Narrative Skills Predict Peer Adjustment Across Elementary School Years, 2017 Rollins College
Narrative Skills Predict Peer Adjustment Across Elementary School Years, Alice J. Davidson, Marsha D. Walton, Bhavna Kansal, Robert Cohen
The importance of peer adjustment in middle childhood coincides with developing social cognitive and discursive skills that include the ability to make personal narrative accounts. Authoring personal stories promotes attention to the sequence of events, the causal connections between events, the moral significance of what has happened, and the motives that drive human action: these skills may be critical for the establishment and maintenance of satisfying peer relationships during elementary school. The present study extended previous research by considering whether narrative skills in written stories about peer interactions predicted peer adjustment. As part of an ongoing longitudinal study, 92 children ...
Observational Assessment Of Empathy In Parent-Child Verbal Exchanges And Their Influence On Child Behavior, 2016 The Graduate Center, City University of New York
Observational Assessment Of Empathy In Parent-Child Verbal Exchanges And Their Influence On Child Behavior, Patty Carambot
All Graduate Works by Year: Dissertations, Theses, and Capstone Projects
Empathy, the ability to both experientially share in and understand others’ thoughts, behaviors, and feelings, is vital for human adaptation. Deficits in empathy development have implications across the lifespan for the development of prosocial behavior, social functioning, mental health disorders, and risk for antisocial behavior (e.g., Guajardo, Snyder, & Petersen, 2009; Moreno, Klute & Robinson, 2008). In light of these societal and individual burdens, it is imperative to foster and strengthen the development of this ability early in life to prevent or ameliorate such negative outcomes. This type of prevention can take a variety of forms, but parent and child verbal exchanges and modeling are often the most direct methods after two years of age (e.g., Moreno et al., 2008). The aim of this research was to inform the development of a system to naturalistically assess empathy development via home-based observation of mothers and their children’s verbal exchanges.
The proposed system, iEAR-Empathy in Parent-Child Interactions (iEAR-EPIC), is a verbal coding system to code for verbal behaviors empirically demonstrated to foster empathy development, as well as behaviors found to indicate empathy development. The development of the iEPIC was theoretically informed by Preston and de Waal’s (2002) Perception Action Mechanism (PAM) model of empathy, a neurocognitive-emotional model of empathy. This model demonstrates empathy as a maturing system in which emotional and cognitive understanding develop in tandem through brain-environment interactions. However, the iEPIC also accounts for the interplay between parents and neurocognitive emotional processes, and thus captures the parallel, increasingly interactive, development of cognitive and emotional abilities from infancy onward in the context of a parent-child dyad.
To develop and test the iEPIC, an ethnically diverse subsample of 84 mothers and their 2 to 6-year-old children were recruited from a large, northeastern, urban, public university. After consenting, mother-child dyads were recorded for a 4-hour period during the dyad’s evening routine (5-9p.m.), using a two-minutes on, 10 seconds off protocol, resulting in 28 2-minute clips (56 minutes total) per dyad. Recordings were transcribed and reviewed, and then 4 pairs of coders were trained in the iEPIC coding system, and then coded the dyad recordings for behaviors comprising the proposed iEPIC assessment system.
The iEPIC observational assessment system consists of 5 codes for each parent and child: Reflection (R), Exploring Emotion and State (EES), Emotion and State Description (ESD), and Empathic Understanding and Concern (EUC), as well as Neutral verbalizations (N; non-study-related verbalizations). The EES, ESD, and EUC each have levels of complexity, with higher levels expected to occur more frequently in older children (e.g., 4 years and older).
There were several purposes of the current study: 1) assess inter-rater reliability for the iEPIC coding system 2) determine if ...
Exploring 21st Century Skills And Learning Environments For Middle School Youth, 2016 University at Buffalo, State University of New York
Exploring 21st Century Skills And Learning Environments For Middle School Youth, Annahita Ball, Hillary D. Joyce, Dawn Anderson-Butcher
International Journal of School Social Work
Resiliency research and strengths-based perspectives highlight the importance of understanding the protective factors that aid youth in overcoming adversity. Likewise, current research identifies the characteristics and skills youth need to be successful in post-secondary education and the workforce. These growing bodies of research emphasize cognitive and noncognitive skills that support youth development and academic success. This exploratory study sought to develop two distinct measurement instruments: (1) the 21st Century Life & Career Skills scale (21C-LCS); and (2) the 21st Century Skills Classroom Environment scale (21C-CE). We also examined students’ perceptions of their own skills in these areas. The measures were developed and tested ...
