Implementing a comprehensive behavioral health model for social,emotional, and behavioral development in an urban district: An applied study     

Jill Battal  Melissa M. Pearrow  Amy J. Kaye 《Psychology in the schools》2020,57(9):1475-1491

Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research-to-practice gap by demonstrating the longitudinal impact of a district-initiated, school-wide multitiered systems of support approach to universal instruction, intervention, and assessment—the Comprehensive Behavioral Health Model. Results from more than 1200 students over a 3-year period indicate that this universal, integrated approach is associated with improved outcomes for students with a demonstrated level of risk, with the greatest impact on students with risk of internalizing behaviors. The findings of this applied study highlight the benefits of a systemic approach and enhance the discourse on robust universal screenings that can identify needs and assets of children within urban communities.  相似文献   

Experiences in After-School Programs and Children's Adjustment in First-Grade Classrooms     

Kim M. Pierce  Jill V. Hamm  & Deborah Lowe Vandell 《Child development》1999,70(3):756-767

The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.  相似文献   

Speaking Up and Speaking Out? Long-Term Impact of Critical Multicultural Pedagogy     

Jill Ewing Flynn 《Multicultural Perspectives》2017,19(4):207-214

This study explores the long-term effects of critical multicultural pedagogy on seven adolescents. Four years later, participants continued to demonstrate awareness of privilege and racism, yet few were actively engaged in antiracist work. Participants also expressed disillusionment and lamented the lack of productive discussions of critical multicultural issues in high school. This research speaks to the need to empower students to participate in critical multicultural work for the long term.  相似文献   

Towards a general modeling framework of resource competition in cognitive development     

Jill de Ron  Marie Deserno  Donald Robinaugh  Denny Borsboom  Han L. J. van der Maas 《Child development》2023,94(6):1432-1453

The current paper presents an integrated formal model of typical and atypical development based on the mechanisms of mutualism and resource competition. The mutualistic network model is extended with the dynamics of competition for limited resources, such as time and environmental factors. The proposed model generates patterns that resemble established phenomena in cognitive development: the positive manifold, developmental phases, developmental delays and lack of early indicators in atypical development, developmental regression, and “quasi-autism” caused by extreme environmental deprivation. The presented modeling framework fits a general movement towards formal theory construction in psychology. The model is easy to replicate and develop further, and we offer several avenues for future work.  相似文献   

The Handbook of Job Aids     

Allison Rossett  Jeannette Gautier-Downes  Jill A. Steward 《Performance Improvement》1999,38(2):57-59

  相似文献