Multilevel correlates of behavioral resilience among children in child welfare     

Tessa Bell  Elisa RomanoRobert J. Flynn 《Child abuse & neglect》2013

Resilience, defined as positive adaptation and functioning following exposure to significant adversity, is an important topic of investigation in child welfare. The current study used data from the Ontario Looking After Children (OnLAC) project to estimate the prevalence of behavioral resilience (i.e., lower frequency of conduct and emotional problems, higher frequency of prosocial behavior) in 531 5–9 year olds living in out-of-home care, and to determine how behaviorally-resilient children are functioning in other domains (i.e., peer relationships and academic performance). Furthermore, hierarchical linear modeling was used to examine the contribution of four levels of analysis (i.e., child, family, child welfare worker, and child welfare agency) on behaviors and to identify the contribution of predictor variables within each of these levels. Findings indicated that 50–70% of children exhibited resilience on one behavioral outcome while approximately 30% showed resilience on at least two of the outcomes. Also, 8.4–9.6% exhibited resilience on one of the behavioral outcomes in addition to peer relationships and academic performance. The child level accounted for the highest proportion of total explained variance in behavioral outcomes, followed by the family-, child welfare worker-, and child welfare agency-levels. A number of child and foster family variables predicted behavioral functioning. Findings indicate that it is important to inquire about children's functioning across multiple domains to obtain a comprehensive developmental assessment. Also, child and foster family characteristics appear to play considerable roles in the promotion of behavioral resilience.  相似文献   

Bibliography of works by professor J. D. Chambers,B.A., Ph.D.     

Richard Ware 《Culture, Theory & Critique》2013,54(1):18-24

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Education for children with severe and profound general learning disabilities in Ireland: factors influencing teachers’ decisions about teaching these pupils     

Jean Ware  Georgina Julian  Páid McGee 《欧洲特需教育杂志》2013,28(2):179-194

The purpose of this study was to investigate the perceived high turnover of teachers working with pupils with severe and profound general learning disabilities in Ireland. Questionnaires and interviews were used to explore the situations in which teachers worked and their reasons for leaving or staying in teaching this group of pupils. The study found that while teachers were positive about working with this group, their working conditions and the level of support that they received were crucial factors in determining whether they remained in post. These factors and the implications for practice are discussed.  相似文献   

E‐learning: new opportunities in continuing professional development     

Donald Klein  Mark Ware 《Learned Publishing》2003,16(1):34-46

The growth in professional learning is opening up many new opportunities for the application of e‐learning to the world of continuing professional development (CPD). CPD programmes require professionals to engage in annual programmes of professional development, and in some cases revalidation or recertification. To date, most of this activity has been off‐line. Increasingly, CPD requirements will be satisfied through the use of learning resources available on‐line or packaged into specially tailored e‐learning courses. Societies and professional associations – as the primary managers and coordinators of CPD programmes – are in a strong position to expand upon their existing Web‐based initiatives to deliver a new generation of e‐learning services to their members.  相似文献   

The entrenched generalists     

Tessa Blackstone 《Higher Education Quarterly》1981,35(3):280-292

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Edpuzzle     

Erin Ware 《Journal of the Medical Library Association》2021,109(2):349

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The development of a blended learning approach to delivering information skills training to large health related student audiences with limited staff resource     

Ware F 《Health information and libraries journal》2011,28(3):230-236

This feature considers the challenges that academic librarians are increasingly being faced with in the delivery of information skills training to large student numbers with limited time and staff resources. A case study is presented of how an academic liaison librarian used a blended learning approach and innovative teaching practice to successfully deliver information skills training to large student numbers within the Faculty of Health and Social Care at Hull University.  相似文献   

Letters to the Editor     

Judy Sebba  Mel Ainscow  Margaret Marshall  Jean Ware 《British Journal of Special Education》1993,20(3):108-108

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Career services in Australian higher education: aligning the training of practitioners to contemporary practice     

Jason L. Brown  Michael Healy  Tessa McCredie  Peter McIlveen 《Journal of Higher Education Policy & Management》2019,41(5):518-533

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Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior          下载免费PDF全文

J. Loes Pouwels  Christina Salmivalli  Silja Saarento  Yvonne H. M. van den Berg  Tessa A. M. Lansu  Antonius H. N. Cillessen 《Child development》2018,89(4):1157-1176

The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed.  相似文献