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Christine E. Gould Shruti Shah Sarah R. Brunskill Krista Brown Nancy L. Oliva Charissa Hosseini 《Educational gerontology》2017,43(8):379-392
We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans. 相似文献
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Objective. This study examined associations among Korean immigrant mothers’ use of praise and encouragement, their acculturation, their children’s socioemotional and behavioral difficulties, and the moderating role of child gender and age. Design. One hundred and twenty Korean immigrant mothers in the United States and their preschool children participated. Maternal praise and encouragement were observed during free-play interactions. Mothers reported their acculturation level, and teachers reported on children’s difficulties. Results. Mothers used process praise most frequently. Higher maternal American acculturation was associated with more use of person and other praise. Higher Korean acculturation was associated with greater use of person praise among younger children, but less use of person praise among older children. Mothers higher in American acculturation used more encouragement with older children only. Maternal encouragement was associated with fewer child difficulties. Conclusion. Korean mothers’ acculturation impacted their use of praise and encouragement, and maternal encouragement may be important for decreasing children’s difficulties. 相似文献
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Performance outcomes at the 2013 World Swimming Championship were previously shown to be biased depending on the swimmer’s lane assignment. The purpose of this study was to determine if this kind of bias was unique, and if not, if the bias was related to the temporary or permanent nature of the pool. The effect of lane on the average odd-length split minus the preceding even-length split in the 800- and 1500-m freestyle events, and on the relative change from qualifying to preliminary performance in the 50-m events, was determined for 16 other elite-level competitions. Depending on the swimmers’ direction, split times were on average 0.16 s slower or faster in at least one lane at each of the 16 competitions, and in 49% of all lanes analysed. In 5 competitions, swimmers were shown to be faster in a majority of lanes in one direction as compared to the other. Analysis of the 50-m events at these 5 competitions indicate that preliminary performances were between 0.5 and 0.9% slower or faster than qualifying times, which is consistent with the direction effect observed in the distance freestyle events. Further, lane biases occur more often in temporary pools (70% of lanes) than in permanent pools (35% of lanes), with water currents as the most plausible cause. The prevalence of lane bias at elite-level swimming competition highlights the need for the implementation of policies and procedures to prevent such bias from occurring again in the future. 相似文献
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Chris James Michael Connolly Steve Brammer Mike Fertig Jane James Jeff Jones 《School Leadership & Management》2014,34(2):104-119
In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing. 相似文献
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Tina Malti Charissa S. L. Cheah Special Section Editors Specificity Commonality: Sociocultural Generalizability in Social-Emotional Development 《Child development》2021,92(6):e1085-e1094
What are the roles of specificity and commonality in social-emotional development? We begin by highlighting the conceptual context for this timely and timeless question and explain how responses to it can inform novel lines of theoretical and empirical inquiry, as well as sociocultural generalizability. Next, we describe how the selection of papers included in this special section contributes to our understanding of specificity and commonality in social-emotional development. We then explain how applying the complementarity principle to social-emotional development can inform a future research agenda in this domain. Lastly, we discuss how specificity and commonality fundamentally impact the way we conceptualize and implement interventions aimed at nurturing social-emotional development in every child. 相似文献
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This study examined the social‐cognitive reasoning of 52 Chinese Malaysian preadolescents (9–12 years old; M = 11.02, SD = 0.94) and 68 adolescents (13–18 years old; M = 14.76, SD = 1.39) in resolving filial dilemmas within the personal and moral domain. Preadolescents deferred to parental authority, whereas adolescents endorsed filial obligation reasoning to justify compliance in the personal domain. Both appealed to filial obligation, pragmatic, or welfare and safety reasoning to justify compliance but fairness or rights reasoning to justify their noncompliance, for the moral issue. Distinctions between authoritarian and reciprocal filial piety reasoning were revealed. Findings demonstrated complex decision‐making and cognitive reasoning processes among Chinese Malaysian adolescents as they negotiate their filial obligations and autonomy development. 相似文献
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The study of social reticence in early childhood has focused primarily on those dispositional, intra-individual factors that might account for its demonstration among peers. Little is known, however, about the relations between social reticence and its association with the quality of parenting behaviors. Indeed, the independent and interactive “contributions” of dispositional and parenting factors to children's demonstration of socially reticent behavior have not received adequate attention. In this study, 188 preschool children and their mothers were observed during unstructured Free-play and a structured Lego-building teaching task. Additionally, the children were observed in quartets of same-sex, same-age unfamiliar peers. Results indicated that children's shy, socially reticent behavior was predicted by the extent to which mothers were over-solicitous during Free-play. In addition, preschooler's expressions of reticent behavior were predicted by the interactions between emotion dysregulation and the lack of maternal guidance and control during a teaching task. Emotionally dysregulated children whose mothers provided little control in this putatively stressful teaching task were more likely to be shy and reticent. This relation was non-significant for dysregulated children with mothers who provided high levels of guidance. The results suggest that early childhood educators offer reticent/shy children opportunities to explore their impersonal and social milieus and to warmly encourage such exploratory activities. Without such encouragement and opportunity building, reticent preschoolers may suffer from not having experienced sufficient exploration-to-play sequences thereby stifling the problem-solving competencies derived from such experiences. 相似文献
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An interview follow-up was conducted with a 55 per cent sample of graduates from the first five years of the course for guidance counsellors at the University of Canterbury. The responses indicated, generally, that the course was fulfilling its intended mission. The principal recommendations for change suggested by graduates were more attention to family counselling, consulting methods, power and influence issues, and continuing education. Sixty per cent of the graduates initiated research projects since the course and 72 programme projects, or an average of 3.4 per person, had also been undertaken. Numerous specific applications of concepts and skills taught in the individual papers were reported. Principal professional problems faced by the counsellors were role conflicts, time pressures, isolation, lack of career incentives, lack of credibility and staff support, and lack of influence to initiate programmes and carry out role assignments effectively. Graduates generally felt the course prepared them well for their new counsellor roles. While there was considerable variability in attitudes toward specific papers and topics, the graduates' general attitudes toward the course were favourable. 相似文献
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Huiguang Ren Charissa S. L. Cheah Biao Sang Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239
SYNOPSIS
Objective . This study explores the contributions of Chinese immigrant mothers’ parenting cognitions and parenting practices to their children’s social skills. Design . We used a cross-sectional design to examine the mediating role of authoritative parenting in associations between Chinese immigrant mothers’ parenting attributions and their children’s social skills. Chinese immigrant mothers (N = 208, M age = 37.36 years) reported their attributions regarding successes and failures in their daily caregiving experiences, authoritative parenting practices, and demographic information. Their preschool children’s (M age = 4.51 years, 46.2% females) social skills in school were rated by their teachers. Results . Maternal attributions of successful events to uncontrollable causes and unsuccessful events to controllable causes were associated with more authoritative parenting. In turn, more authoritative parenting was associated with more competent social skills in children. In contrast, maternal attributions of successful events to controllable causes and unsuccessful events to uncontrollable causes were associated with less authoritative parenting, which in turn was associated with poorer social skills in children. Conclusions . Promoting Chinese immigrant mothers’ attributions that preserve positive efficacy during daily parenting tasks may enhance their engagement in warm, autonomy-promoting and regulatory parenting, which in turn may facilitate their children’s social skills. 相似文献