Parental family stress during pregnancy and cognitive functioning in early childhood: The Generation R Study     

Jens Henrichs  Jacqueline J. SchenkRianne Kok  Bouchra FtitacheHenk G. Schmidt  Albert HofmanVincent W.V. Jaddoe  Frank C. VerhulstHenning Tiemeier 《Early childhood research quarterly》2011,26(3):332

We investigated whether parental family stress during pregnancy is associated with cognitive functioning in early childhood in a population-based cohort (n = 3139). Family stress was assessed using the Family Assessment Device at the 20th week of pregnancy and was reported by mothers and fathers. Mothers completed the MacArthur Communicative Development Inventory, measuring children's verbal cognitive functioning, when children were 18 months and they completed the Parent Report of Children's Abilities, measuring nonverbal cognitive functioning, when children were 2 years old. Maternal prenatal family stress was related to children's low word comprehension and poorer nonverbal cognitive development independent of paternal reports. In a subset of 639 children, maternal prenatal family stress was also associated with observational assessments of poor effortful control at age 37 months. Paternal prenatal family stress was only related to poorer nonverbal cognitive development, independent of the mother. When both parents had high levels of prenatal family stress, children displayed particularly poor nonverbal cognitive development. These findings emphasize the significance of parental prenatal family stress for child developmental outcomes.  相似文献   

The Move Towards Managerialism: Perceptions of staff in “traditional” and “new” UK universities     

Kok  Seng-Kiat  Douglas  Alex  McClelland  Bob  Bryde  David 《Tertiary Education and Management》2010,16(2):99-113

Tertiary Education and Management - The raison d’être of higher education institutions is to educate individuals, undertake research, and disseminate knowledge into the public domain....  相似文献   

Developing Multicultural Competence Using the Structured Peer Group Supervision Model     

Pamela S. Lassiter  Louise Napolitano  John R. Culbreth  Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178

Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.  相似文献   

Multiculturalism,Diversity, and Social Advocacy: A 17‐Year Content Analysis of Counselor Education and Supervision     

Shannon D. Smith  Kok‐Mun Ng  Jesse Brinson  Evgenia Mityagin 《Counselor Education & Supervision》2008,47(4):249-263

The authors summarized (a) data regarding multiculturalism, diversity, and social advocacy represented in Counselor Education and Supervision (CES) over a 17‐year period (1989–2005, Volumes 28–45); (b) type of articles (i.e., research vs. theory) represented; (c) research methodology and applications used; (d) journal editor and related terms; (e) primary contributors and related institutional affiliations; and (f) the breadth and scope of the data regarding key topics represented. Seventy‐eight articles met inclusion criteria. Data indicate the extent to which multiculturalism, diversity, and social advocacy were represented in CES.  相似文献