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Articles 1 - 4 of 4
Full-Text Articles in School Psychology
How Multidimensional Is Emotional Intelligence? Bifactor Modeling Of Global And Broad Emotional Abilities Of The Geneva Emotional Competence Test, Daniel Simonet, Katherine E. Miller, Kevin Askew, Kenneth Sumner, Marcello Mortillaro, Katja Schlegel
How Multidimensional Is Emotional Intelligence? Bifactor Modeling Of Global And Broad Emotional Abilities Of The Geneva Emotional Competence Test, Daniel Simonet, Katherine E. Miller, Kevin Askew, Kenneth Sumner, Marcello Mortillaro, Katja Schlegel
Department of Psychology Faculty Scholarship and Creative Works
Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point …
Pregnant Teens In Foster Care: Concepts, Issues, And Challenges In Conducting Research On Vulnerable Populations, Lisa D. Lieberman, Linda L. Bryant, Kenece Boyce, Patricia Beresford
Pregnant Teens In Foster Care: Concepts, Issues, And Challenges In Conducting Research On Vulnerable Populations, Lisa D. Lieberman, Linda L. Bryant, Kenece Boyce, Patricia Beresford
Department of Public Health Scholarship and Creative Works
Teens in foster care give birth at over twice the rate of other teens. Unique challenges exist for these vulnerable teens and babies, yet research on such populations, particularly within the systems that serve them, is limited. A demonstration project at Inwood House, a residential foster care agency in New York City, from 2000 to 2005, at the same time that the Administration for Children's Services was exploring policy and practice changes for this population, is described. Research design and implementation issues, descriptive data, and experiences provide lessons for improving the evidence base to meet the needs of pregnant teens …
Ethnography In Counseling Psychology Research: Possibilities For Application., Muninder Kaur Ahluwalia, Lisa A. Suzuki, Jacqueline S. Mattis, Cherubim A. Quizon
Ethnography In Counseling Psychology Research: Possibilities For Application., Muninder Kaur Ahluwalia, Lisa A. Suzuki, Jacqueline S. Mattis, Cherubim A. Quizon
Department of Counseling Scholarship and Creative Works
The emphasis placed on prolonged engagement, fieldwork, and participant observation has prevented the wide-scale use of ethnography in counseling psychology. This article provides a discussion of ethnography in terms of definition, process, and potential ethical dilemmas. The authors propose that ethnographically informed methods can enhance counseling psychology research conducted with multicultural communities and provide better avenues toward a contextual understanding of diversity as it relates to professional inquiry. (APA PsycINFO Database Record (c) 2016 APA, all rights reserved)
The Relationship Between Cognitive Maturity And Information About Health Problems Among School Age Children, Lisa D. Lieberman, Noreeen Clark, Karen V. Krone, Mario Orlandi, Ernst L. Wynder
The Relationship Between Cognitive Maturity And Information About Health Problems Among School Age Children, Lisa D. Lieberman, Noreeen Clark, Karen V. Krone, Mario Orlandi, Ernst L. Wynder
Department of Public Health Scholarship and Creative Works
This study of urban, multi-ethnic children was undertaken to explore the relationships between age, cognitive developmental capability (termed ‘cognitive maturity’) and accuracy of information about health problems. A total of 299 children in the first, second and third grades from six public and one private school hi New York City were individually interviewed using an open-ended set of questions. Findings indicated that having accurate health information is not the same as comprehending the abstract internal nature of the ‘facts’. Results supported Piaget's levels of cognitive development applied to the area of health. Findings also showed that age is a better …