Families with abused children: A follow-up study of post-crisis support   总被引：1，自引：0，他引：1  

Kari Killen Heap M.A. 《Child abuse & neglect》1984,8(4):467-472

Treatment provisions planned and executed were studied in a follow-up of 14 abused or neglected children three years after discharge from the Children's Department of Ullevaal Hospital. A majority of the families were shown to have received either no help or inappropriate help. Half of the children were evaluated as being so emotionally impaired that serious future adjustment problems could be anticipated. Inappropriate treatment related to lack of understanding, workers' own feelings and normative standards. Overidentification with parents and a general belief in their ability to develop caring skills were observed as was the tendency to overlook or minimize the child's experiences and the risk to which he was exposed. Anxiety, insecurity and lack of skill in establishing appropriate relationships prevented workers obtaining adequate bases for evaluation and for effectuation of treatment. Workers' professional situations were unfavorable in specified ways. Appropriate treatment was based on differentiated psychosocial evaluation, a high involvement level by the worker and continuity. The professional situation was also favorable. Workers combined traditional therapeutic approaches with conscious use of professional authority. They intervened actively for protective purposes but were empathetic with both child and parents.  相似文献   

Three approaches to teaching and learning in education: Behavioral,piagetian, and information-processing     

Emanuel J. Mason  Patricia Cegelka  Rena Lewis  Suzanne Henry  Jill Larkin  Fred Danner 《Instructional Science》1983,12(3):219-241

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Using Authentic Assessment to Evidence Children’s Progress Toward Early Learning Standards     

Jennifer Grisham-Brown  Rena Hallam  Robyn Brookshire 《Early Childhood Education Journal》2006,34(1):45-51

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.  相似文献   

The Effects of Perceived Daily Social and Academic Failure Experiences on School-Age Children's Subsequent Interactions with Parents     

Rena L. Repetti 《Child development》1996,67(4):1467-1482

The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect, aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors.  相似文献   

The Role of Domains in the Conceptualization of Talent     

Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Roeper Review》2017,39(1):59-69

In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice.  相似文献   

The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents     

Muhamad Hugerat  Salman Ilaiyan  Rena Zadik  Saleem Zidani  Raid Zidan  Zehava Toren 《Journal of Science Education and Technology》2004,13(2):277-283

In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports.  相似文献   

Developing academic talent as a practicing school psychologist: From potential to expertise     

Dante D. Dixson  Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Psychology in the schools》2020,57(10):1582-1595

In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.  相似文献   

Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings     

Rena A. Hallam  Hillary N. Fouts  Kaitlin N. Bargreen  Kelley Perkins 《Early Childhood Education Journal》2016,44(1):51-59

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Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness     

Rena F. Subotnik  Paula Olszewski-Kubilius 《Peabody Journal of Education》2013,88(3-4):101-116

In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge from mentors and parents, grouping with true intellectual or talent peers, appropriate support networks, and select personality dispositions of talented individuals need to be incorporated into our understandings of the talent development process.  相似文献   

Response to ACCEL: Emphasize Development,Domains, and Application     

Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Roeper Review》2017,39(3):199-202

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg’s proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific, particularly at later stages in the talent development process; (c) the challenge in applying ACCEL in the real world of schools; and (d) whether the arts and other performance areas are compelled to have an ethical theme in order to be valuable.  相似文献