Social-emotional competence trajectories from a school-based child trauma symptom intervention in a disadvantaged community     

Morica Hutchison  Beth S. Russell  Mackenzie N. Wink 《Psychology in the schools》2020,57(8):1257-1272

Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social-emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict increased problem behaviors include delinquency and substance use. SEC is a protective factor that moderates the relationship between risks associated with trauma and subsequent outcomes. The current study used a longitudinal experimental design (treatment vs. comparison) to examine outcomes from a trauma-informed initiative in a disadvantaged community with high trauma exposure rates for K-8th grade students (n = 245). The intervention focused on bolstering children's social-emotional skills and resilience while reducing trauma symptoms and improving academic performance through multimodal programming. Hierarchical Linear Modeling indicated significant improvements in SEC from the intervention group, in contrast to the comparison group (B = 3.42, t = 3.04, p < .01), with gender effects indicating females see the greatest benefit (B = 3.52, t = 4.27, p < .01). Results indicated the significance of addressing SEC for children in disadvantaged communities, particularly those indicating a trauma history and resulting symptomology, as well as boys, who indicated reduced treatment effects.  相似文献   

Getting Better Faster: Accelerating Learning and Improvement     

Victor R. Dingus  Russell Justice 《Performance Improvement Quarterly》1993,6(3):28-34

Acquiring process knowledge and skills and transferring technology into and across the organization creates a distinctive competitive advantage. A world-class methodology that accelerates improvement is presented. This methodology is proven effective in manufacturing and service industries, various government agencies and educational institutions. The process of planning and accelerating improvement using an integrated, self-evident set of principles distinguishes between mediocrity and excellence. This approach through systematic application results in more depth and breadth of process learning and facilitates greater acceptance of new thinking and using the latest technology. Our findings through this approach demonstrate that a pathway to continuous improvement can be achieved; thus, unbounded performance levels exist. Since improvement is always a people business, the model also enables each person to attain a greater sense of accomplishment, to acquire skills and knowledge that serve our lives and achieve our goals with a greater sense of confidence and hope.  相似文献   

Managing learning and communication systems as business assets     

Diane M. Gayeski  James D. Russell 《Performance Improvement》2005,44(7):45-47

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Principles of instructional design, 5th edition     

Robert M. Gagne  Walter W. Wager  Katharine C. Golas  John M. Keller  James D. Russell 《Performance Improvement》2005,44(2):44-46

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Designing small group instruction     

Russell Ames 《Performance Improvement》1977,16(4):5-8

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Limitations on the governmental use of social science in the United States   总被引：1，自引：0，他引：1  

Beverly Russell  Arnold Shore 《Minerva》1976,14(4):475-495

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Libraries and librarians: Meeting the leadership challenges of the 21st century: Barbara B. Moran, issue editor. Library Trends (winter 1992). Urbana, IL: University of Illinois, GSLIS, 1992. 199p. $18.50 (paper) ISSN 0024-2594.     

Russell Shank 《The Journal of Academic Librarianship》1993,18(6)

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New technologies in a medium-size medical library: voice mail at the Bowman Gray School of Medicine     

S Anderson  V W Russell  M D Sprinkle 《Bulletin of the Medical Library Association》1985,73(2):206-207

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Prediction of elite schoolboy 2000m rowing ergometer performance from metabolic, anthropometric and strength variables     

Russell AP  Le Rossignol PF  Sparrow WA 《Journal of sports sciences》1998,16(8):749-754

In 19 elite schoolboy rowers, the relationships between anthropometric characteristics, metabolic parameters, strength variables and 2000-m rowing ergometer performance time were analysed to test the hypothesis that a combination of these variables would predict performance better than either individual variables or one category of variables. Anthropometric characteristics, maximal oxygen uptake (VO2max), accumulated oxygen deficit, net efficiency, leg strength and 2000-m rowing ergometer time were measured. Body mass, VO2max and knee extension correlated with 2000-m performance time (r= -0.41, -0.43 and -0.40, respectively; P< 0.05), while net efficiency and accumulated oxygen deficit did not. Multiple-regression analyses indicated that the prediction model using anthropometric variables alone best predicts performance (R = 0.82), followed by the equation comprising body mass, VO2max and skinfolds (R = 0.80). Although the regression equations increased the predictive power from that obtained using single variables, the hypothesis that a prediction model consisting of variables from different physiological categories would predict performance better than variables from one physiological category was not supported.  相似文献   

THE APPLICATION OF REPERTORY GRID TECHNIQUE TO COURSE EVALUATION — A PILOT PROJECT     

Bob Fisher  Phil McSweeney  Terry Russell 《Assessment & Evaluation in Higher Education》1991,16(2):109-132

This paper reports on a pilot project carried out between September 1989 and June 1990 at a large college of Further and Higher Education. Using Interactive software based on Repertory Grid Techniques, the authors monitored the progress of a group of students undertaking theflrst year of the Diploma In Nursing (University of London). The primary focus was on how the students were reacting to the course as a whole and to Illuminate Individual difficulties and concerns, which could then be fed back to the course team. It was hoped that the complete process would provide a unique picture of how individual perceptions and responses changed throughout the year.

The authors explain how the software was used, the data analysed, and how the feedback to students and tutors was managed. The prime purpose of the activity was to gain insights into how the technique could be most effectively used across a wide range of courses within the college and to determine whether it was feasible for students to use each other for reflective analysis and discussion of grids. Such an approach should provide useful Information both to course providers and evaluators.  相似文献