The Effects Of The Hypothetical Putative Confession And Negatively-Valenced Yes/No Questions On Maltreated And Non-Maltreated Children's Dislcosure Of A Minor Transgression, 2016 Arizona State University
The Effects Of The Hypothetical Putative Confession And Negatively-Valenced Yes/No Questions On Maltreated And Non-Maltreated Children's Dislcosure Of A Minor Transgression, Stacia N. Stolzenberg, Kelly Mcwilliams, Thomas D. Lyon
University of Southern California Legal Studies Working Paper Series
This study examined the effects of the hypothetical putative confession (telling children “What if I said that [the suspect] told me everything that happened and he wants you to tell the truth?”) and negatively-valenced yes/no questions varying in their explicitness (“Did [toy] break?” vs. “Did something bad happen to the [toy]?”) on 206 4- to 9-year-old maltreated and non-maltreated children’s reports, half of whom had experienced toy breakage and had been admonished to keep the breakage a secret. The hypothetical putative confession increased the likelihood that children disclosed breakage without increasing false reports. The yes/no questions elicited ...
Ptsd From Childhood Trauma As A Precursor To Attachment Issues, 2016 Counseling
Ptsd From Childhood Trauma As A Precursor To Attachment Issues, Christy Owen
Fidei et Veritatis: The Liberty University Journal of Graduate Research
The past 20 years have been turbulent regarding Reactive Attachment Disorder (RAD), with conflicting research about its causes, effects, treatment, and prognosis. The current diagnostic criteria in the DSM-5 fails to adequately address this disorder. A number of deviant and maladaptive behaviors common amongst children with RAD are not even mentioned in the diagnostic criteria. As such, the diagnostic definition is almost unidentifiable or incompatible with real-life conduct manifestations of the disorder. Rather, this author contends that RAD is foundationally a unique and extreme form of Posttraumatic Stress Disorder (PTSD) from Early Childhood Trauma. The child endured unspeakable neglect and ...
A Collaborative Approach To Address Student Behavior And Academic Achievement Across Systems, 2016 California State University - San Bernardino
A Collaborative Approach To Address Student Behavior And Academic Achievement Across Systems, Beverly Ngozi Okereke
Electronic Theses, Projects, and Dissertations
Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for ...
Mentoring With Purpose, 2016 DePaul University
Mentoring With Purpose
Kathryn Grant, director of The Cities Project at DePaul, is on a mission to help impoverished children cope with the extreme stress that negatively affects their mental, and sometimes physical, well-being, as well as their ability to learn. In her research, Grant found that the typical coping strategies professionals teach children often aren’t effective for those living in poverty. Instead, The Cities Project teaches methods, such as distraction, self-soothing and problem-solving, that Grant hopes will help them escape the cycle of poverty.
The Role Of Parental Locus Of Control In The Relations Among Early Childhood Temperament, Parenting Practices, And Child Externalizing Behavior, 2016 University of Southern Mississippi
The Role Of Parental Locus Of Control In The Relations Among Early Childhood Temperament, Parenting Practices, And Child Externalizing Behavior, Amanda Kathryn Stary
Child externalizing behaviors are a common reason for children’s referral for mental health services, and parenting practices are a primary target of efficacious interventions. In turn, child temperament and parent beliefs, such as parental self-efficacy and locus of control, relate to use of specific parenting practices. The present study aimed to evaluate whether parental locus of control and related components moderate the indirect effect of preschool-aged children’s temperament on their externalizing behaviors through parenting practices. Specifically, child temperament was expected to predict parenting practices only at certain levels of locus of control. Female caregivers of 146 children ages ...
