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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Experiencing Grace: A Review Of The Empirical Literature, Adam S. Hodge, Joshua N. Hook, Don E. Davis, Daryl R. Van Tongeren, Rodger K. Bufford, Rodney L. Bassett, Mark R. Mcminn
Experiencing Grace: A Review Of The Empirical Literature, Adam S. Hodge, Joshua N. Hook, Don E. Davis, Daryl R. Van Tongeren, Rodger K. Bufford, Rodney L. Bassett, Mark R. Mcminn
Faculty Publications - Doctor of Psychology (PsyD) Program
Positive psychologists have used science to understand many virtues but have only just started to study grace, recently defined as ‘ . . . the gift of acceptance given unconditionally and voluntarily to an undeserving person by an unobligated giver’. The purpose of the current article is to provide a systematic review of all empirical studies (published and unpublished) on grace. Broadly, the empirical study of grace has focused on what people believe and how people experience both divine and human grace. Additionally, empirical attention has shifted to explore outcomes of grace-based interventions (e.g., congregation-wide interventions, marital interventions). In general, …
Observed Reductions In School Bullying, Nonbullying Aggression, And Destructive Bystander Behavior: A Longitudinal Evaluation, Karin S. Frey, Miriam K. Mirschstein, Leihua V. Edstrom, Jennie L. Snell
Observed Reductions In School Bullying, Nonbullying Aggression, And Destructive Bystander Behavior: A Longitudinal Evaluation, Karin S. Frey, Miriam K. Mirschstein, Leihua V. Edstrom, Jennie L. Snell
Faculty Publications - Doctor of Psychology (PsyD) Program
This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program. Students in Grades 3–5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, nonbullying aggression, destructive bystander, and argumentative behavior. Grade-equivalent contrasts indicated group differences in all problem behaviors. Problem behaviors in the control group increased or remained stable across grade. Intervention group students reported less difficulty responding assertively to bullying compared with control students. Within both groups, older students perceived themselves to be more …
Effects Of A School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, And Behaviors, Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein
Effects Of A School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, And Behaviors, Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein
Faculty Publications - Doctor of Psychology (PsyD) Program
This study examined the effects of the Second Step social–emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile …