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School psychologists have a critical role in identifying social‐emotional problems and psychopathology in youth based on a set of personality‐assessment competencies. The development of competencies in assessing personality and psychopathology is complex, requiring a variety of integrated methods and approaches. Given the limited extent and scope of formal preparation in personality assessment in school psychology training programs, it is important to develop models using multiple methods of assessment. It is proposed that an integrated paradigm associated with a combination of empirical and clinical methods serve as a framework for the development of school psychology practice competencies in personality assessment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 513–526, 2006. 相似文献
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José A. Montelongo Anita C. Hernández Johanna Esquivel Francisco Serrano-Wall Adriana Goenaga de Zuazu 《Journal of Latinos & Education》2018,17(4):300-313
Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures. 相似文献
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Sudhanshu Handa Heiling Pineda Yannete Esquivel Blancadilia Lopez Nidia Veronica Gurdian Ferdinando Regalia 《Economics of Education Review》2009
Almost 900m adolescents and adults are illiterate in the developing world, yet most policy discussions focus on the educational circumstances of primary aged children. As a result non-formal educational programs for adolescents and adults are given very little support, and this group is virtually ignored in international agreements such as the millennium declaration. This article presents the first serious attempt at evaluating the impact of a non-formal education program. Results show significant learning achievement over the academic year, as well as strong development impacts of the program in non-learning dimensions of participants’ lives. These positive impacts, plus the significantly lower unit costs and self-targeted nature of the program provide strong evidence that this type of program can be an important part of the poverty reduction and human capital enhancement strategy of developing countries with large illiterate adult populations. 相似文献
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OBJECTIVE: The goal of the study was to investigate whether maltreated children differ from nonmaltreated children with regard to their social skills and play behaviors. METHOD: The social skills and free-play behaviors of 30 3- to 5-year-old maltreated and nonmaltreated children were compared. Fifteen children with a range of maltreatment experiences drawn from a hospital-based therapeutic nursery treatment program and 15 demographically similar children drawn from a home-based Head Start program participated in the study. All children were of low socioeconomic status. Children's free-play peer interactions were videotaped during the first 3 months of attendance in either program and analyzed along social and cognitive dimensions. Teachers and therapists rated children's social skills in peer interactions. RESULTS: Maltreated children were found to have significantly poorer skill in initiating interactions with peers and maintaining self-control, as well as a greater number of problem behaviors. Significant differences were not found between groups with regard to social participation or cognitive level of play. Significant correlations of moderate strength were found between social participation in play and social skills for the sample as a whole: total social skills score was positively related to interactive play, and negatively related to solitary play. CONCLUSION: The results suggest that the experience of maltreatment has a negative impact on children's developing interpersonal skills above and beyond the influence of factors associated with low socioeconomic status and other environmental stressors. 相似文献
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Giselle B. Esquivel 《Educational Psychology Review》1995,7(2):215-218
Each paper in this section explores aspects of the classroom environment that promote creativity. While the commonalities might appear to end there, there emerges at least one unifying theme. The lesson to be learned is that motivation plays a central role in the creative process. It all boils down to a question of control. Students must be allowed to gain a certain degree of autonomy. Recommendations are offered to teachers wishing to shape a classroom situation conducive to creativity. In addition, suggestions are made as to how my colleagues and I might learn from one another. No single investigative or theoretical orientation can carry the day. Attention must be paid to all aspects of the classroom environment if researchers and educators are to make substantial strides in fostering students' creativity. 相似文献
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Teacher behaviors that foster creativity 总被引：1，自引：0，他引：1
Giselle B. Esquivel 《Educational Psychology Review》1995,7(2):185-202
The literature on teacher behaviors that influence the development of creative abilities in children was reviewed. A historical overview of the concept of creativity within an educational context served to highlight the importance of the role of the teacher in providing the type of classroom environment that is conductive to creative learning. Teachers who show a humanistic philosophical orientation, have developed their own creative competencies, and implement specific creative methods and techniques in their classroom are more effective in enhancing students' creative abilities than teachers who follow more traditional instructional approaches. 相似文献
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