6,248 research outputs found

    Children’s depressive symptoms and their regulation of negative affect in response to vignette-depicted emotion-eliciting events

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    The present study examined the relationship between sub-clinical depressive symptoms and children's anticipated cognitive and behavioral reactions to two written vignettes depicting emotion-eliciting stressors (i.e., fight with one's best friend and failure at a roller blade contest). Participants (N = 244) ranging in age between 10 and 13 were presented each vignette and then asked to rate their anticipated utilization of each of seven emotion-regulation strategies (ERs), along with the anticipated mood enhancement effects of each strategy. In addition, ratings of participants' perceived coping efficacy to manage the stressful situation were collected. Results indicated that participants were more likely to endorse ERs for which they have greater confidence in their mood enhancement effects. Moreover, marked differences were observed between ratings for conceptually distinct cognitive ERs. Consistent with expectations, results revealed that participants displaying higher levels of depressive symptoms were more likely to endorse cognitive and behavioral ERs that are negative, passive, and/or avoidant in nature. Children's ratings of the anticipated mood enhancement effects of several ERs were inversely related to their level of depressive symptoms, as was their perceived self-efficacy to manage the stressor. © 2007 The International Society for the Study of Behavioural Development

    Children’s coping with peer rejection: The role of depressive symptoms, social competence, and gender

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    The present study investigated children's anticipated emotional response and anticipated coping in response to peer rejection, as well as the qualifying effects of gender, depressive symptoms, and perceived social competence. Participants (N = 234), ranging in age between 10 and 13 years, were presented with two written vignettes depicting peer rejection. The most highly endorsed coping strategies were behavioural distraction, problem-focused behaviour, and positive reappraisal. Results indicate that children higher in depressive symptoms reported a more negative anticipated mood impact. Moreover, children higher in depressive symptoms were less inclined to endorse behavioural and cognitive coping strategies typically associated with mood improvement (e.g., behavioural distraction, positive reappraisal). Independent of depression, children scoring higher on perceived social competence reported more active, problem-oriented coping behaviour in response to the Stressors. Types of coping were largely unaffected by gender, however girls reported higher levels of anticipated sadness than boys in response to the rejection vignettes. Theoretical and clinical implications are discussed. Copyright © 2006 John Wiley & Sons, Ltd

    Defining appropriateness in coach-athlete sexual relationships: The voice of coaches

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    The sporting culture, with omnipotent coaches, fierce competition for recognition and funding, and ‘win at all cost’ ethos, creates an environment conducive to sexual exploitation of athletes. Recent increased public awareness and the development of child protection policies in sport have led to the questioning of previously accepted coach-athlete relationships. This study is an exploratory investigation into male swimming coaches’ perceptions of appropriateness of coach-athlete sexual relationships. Sexual relationships with athletes under the age of 16 were unanimously considered totally inappropriate. With regard to sexual relationships with athletes above the age of consent for heterosexual sex, opinions ranged from “totally inappropriate” to “it’s a question of civil liberties.” These results are discussed in relation to how coaches have adapted their own behaviours in the face of public scrutiny but are still reluctant to restrict the rights of their fellow coaches

    Emotion elicitation as a window on children’s emotion regulation, empathy, and social adaptation

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    The manner in which children manage their emotional arousal in response to challenging events is crucial for social adaptation and peer relationships (Eisenberg, Spinard, & Eggum, 2010; Saarni, 1999). However, while there is a large literature examining the relation between children’s emotion regulation and their social competencies, there are several conceptual and methodological challenges facing the emotion regulation construct (Cole, Martin, & Dennis, 2004; Thompson, 1994). The studies presented in this thesis use structured emotion elicitation paradigms (emotionally challenging video vignettes) in order to interpret the meaning of children’s behavioural responses to specific situational contexts, within the framework of emotion regulation. In addition, concurrent and longitudinal relations between young children’s emotion regulation and their social adaptation are examined at the time of children’s school entry. Finally, the close conceptual relation between emotion regulation, empathy, and emotion understanding is empirically examined, with an emphasis on the relation between these different measures of children’s emotional competence and their independent and combined impact on social adaptation. Across two separate studies, it was found that children’s behavioural responses were systematically related to their eliciting contexts. In particular, the degree to which children disengaged from emotionally challenging content, and their expressions of worry-concern and empathic sadness, were highly contextually and temporally bound, showing a close correspondence with specific events in the emotion elicitation paradigms. However, despite the close association between children’s behavioural responses and their eliciting contexts, such responses showed impressive individual stability across contexts, as well as across time. Furthermore, there was robust independence across different behavioural domains. The only exception to this pattern was between disengagement and children’s emotional expressions; whereas children expressing higher levels of worry-concern were also observed to express higher levels of disengagement, children expressing empathic sadness expressed lower levels of disengagement. This finding broadly supports the proposal of Eisenberg and Fabes (1992) that well regulated children (i.e., low levels of disengagement) are more likely to be empathic (i.e., express empathic sadness). Examination of relations between children’s behavioural responding and their social adaptation showed that disengagement and affective responding were systematically related to their social competence: children who disengaged from the challenging vignettes most, and expressed worry-concern as opposed to empathic sadness, were more likely to be rated by their teachers as less socially mature and as having higher levels of problem behaviours. Furthermore, these same behaviours also predicted lower levels of peer acceptance. Longitudinally, only children’s disengagement was systematically related to social adaptation. In fact, disengagement, which involves attentional modulation, emerged as a robust, stable and reliable predictor of children’s social competence. Finally, emotion regulation behaviours, empathy, and emotion understanding were simultaneously examined and found to be relatively distinct components of children’s emotion competence. Furthermore, each component of emotional competence made independent contributions to concurrent and, to a lesser extent, longitudinal social competence as rated by both teachers and peers. However, only children’s emotion regulation and affective expressions were related to teacher-rated problem behaviours at both time-points. Overall, the current thesis provides a framework within which to study young school-aged children’s behavioural responses to challenging events, and has demonstrated that these responses make a unique contribution to children’s social adaptation both in Kindergarten and one year later