Predictive Effects Of Parenting Styles, Self-Regulation, And Resistance To Peer Influence On Drinking Behaviors In College Freshmen: A Social Learning Perspective, 2016 University of Southern Mississippi
Predictive Effects Of Parenting Styles, Self-Regulation, And Resistance To Peer Influence On Drinking Behaviors In College Freshmen: A Social Learning Perspective, Saarah Danielle Kison
The first year of college may be a salient time period for the development of drinking practices in college populations. While parenting styles have been associated with global self-regulation, resistance to peer influence and college student drinking behaviors, a comprehensive evaluation of these relationships has yet to be established. Researchers have demonstrated that self-regulation acts as both a predictor and moderator of resistance to peer influence, which has been shown to be a more proximal predictor of drinking behaviors. While relationships between global self-regulation, parenting and drinking have been empirically established, less attention has been given to specific methods of ...
Emotion-Related Factors As Mediators In The Relation Between Family Stress And Adolescent Externalizing Problems, 2016 The University of Southern Mississippi
Emotion-Related Factors As Mediators In The Relation Between Family Stress And Adolescent Externalizing Problems, Kristy Marie Disabatino
Adaptive regulation of emotions, maternal depression, parenting stress, and environmental stress have all been related to adolescent psychosocial outcomes. Considering these established relations, the current study examined serial mediation models in which it was hypothesized that (1) maternal distress or community stress (examined in separate models) would positively relate to adolescent externalizing behaviors directly and (a) indirectly through maladaptive maternal emotion socialization (ES) practices (i.e., magnify, neglect, and punish), (b) indirectly through adolescent emotion regulation (ER) difficulties, and (c) indirectly through both maternal ES practices and adolescent ER difficulties; (2) maternal distress or community stress would positively relate to ...
Implementing A Positive Variation Of The Good Behavior Game With The Use Of A Computer-Based Program, 2016 University of Southern Mississippi
Implementing A Positive Variation Of The Good Behavior Game With The Use Of A Computer-Based Program, Shauna Lynne
The Good Behavior Game (GBG) is an interdependent group contingency designed to address behavioral concerns. The vast majority of published findings on the GBG have supported its effectiveness in decreasing disruptive behavior in classroom settings. The purpose of this study was to investigate the effectiveness and the social validity of a positive variation of the GBG in which teachers were asked to use ClassDojo to manage each team’s progress. ClassDojo is a computer-based program that enables teachers to track student behavior and monitor progress by way of a virtual system. Dependent variables included class-wide disruptive and academically engaged behavior ...
Mechanisms Responsible For The Development Of Causal Perception In Infancy., 2016 University of Louisville
Mechanisms Responsible For The Development Of Causal Perception In Infancy., Nicholas A. Holt
Electronic Theses and Dissertations
The aim of the current dissertation was to investigate the mechanisms that contribute to the emergence of causal perception in infancy. Previous research suggests that the experience of self-produced causal action may be necessary to promote the development of causal perception (Rakison & Krogh, 2012). The goal of the current study was two-fold: (1) to further explore the roles of self-produced action, haptic, proprioceptive and visual information, and parental interaction on young infants’ understanding of causality. To assess the impact of these factors on infants’ causal learning, 4½-month-olds were randomly assigned to one four conditions. Three of the conditions (Active with ...
A Culturally-Sensitive Cognitive Model Of Worry In African American Youth., 2016 University of Louisville
A Culturally-Sensitive Cognitive Model Of Worry In African American Youth., Allyn Elizabeth Richards
Electronic Theses and Dissertations
Our understanding of worry in children and adolescents has been increasingly enhanced over the past decade through the downward extension of adult cognitive models. Although our knowledge about the cognitive factors that place children at risk for worry has grown, little is known about these processes within African American youth. This is particularly notable given extant work suggesting that risk and protective processes are influenced by contextual factors. The current study reviews literatures regarding cognitive factors associated with worry and sociocultural factors salient to the African American context in order to inform a culturally-sensitive cognitive model of worry in African ...
Socio-Emotional Development In Children With Autism Spectrum Disorder, 2016 The University of Southern Mississippi
Socio-Emotional Development In Children With Autism Spectrum Disorder, Christiana K. Whitley
The purpose of the present study was to determine which lesson from a social skills program would result in the greatest improvement in duration of social interaction for children with a diagnosis of Autism Spectrum Disorder (ASD) between the ages of five and fifteen. The Superheroes Social Skills Program (Jensen et al., 2011) includes lesson plans that focus directly on helping children with ASD develop communication skills in group settings. The data indicate that one specific lesson, Participation and Joining In, was responsible for the largest mean increase in duration of social interactions of participants. Social skills lessons were introduced ...
