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Kellie St.Cyr Brisini Denise Haunani Solomon 《Journal of Applied Communication Research》2018,46(4):447-468
This study surveys transitions specific to parents of children with autism spectrum disorder (ASD), examines how aspects of relational turbulence vary based on the type of transition experienced, and explores the transition processing activities couples use to navigate marital transitions in this context. The study examined the transition experiences of 298 parents of children with ASD who were currently married. Participants detailed an important transition throughout the life span of their child with ASD using open-ended questions. They completed scales assessing qualities of the relationship during the transition and transition processing communication used to navigate the experience. Results demonstrate significant differences in experiences of relational turbulence based on the type of transition described. In particular, the initial diagnosis received the highest ratings for transition magnitude and relational turbulence compared to other common transitions. Engagement in transition processing communication predicted relational uncertainty and facilitation from a partner, which predicted relational turbulence. 相似文献
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Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
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ABSTRACTNew data-driven technologies appear to promise a new era of accuracy and objectivity in scientifically-informed educational policy and governance. The data-scientific objectivity sought by education policy, however, is the result of practices of standardization and quantification deployed to settle controversies about the definition and measurement of human qualities by rendering them as categories and numbers. Focusing on the emerging policy agenda of ‘social and emotional learning and skills,’ this paper examines the practices of ‘objectivity-making’ underpinning this new field. Objectivity-making depends on three translations of (1) scientific expertise into standardized and enumerable definitions, (2) standardization into measurement technologies, and (3) the data produced through measurement technologies into objective policy-relevant knowledge, which consolidates a market in SEL technologies. The paper sheds light on knowledge-making practices in the era of big data and policy science, and their enduring reliance on the precarious construction of objectivity as a key legitimator of policy-relevant scientific knowledge and ‘evidence-based’ education governance. 相似文献
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The primary purpose of this research was to examine the construct validity of the Child Abuse Potential Inventory by comparing maltreating and high-risk parents' CAP Inventory abuse scores to their behavior during interactions with their children. A second purpose was to determine the degree to which CAP Inventory scores and parenting behavior were related to several known correlates of abuse, as measured by parent and teacher reports. Participants (n = 41) included abusive and high-risk parents and their children referred to a treatment group. Correlational analyses revealed that CAP Inventory scores and observed parenting style yielded highly related findings, supporting construct validity of the CAP Inventory. However, the CAP Inventory and observed behavior index showed a different pattern of relationships to the risk correlates. Implications for assessment of risk status are discussed and recommendations are provided for continued research. 相似文献
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This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed. 相似文献