6,248 research outputs found
Childrenâs depressive symptoms and their regulation of negative affect in response to vignette-depicted emotion-eliciting events
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
Childrenâs coping with peer rejection: The role of depressive symptoms, social competence, and gender
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
The sporting culture, with omnipotent coaches, fierce competition for recognition and funding, and âwin at all costâ 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 coachesâ 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 âtotally inappropriateâ to âitâs a question of civil liberties.â 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 childrenâs emotion regulation, empathy, and social adaptation
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 childrenâs 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 childrenâs behavioural responses to specific situational contexts, within the framework of emotion regulation. In addition, concurrent and longitudinal relations between young childrenâs emotion regulation and their social adaptation are examined at the time of childrenâs 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 childrenâs emotional competence and their independent and combined impact on social adaptation. Across two separate studies, it was found that childrenâs 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 childrenâs 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 childrenâs 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 childrenâs 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 childrenâs disengagement was systematically related to social adaptation. In fact, disengagement, which involves attentional modulation, emerged as a robust, stable and reliable predictor of childrenâs social competence. Finally, emotion regulation behaviours, empathy, and emotion understanding were simultaneously examined and found to be relatively distinct components of childrenâs 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 childrenâs 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 childrenâs behavioural responses to challenging events, and has demonstrated that these responses make a unique contribution to childrenâs social adaptation both in Kindergarten and one year later
Implementation of a Patient-Centered Communication Model in the Emergency Department
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
Childrenâs coping with in vivo peer rejection: An experimental investigation
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
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
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
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 teachersâ 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 childrenâs language skills. This use of âteacher noticingâ 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
- âŠ