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Clio E. Pitula Carrie E. DePasquale Shanna B. Mliner Megan R. Gunnar 《Child development》2019,90(3):e339-e355
Seventy-eight postinstitutionalized (PI) children adopted at ages 17–36 months were assessed 2, 8, 16, and 24 months postadoption on measures of cortisol and parenting quality, and compared to same-aged children adopted from foster care (FC, n = 45) and nonadopted children (NA, n = 45). In kindergarten (Mage = 6.0 years), teachers, parents, and trained observers completed measures of peer relationships and attention deficit hyperactivity disorder (ADHD) symptoms. PI children had more peer problems and ADHD symptoms according to teachers and observers than NA children with FC children in between, whereas both PI and FC children were at significantly greater risk of hypocortisolism (i.e., blunted cortisol diurnal rhythm and reactivity). Hypocortisolism and ADHD symptoms mediated the association between preadoption adversity and peer difficulties. Higher postadoption parenting quality was protective. 相似文献
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This article traces the uses of and attacks on shame in classroom discipline, in the United States, from the nineteenth century to the present. Shame was once routinely used in the classroom. In American society generally, the emotion came under new attack from the early nineteenth century onwards, as demeaning and contrary to human dignity; the attack played out particularly in penology and in childrearing advice. In the classroom, however, shame’s disciplinary role if anything increased for several decades, in part as an alternative to corporal punishment. The larger cultural disapprovals of shame began to be applied to the schools by the late nineteenth century, but with inconsistent results. A more consistent attack emerged after the Second World War, and several traditional disciplinary ploys were dropped as a result. Parental disapproval of shaming rose as well. However, milder forms of shaming persist to this day, as shame continues to be a rather contested emotion in the school setting. 相似文献
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Clio Presvelou 《The Information Society》2013,29(4):245-264
Abstract In 1985 the Department of Household Sciences conducted research on Dutch households that use information technologies for domestic purposes. This research was part of a six‐nation research programme and was supported by the FAST‐II research activities of the EEC, and the Agricultural University of Wageningen. The use of three types of information technology was surveyed: home computer, Videotext, and Teletext. Analysis of the finding indicates the types of households likely to benefit from information technology in the future and groups households into three classes according to their attitudes to information technology—productivistic, hobbyist, and socially committed. 相似文献
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Clio Stearns 《Critical Studies in Education》2016,57(3):330-341
This paper looks critically at the Responsive Classroom (RC) program, a social/emotional learning program used ubiquitously in elementary schools for teacher and student training, in the US as well as in Australia, the UK, and other parts of Western Europe. The paper examines empirical studies on RC’s efficacy and outcomes, many of which were conducted under the aegis of a single developmental psychology lab and in US schools. The paper critiques the faulty and potentially dangerous assumptions behind these studies, many of which adhere to obsolete ideals about developmentalism and perpetuate a harmful hegemonic positivity. The paper then examines the language and materials published by RC on its Web site, with an eye toward understanding precisely what the curriculum of RC is and what are its potential shortfalls for students and teachers. Finally, the author argues for an incorporation of theory from psychoanalysis and curriculum theory, as well as philosophical critiques of neoliberalism, for evolving a more nuanced view of difficult and emotional behaviors in the classroom. Literary theory is evoked in order to argue for the complexity of human emotion and the danger inherent in glossing over difficult experience. The paper closes with implications for further research into RC and other similar programs. 相似文献
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