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Child psychology

2009

Articles 1 - 8 of 8

Full-Text Articles in Psychology

13. Interviewing Children., Thomas D. Lyon Nov 2009

13. Interviewing Children., Thomas D. Lyon

Thomas D. Lyon

There is sufficient empirical evidence and consensus to begin to build guidelines, including the interview structure, setting, interviewer demeanor, children's reluctance and suggestibility, rapport development, narrative practice, introducing the topic of abuse, avoiding concepts that confuse children, instructions to children, phrasing of questions, evidence-based strategies for eliciting details, and multiple interviews.

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The Influence Of Affective Ties On Children's Consequential Reasoning About Ambiguous Provocation Situations, Jennifer R. Maulden Nov 2009

The Influence Of Affective Ties On Children's Consequential Reasoning About Ambiguous Provocation Situations, Jennifer R. Maulden

Masters Theses & Specialist Projects

Past models (i.e., Crick and Dodge, 1994) of children’s social information processing (SIP) have neglected to include the role of emotions in children’s reasoning during social situations. A recent reformulation (Lemerise and Arsenio, 2000) updated Crick and Dodge’s model to incorporate emotions and their impact on children’s processing. Since then, studies have examined the influence of emotion in children’s SIP, but few have investigated the impact of children’s affective ties with their peers. This study explores the effect of the participant’s relationship with the provocateur on subsequent consequential reasoning concerning possible hostile, passive, and competent response; in addition, it addresses …

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20. Maltreated And Non-Maltreated Children’S Evaluations Of Emotional Fantasy., Nathalie Carrick, Thomas D. Lyon, Jodi A. Quas Jan 2009

20. Maltreated And Non-Maltreated Children’S Evaluations Of Emotional Fantasy., Nathalie Carrick, Thomas D. Lyon, Jodi A. Quas

Thomas D. Lyon


Objectives: The purpose of the study was to examine differences between maltreated and nonmaltreated children’s ability to differentiate emotionally evocative fantastic and real events.
Methods: Four- and 5-year-old (n = 145) maltreated and nonmaltreated children viewed images depicting positive and negative fantastic and real events and reported whether the events could occur in real life and how the images made them feel. Children also completed a measure of verbal ability.
Results: Maltreated children were more accurate than nonmaltreated children in stating that negative real events could occur, but less accurate in stating that frightening fantastic events …

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Developing Evidenced Based Practice For Social Emotional Screenings In Schools, Kim Anderson Jan 2009

Developing Evidenced Based Practice For Social Emotional Screenings In Schools, Kim Anderson

All Graduate Theses, Dissertations, and Other Capstone Projects

The social problem being addressed through this project includes several challenges faced by our nation's schools, namely increasing numbers of disciplinary referrals, suspensions, and expulsions (Marchant, Anderson, Caldarella, Fisher, Young,Young, 2009). Further research states that "more and more children entering school are unprepared to learn, unable to cope with the social tasks involved in making friends and getting along with others, and unaware of their negative social effect on others," (Marchant et al., 2009, p.131). Only about 20% of children and adolescents with a psychiatric disorder in the United States receive any kind of mental health services (Fritz, 2007). Yet …

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Best Practices For Increasing Pro-Social Behavior In Adolescents With Mental Health And Behavioral Disorders, Danielle Armbrust-Malone Jan 2009

Best Practices For Increasing Pro-Social Behavior In Adolescents With Mental Health And Behavioral Disorders, Danielle Armbrust-Malone

All Graduate Theses, Dissertations, and Other Capstone Projects

Approximately 2 to 16 percent of the general population has a disruptive behavior disorder such as oppositional defiant disorder (ODD) or conduct disorder (CD) (Corcoran & Walsh, 2006). In a school setting, youth with these disorders may engage in acts such as disrespecting teachers, swearing at others, threatening others, assaulting staff or students, stealing, or vandalizing property and may benefit from a day treatment program which provides mental health services in a school setting. (Whitfield, 1999). Micro intervention strategies such as cognitive behavioral therapy and contingency management and mezzo interventions such as family therapy have been used to treat disruptive …

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10. Witnesses, Children As Legal., Thomas D. Lyon Dec 2008

10. Witnesses, Children As Legal., Thomas D. Lyon

Thomas D. Lyon

Child witnesses present challenges for both law and psychology. The question is how to elicit statements from children without sacrificing the truth, the rights of those against whom the child is testifying, and the welfare of the child.

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9. Authors’ Response To Vieth, Thomas D. Lyon Dec 2008

9. Authors’ Response To Vieth, Thomas D. Lyon

Thomas D. Lyon

In 2007, Lamb, Orbach, Hershkowitz, Esplin, and Horowitz published in Child Abuse & Neglect a review of empirical research on the National Institute of Child Health and Development (NICHD) Investigative Interview Protocol in which they provided extensive research supporting the conclusion that the NICHD Protocol “comprises a useful and usable set of guidelines that allow trained interviewers to conduct investigative interviews that hew more closely than they otherwise would to universally endorsed professional guidelines” (p. 1212).

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19. Young Children’S Competency To Take The Oath: Effects Of Task, Maltreatment, And Age., Thomas D. Lyon, Nathalie Carrick, Jodi A. Quas Dec 2008

19. Young Children’S Competency To Take The Oath: Effects Of Task, Maltreatment, And Age., Thomas D. Lyon, Nathalie Carrick, Jodi A. Quas

Thomas D. Lyon

This study examined maltreated and non-maltreated children’s (N = 183) emerging understanding of ‘‘truth’’ and ‘‘lie,’’ terms about which they are quizzed to qualify as competent to testify. Four- to six-year-old children were asked to accept or reject true and false (T/F) statements, label T/F statements as the ‘‘truth’’ or ‘‘a lie,’’ label T/F statements as ‘‘good’’ or ‘‘bad,’’ and label ‘‘truth’’ and ‘‘lie’’ as ‘‘good’’ or ‘‘bad.’’ The youngest children were at ceiling in accepting/rejecting T/F statements. The labeling tasks revealed improvement with age and children performed similarly across the tasks. Most children were better able to evaluate ‘‘truth’’ …

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