    Implementation of a Patient-Centered Communication Model in the Emergency Department

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    The objective of this scholarly project is to determine the impact of patient-centered communication education in an emergency department (ED) on the perception of workplace safety. The ED is a vulnerable setting and susceptible to workplace violence (WPV) due in part to increasing numbers of patients presenting to EDs with primary psychiatric complaints. High-quality patient-staff interactions correlate positively with better treatment outcomes. Patient-centered communication skills can be taught, and patients have similar expectations of what patient-centered communication means no matter their diagnoses. The purpose of this quality improvement project was to conduct patient-centered communication education with nurses, nursing assistants, and security officers working in an ED focusing primarily on communicating with individuals who have a mental illness. The education development was guided by the Four Habits Model framework, and was implemented in a Plan, Do, Study, and Act manner. A pretest/post-test design was used to evaluate their learning, and an assessment of the perception of workplace safety post-education was done. Results were analyzed using quality improvement methodology. The DNP student also conducted informal interviews with the ED and security staff post- implementation. The purpose of the interviews was to gain a better understanding of what went well and what barriers got in the way related to communicating with patients with a mental illness. This was done in order to further develop the educational content

    Children’s coping with in vivo peer rejection: An experimental investigation

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    We examined children's behavioral coping in response to an in vivo peer rejection manipulation. Participants (N=186) ranging between 10 and 13 years of age, played a computer game based on the television show Survivor and were randomized to either peer rejection (i.e., being voted out of the game) or non-rejection control. During a five-min. post-feedback waiting period children's use of several behavioral coping strategies was assessed. Rejection elicited a marked shift toward more negative affect, but higher levels of perceived social competence attenuated the negative mood shift. Children higher in depressive symptoms were more likely to engage in passive and avoidant coping behavior. Types of coping were largely unaffected by gender and perceived social competence. Implications are discussed. © 2006 Springer Science+Business Media, LLC

    Learning to Teach About Ideas and Evidence in Science : The Student Teacher as Change Agent

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    A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and evidence and the nature of science encountered by student teachers training to teach in the age range 11-16 in schools in England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews and students' reports to assess the impact of the project on student teachers and to what extent any influences survived when they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors limited newly qualified teachers' chances to use new lessons and approaches and therefore act as change-agents in schools, the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were durable gains

    Teaching Children With Mild to Moderate Intellectual Disabilities to Select and Produce Facial Expressions of Emotion Using Modelling and Feedback

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    The ability to produce facial expressions accurately is essential for effective communication of thoughts and feelings. Children need to select the facial expression to produce in a given situation, while considering the social context, and produce it accurately. This is especially important for children with intellectual disabilities who often experience difficulties in verbal communication. The purpose of this study was to investigate ways of teaching children with mild to moderate intellectual disabilities to select and produce facial expressions appropriate to various situations. The theoretical framework of this study suggests that providing facial modelling and mirror feedback to children will increase the accuracy with which children with intellectual disabilities select and product facial expressions of emotion. Forty children were presented with six vignettes, and were asked to respond by selecting and producing an appropriate facial expression. A 2 (modelling: present or absent) x 2 (mirror: present or absent) x 3 (facial expression: happiness, disgust and surprise) design was used, in which mirror and modelling were between-subjects variables, and facial expression was a within-subjects variable. Effects of the modelling, but not the mirror, produced significant increases in children\u27s selection and production of facial expressions. Happiness was found to be the easiest expression to produce. Disgust was found to be more difficult than happiness, while surprise was more difficult than disgust to produce. Both surprise and disgust were improved significantly by the modelling, and it was concluded that modelling is an effective and inexpensive technique for teaching social skills in the classroom

    Observing Language Pedagogy (OLP): Developing and piloting a contexualised video-based measure of early childhood teachers' pedagogical language knowledge

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    To support responsive decision-making in the classroom, teachers need flexible access to rich, well-organised and integrated pedagogical knowledge (Koehler & Mishra, 2009). The design of teacher programmes which effectively foster such knowledge rests on its successful measurement, so that relationships between teachers’ learning experiences and their knowledge growth can be established. However, existing questionnaire-based assessments have thus far failed to capture dynamic pedagogical knowledge in a manner which allows relationships with practice and child outcomes to be established. This study develops and pilots a contextualised tool for assessing the dynamic pedagogical knowledge of early childhood teachers, in relation to oral language development. Respondents watch three short videos of a practitioner interacting with children, and identify the strategies used which may support children’s language skills. This use of ‘teacher noticing’ as a proxy for pedagogical knowledge is based on the premise that expert and novice teachers perceive classroom events differently (Berliner, 1992), and that noticing effective strategies in others is a precursor to successful application in personal practice (Jamil, Sabol, Hamre & Pianta, 2015; van Es & Sherin, 2002, 2006). The tool is piloted in the context of a wider randomised controlled trial in 117 schools, designed to evaluate an oral language professional development intervention for preschool teachers. Responses from 104 teachers (n=72 schools) are used to explore its psychometric properties. Findings indicate that the tool provides a reliable measure of pedagogical knowledge, and that scores significantly predict observed quality of practice. Teachers with greater explicit procedural knowledge, and those who provided interpretations of the interactions they identified, led classrooms with higher-quality language-supporting practice. Teachers who participated in the intervention showed greater procedural knowledge of language-supporting strategies than teachers in the control group. Implications for the understanding and assessment of pedagogical knowledge, and for the design of relevant professional development, are considered
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