Racial Microaggressions: a Primer with Implications for Counseling Practice     

Sara Houshmand  Lisa B. Spanierman  Jack De Stefano 《International journal for the advancement of counseling》2017,39(3):203-216

Given their societal toll and ubiquitous nature, counselors and other mental health professionals inevitably will encounter clients who have experienced racial microaggressions in their practice. In this primer, we examine key issues relative to racial microaggressions and their impact on the lives of members of racial and ethnic minority groups. Drawing on burgeoning research, we also address likely coping strategies. Finally, we offer implications for mental health training and counseling practice. Throughout, we highlight the evident resilience of racial and ethnic minority individuals in the context of racial microaggressions.  相似文献   

Assessing positive attitudes toward older and younger adults     

Lisa S. Wagner  Tana M. Luger 《Educational gerontology》2017,43(3):147-165

Meaningful intergenerational interactions between older and younger adults are rare outside of family relationships. Interventions to increase positive intergenerational interactions are growing, but finding appropriate measures of attitudes toward both younger and older age groups is difficult. Many measures assessing attitudes toward older adults can remind participants of negative stereotypes of aging and are rarely used to assess attitudes toward younger adults. We adapted Pittinsky, Rosenthal, and Montoya’s allophilia measure to assess attitudes toward younger (18–25 years old) and older (over age 65) adults. In the first study, 94 traditional college age and 52 older adults rated older and younger adults. The allophilia measure distinguished between younger and older adults’ attitudes toward each age group. In the second study, we compared the age-related allophilia measures with seven traditional measures of attitudes toward older adults. Forty-seven traditional college age students completed measures. As predicted, correlations between allophilia toward older adults and the traditional semantic differential measures were weak (i.e., r = |0.15|or less), whereas correlations with general attitudes toward older adults were more moderate (r = 0.59 or less). Correlations between allophilia toward younger adults and the traditional measures were primarily non-significant as predicted. The allophilia measure differentiated between the five domains of positive attitudes toward younger and older adults and was not highly correlated with measures of more negative attitudes toward older adults. Results suggest that the allophilia measure can fill a need for a measure of positive attitudes toward older and younger adults.  相似文献   

Direct and Indirect Links Between the Couple Relationship and Child School Outcomes     

Hui-Hua Chen  Yi-Ching Liang  Susan C. Gapp  Lisa A. Newland  Jarod T. Giger  Chunn-Ying Lin 《Journal of Experimental Education》2017,85(4):658-673

This study measured aspects of the couple relationship to examine direct and indirect relations with parental involvement in education and children's school outcomes. The sample (n = 100) consisted of families that have at least one child between the ages of 8 and 11 in urban central Taiwan. Findings indicated that couple relationship quality is related to parent involvement and parent involvement is related to child school outcomes. Aspects of the couple relationship were also related to children's negative attitudes toward school. Path analyses showed a direct path from dyadic consensus to school success and an indirect path from coparenting strategy use to child school success through parental involvement in education. Bootstrap analyses confirmed the reliability of the models.  相似文献   

A comparison between paper‐based and online learning in higher education     

Lisa Emerson  Bruce MacKay 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):727-735

To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper‐based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre‐lesson questionnaire, and after the lessons completed another questionnaire plus the NASA‐TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning.  相似文献   

Childhood trauma and psychiatric disorders as correlates of school dropout in a national sample of young adults     

Porche MV  Fortuna LR  Lin J  Alegria M 《Child development》2011,82(3):982-998

The effect of childhood trauma, psychiatric diagnoses, and mental health services on school dropout among U.S.-born and immigrant youth is examined using data from the Collaborative Psychiatric Epidemiology Surveys, a nationally representative probability sample of African Americans, Afro-Caribbeans, Asians, Latinos, and non-Latino Whites, including 2,532 young adults, aged 21-29. The dropout prevalence rate was 16% overall, with variation by childhood trauma, childhood psychiatric diagnosis, race/ethnicity, and nativity. Childhood substance and conduct disorders mediated the relation between trauma and school dropout. Likelihood of dropout was decreased for Asians, and increased for African Americans and Latinos, compared to non-Latino Whites as a function of psychiatric disorders and trauma. Timing of U.S. immigration during adolescence increased risk of dropout.  相似文献   

