, emotional well-being, and mental health) among children and adolescents has drawn growing attention from academics, practitioners, parents, educators, and policymakers. Worldwide, it is agreed that social and emotional development is a result of individual-context interactions. Particularly, socialization perspectives regard parenting as the primary factor that shapes child and adolescent development to a large extent. Meanwhile, the ecological perspective highlights the bi-directional nature of interactions between children and parents by which they affect each other. Parenting can be parents’ active socialization actions that influence their children’s development (i.e., parent effect); it can also be parents’ reactions to their children’s social and emotional functioning (i.e., child effect).
Author: Louise Porter
Publisher: Routledge
ISBN: 1000252221
Category : Education
Languages : en
Pages : 505
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Book Description
'The book provides a comprehensive, yet practical discussion of guidance strategies that can be implemented in a variety of situations. These strategies promote a respect for children and their rights, enhance children's self-esteem, and help to foster pro-social skills. This book is a must-read for both students and practitioners who work with children and families.' - Dr Laura McFarland, School of Education, Charles Sturt University Drawing on the latest research evidence, Young Children's Behaviour outlines the beliefs and values that underpin the guidance approach to managing the behaviours of children from birth to eight years of age. In contrast with rewards-and-punishment systems, guidance believes that children do not need incentives to behave well, but instead need skills. Rather than punishing them for lacking skills, guidance teaches young children self-regulation skills so that they can behave considerately. The author provides practical strategies that both meet children's needs and safeguard the rights of surrounding adults and children. These methods include listening, being assertive, giving positive instructions, solving problems collaboratively, and coaching children to self-regulate their emotions and impulses. The text also offers advice on responding to many common challenges including separation distress, meltdowns, aggression, and social withdrawal. Finally, the book suggests how educators can provide educational and behavioural support for children with atypical development and describes how to foster effective relationships with parents whose children display challenging behaviours. Dr Louise Porter powerfully argues that behaviour guidance is the most effective approach to working with young children and reflects the deepest values of early childhood education and care.
Author: Claudio Longobardi
Publisher: Frontiers Media SA
ISBN: 2832550983
Category : Education
Languages : en
Pages : 156
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Book Description
Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.
