A Qualitative Exploration of Romantic Partners’ Motives for and Content of Communication with Friends Following Negative Relational Events     

Jessalyn I. Vallade  Megan R. Dillow  Scott A. Myers 《Communication quarterly》2016,64(3):348-368

The purpose of this study was to explore young adults’ motives for and content of extradyadic interactions with friends following a negative relational event in a romantic relationship. Focus group discussions with young adults revealed the following partner motives: improving affect, managing uncertainty, obtaining clarity, and entertainment. In turn, friends were motivated by issues of honesty, friendship quality, and a desire to protect or comfort their friend. Both partners and friends discussed the use of a variety of negative, neutral, and positive message content. Results provide an exploratory look at extradyadic interactions that may have important implications for relationship functioning.  相似文献   

Peer Teachers With Autism Teaching 3D Modeling     

Cheryl Wright  Marissa Diener  Scott Wright  Deborah Rafferty  Carly Taylor 《International Journal of Disability, Development & Education》2019,66(4):438-453

ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.  相似文献   

A study of an adapted social–emotional learning: Small group curriculum in a school setting     

Jennifer H. Green  Rebecca E. Passarelli  Mills K. Smith‐Millman  Keshia Wagers  Anne E. Kalomiris  Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.  相似文献   

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school     

Gillon  Gail  McNeill  Brigid  Scott  Amy  Denston  Amanda  Wilson  Leanne  Carson  Karyn  Macfarlane  Angus Hikairo 《Reading and writing》2019,32(8):1989-2012

Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age...  相似文献   

Childhood sexual abuse: impact on a community's mental health status.     

K D Scott 《Child abuse & neglect》1992,16(2):285-295

Epidemiologists have used impact fractions (e.g., attributable fractions) to study the influence of various risk factors on the rates of physical diseases within the community. In this study, impact fractions are applied to a psychiatric epidemiologic problem in order to examine the impact of childhood sexual abuse (CSA) on the mental health status of a community. Analysis of the Los Angeles Epidemiologic Catchment Area (LAECA) data indicate that a history of CSA significantly increases an individual's odds of developing eight psychiatric disorders in adulthood. On the community level, however, it is estimated that 74% of the exposed psychiatric cases (i.e., those with a history of CSA), and 3.9% of all psychiatric cases within the population can be attributed to childhood sexual abuse. Intervention implications are discussed.  相似文献   

BOOK REVIEWS     

Greg Mannion  Sue Johnson  Alan Peacock  William Scott 《Environmental Education Research》2006,12(5):637-645

  相似文献   

The Kansas Family and Children's Trust Fund: funding prevention programs in the eighties     

M Martin  J Scott  J Pierron  B Bauerle 《Child abuse & neglect》1984,8(3):303-309

The Kansas Family and Children's Trust Fund is an innovative approach to developing funding for community-based family violence prevention programs. Using a legislated trust fund which generates money from marriage license fees, the program has been developed based on three assumptions. First, funding at the federal level for programs to prevent family violence has probably reached its peak and has never been sufficiently secure as to allow for continuity in prevention programs from year to year. Second, there is a trend toward allowing local communities to assume a greater portion of the responsibility for developing social welfare programming. Third, in the long run more can be accomplished with a small amount of money given to a community-based organization which efficiently uses volunteer time than a larger amount of money given to an agency which has a large infrastructure to support. Information on the procedure utilized to enable passage of the Trust Fund legislation is included as well as a discussion of issues that arose in the legislation process. In addition, an explanation of the current funding procedures for accessing Trust Fund moneys is given along with examples of the types of programs that have received funding. Finally, examples are provided of similar approaches that have been used in other states as well as a call for additional innovative approaches to providing funding for child abuse prevention programs.  相似文献   

Tutor training for service learning: impact on self-efficacy beliefs     

Scott B. Waltz 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):26-43

The aim of my study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. Analyses of variance (ANOVA) on a pretest and posttest measures of content knowledge, tutoring skills, and teaching self-efficacy demonstrated a statistically significant difference with higher mean scores at the post time. These results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.  相似文献   

Life trajectories of youth committing to climate activism     

Scott R. Fisher 《Environmental Education Research》2016,22(2):229-247

This article draws from a study investigating the life trajectories of 17 youth climate activists from 14 countries through semi-structured, life memory interviews using Internet-based methods. The interpretations of the interviews focus on the ways in which participants constructed the meanings and functions of experiences and how they represented the nature of the process of their committing to climate activism. Included in the interpretations are the nature of moments of consciously committing, the role of both concern for nature and for social justice, the dynamic and ceaseless process of committing, and the role of the youth climate movement. The discussion highlights the uniqueness of youth and of climate change in the process of committing. The research contributes to the limited but important literature on the life trajectories of youth climate activists.  相似文献   

Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers' Beliefs and Practices     

Robinson  Scott 《Journal of Science Teacher Education》2002,13(1):13-26

Journal of Science Teacher Education -  相似文献