Functions Of Aggression And Peer Victimization In Elementary School Children: The Mediating Role Of Social Preference, 2016 University of Tennessee, Knoxville
Functions Of Aggression And Peer Victimization In Elementary School Children: The Mediating Role Of Social Preference, Samantha Manring
This study examined the longitudinal associations among functions of aggression, social preference, and peer victimization. Participants were 492 children (249 girls, 227 boys) in grades 2-5. Proactive and reactive aggression was assessed via a self-report measure and indices of social preference and peer victimization were assessed via a peer nomination inventory. Data was collected during the fall and spring of two academic years. Results suggest that the relation between aggression, social preference, and peer victimization varied by the function of aggression and gender. For girls, reactive aggression was a significant negative predictor of social preference. Findings also revealed social preference ...
Familial Influences On Recantation In Substantiated Child Sexual Abuse Cases, 2016 Florida International University
Familial Influences On Recantation In Substantiated Child Sexual Abuse Cases, Lindsay C. Malloy, Allison P. Mugno, Jillian R. Rivard, Thomas D. Lyon, J A. Quas
University of Southern California Legal Studies Working Paper Series
The underlying reasons for recantation in children’s disclosure of child sexual abuse (CSA) have been debated in recent years. In the present study, we examined the largest sample of substantiated CSA cases involving recantations to date (n = 58 cases). We specifically matched those cases to 58 non-recanters on key variables found to predict recantation in prior research (i.e., child age, alleged parent figure perpetrator, caregiver unsupportiveness). Bivariate analyses revealed that children were less likely to recant when they were (1) initially removed from home post-disclosure, and (2) initially separated from siblings post-disclosure. Multivariate analyses revealed that children were ...
Teaching: Natural Or Cultural?, 2016 Utah State University
Teaching: Natural Or Cultural?, David F. Lancy
SSWA Faculty Publications
In this chapter I argue that teaching, as we now understand the term, is historically and cross-culturally very rare. It appears to be unnecessary to transmit culture or to socialize children. Children are, on the other hand, primed by evolution to be avid observers, imitators, players and helpers—roles that reveal the profoundly autonomous and self-directed nature of culture acquisition (Lancy in press a). And yet, teaching is ubiquitous throughout the modern world—at least among the middle to upper class segment of the population. This ubiquity has led numerous scholars to argue for the universality and uniqueness of teaching ...
Relations Between Attorney Temporal Structure And Children's Response Productivity In Cases Of Alleged Child Sexual Abuse, 2016 Florida International University
Relations Between Attorney Temporal Structure And Children's Response Productivity In Cases Of Alleged Child Sexual Abuse, J. Zoe Klemfuss, Kyndra C. Cleveland, J A. Quas, Thomas D. Lyon
University of Southern California Legal Studies Working Paper Series
Purpose. Previous research has demonstrated that attorney question format relates to child witness’ response productivity. However, little work has examined the extent to which attorneys provide temporal structure in their questions, and the effects of this structure on children’s responding. The purpose of this study was to address this gap in the literature to identify methods by which attorneys increase children’s response productivity on the stand without risking objections from opposing counsel for ‘calling for narrative answers’.
Methods. In this study, we coded criminal court transcripts involving child witnesses (5–18 years) for narrative structure in attorney questions ...
53. Relations Between Attorney Temporal Structure And Children's Response Productivity In Cases Of Alleged Child Sexual Abuse. Legal And Criminological Psychology, 2016 Florida International University
53. Relations Between Attorney Temporal Structure And Children's Response Productivity In Cases Of Alleged Child Sexual Abuse. Legal And Criminological Psychology, J. Zoe Klemfuss, Kyndra C. Cleveland, Thomas D. Lyon, Jodi A. Quas
Thomas D. Lyon
Middle School Predictors Of High School Dating Violence Among At-Risk Early Adolescents, 2016 Rowan University
Middle School Predictors Of High School Dating Violence Among At-Risk Early Adolescents, Meredith C. Joppa, Christopher D. Houck, Christie J. Rizzo
Hypothesis: Emotion regulation (ER) skills (higher ER, lower emotional lability/negativity) and greater parental communication in 8th grade will be associated with less frequent dating violence (DV) involvement in 9th grade for at-risk early adolescents.