Reciprocal associations between family and peer conflict in adolescents' daily lives     

Chung GH  Flook L  Fuligni AJ 《Child development》2011,82(5):1390-1396

Using a daily diary method, this study assessed daily episodes of family and peer conflict among 578 adolescents in the 9th grade to examine potential bidirectional associations between the family and peer domains. Adolescents completed a daily diary checklist at the end of each day over a 14-day period to report events of conflict and their emotional states for a given day. Overall, the within-person models provided evidence for the bidirectional nature of family peer linkages across gender and ethnicity. Adolescents experienced more peer conflict on days in which they argued with parents or other family members, and vice versa. Effect of family conflict further spilled over into peer relationships the next day and 2 days later, whereas peer conflict predicted only the following day family conflict. Adolescents' emotional distress partially explained these short-term spillovers between family and peer conflict.  相似文献   

IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK     

Speece DL  Schatschneider C  Silverman R  Case LP  Cooper DH  Jacobs DM 《The Elementary school journal》2011,111(4):585-607

Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2-word fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of .96, which indicates the selected 3-variable model is highly accurate.  相似文献   

Family disruption and academic functioning in urban,black youth     

Cheryl L. Somers  Lisa M. Chiodo  Jina Yoon  Hilary Ratner  Elizabeth Barton  Virginia Delaney‐Black 《Psychology in the schools》2011,48(4):357-370

The purpose of this study was to examine from an ecological perspective the relationships between multiple levels of family disruption and children's academic functioning in a sample of 390 urban, Black adolescents at age 14. Subjects in this cohort have been followed longitudinally since before their birth. Data from previous assessments at birth and age 7 years allowed for control of important correlates in this analyses. Examination of this unique sample, using multisource data collection procedures, provides important information about the many family disruptions among urban, low‐income families and the effects of these disruptions on academic outcomes. Results revealed several consistent findings, the most notable of which is that, when parents were married, adolescents demonstrated significantly higher grades, mediated through paternal involvement. Of all variables studied, the role of fathers in the lives of these adolescents was the most influential on academic outcomes. In this unique sample, even variables such as involvement with child protective services were not significantly related to outcomes after important control variables were factored into analyses. Results of this study have important implications for future research and for prevention and intervention efforts in urban, at‐risk samples. Emphasis is made for work in the school context, particularly for school psychologists. © 2011 Wiley Periodicals, Inc.  相似文献   

Pop Into My Place: An Exploration of the Narrative and Physical Space in Jan Pieńkowski’s <Emphasis Type="Italic">Haunted House</Emphasis>     

Lisa Boggiss Boyce 《Children‘s Literature in Education》2011,42(3):243-255

Discussions of children’s literature frequently neglect the pop-up. This universally popular type of book is often considered ephemeral and insubstantial, although some titles have managed to attain popularity and critical recognition, elevating the form to iconic status. One of the most acclaimed and lasting titles in contemporary pop-up books is Jan Pieńkowski’s Haunted House. Gothic themes have always been popular with pop-up book originators, especially as the form lends itself perfectly to concepts of transformation, but a close reading of this particular title is ideally suited to the investigation of place and space. Everything is carefully designed to draw the reader in. The familiar experience of arriving in a strange house is a concept even the youngest child can relate to, while the text poses questions and, even in its title, establishes the potential for surprise. Each turn of the page delivers this as each pop-up unfolds and demands reaction from the reader, linking narrative place and space with actual three dimensional place and space. Using Pieńkowski’s Haunted House as a focus, this article argues for a revaluation of the pop-up form.  相似文献   

Students’ emotions and academic engagement: Introduction to the special issue     

Lisa Linnenbrink-Garcia  Reinhard Pekrun 《Contemporary educational psychology》2011,36(1):1-3

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