377 results on '"American Psychological Association, Washington, DC."'
Search Results
2. Understanding Child Development as a Violence Prevention Tool.
- Author
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American Psychological Association, Washington, DC. and National Association for the Education of Young Children, Washington, DC.
- Abstract
Based on the view that adults are more effective in teaching positive behavior and in responding to children if they have some knowledge about child development, this pamphlet outlines children's typical abilities and behaviors at various ages from birth to 8 years. The pamphlet is designed to help parents protect their children as they grow up so they are not likely to be violent or to be victims of violence. Following introductory remarks on the meaning of child development, the pamphlet describes the importance of adults understanding child development and outlines basic principles about understanding child development and violence prevention. The pamphlet continues with outlines of children's cognitive and social/emotional development for the following age groups: (1) birth to 18 months; (2) 18 to 36 months; (3) 3 to 5 years; and (4) 6 to 8 years. Concluding the pamphlet is a list of important things for families to remember about expectations for children of different ages. (Contains 10 references.) (KB)
- Published
- 2001
3. Violence Prevention for Families of Young Children.
- Author
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American Psychological Association, Washington, DC. and National Association for the Education of Young Children, Washington, DC.
- Abstract
Based on the view that violent behavior is learned and often learned early in life, this pamphlet shows parents how they can help protect young children from getting involved with violence and increase that child's chances for a safe and productive future. The pamphlet cautions parents that early learning is powerful and that children learn how to behave by watching people around them; it further advises parents that children need to feel safe and loved and that exposure to violence is harmful to them. Suggestions for preventing violence include ways to manage anger and to help children manage their anger by responding in a calm, respectful manner and by teaching them social problem-solving techniques. The pamphlet delineates the reasons for anger in children of different ages, and offers some discipline techniques, including the use of natural and logical outcomes and timeout. The influence of media such as television and videos is discussed, and suggestions are given for preventing media violence from influencing young children. The pamphlet cautions parents about weapons and how to teach their children about them. The pamphlet concludes with a discussion of the importance of the daily experiences parents provide to prevent violence and to increase their child's chances for a productive, happy life. (KB)
- Published
- 2001
4. Women in Academe: Two Steps Forward, One Step Back.
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American Psychological Association, Washington, DC.
- Abstract
Data from a variety of sources are presented to identify and outline issues associated with the recruitment, retention, and progress of women psychologists in their careers in academe. Women earned approximately two-thirds of the 1997 doctorates in psychology, and today they make up about 4 in 10 of the full-time psychology faculty in a four-year institution. However, women are substantially less likely to have tenure; 30% of women faculty are tenured, compared with 52% of men. Nonsupportive institutional climate continues to be a critical issue at departmental and college/university levels. Women have excelled as teachers of psychology, but some still experience bias in the evaluation of their teaching or lack of support for teaching. Women are making substantial contributions to psychological research, but continue to meet career obstacles. Women faculty, especially women of color, tend to be overburdened with service obligations such as excessive advising or committee loads. Findings also show that underrepresentation of ethnic minorities continues to be a severe problem and a barrier to the full participation of women psychologists in academe. Recommendations are made to improve climate, compensation, and accountability for women psychologists in academe. (Contains 21 tables and 188 references.) (SLD)
- Published
- 2000
5. National Standards for the Teaching of High School Psychology.
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American Psychological Association, Washington, DC. and Brewer, Charles L.
- Abstract
In 1995, the American Psychological Association commissioned a task force to develop standards that identify what students in an introductory high school psychology course should learn. The task force's mission was to prepare a document that could be used by policymakers, educators, curriculum developers, parents, and other stakeholders to determine what high school psychology students should know and how they can demonstrate what they know. This publication is constructed to guide curriculum decisions by providing content and performance standards and to guide teachers in designing instruction to meet performance indicators. It provides recommendations for constructing, maintaining, and revising psychology curricula for a quality high school psychology education, and explains the importance of integrating diversity, technology, and active learning into the curriculum. The guide is organized into five parts: (1) "Context and History"; (2) "Standards"; (3) "Implementation Issues"; (4) "References"; and (5) "Resources." Following the standards is a sample unit plan that integrates the standards into a variety of lesson strategies. Appendixes provide resources. (BT)
- Published
- 1999
6. Making Psychologists in Schools Indispensable: Critical Questions & Emerging Perspectives.
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., Talley, Ronda C., Talley, Ronda C., ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., and American Psychological Association, Washington, DC.
- Abstract
Making psychologists in schools indispensable is essential if psychology in education is going to survive and prosper during the 21st century. This book presents the reflections of 27 leaders in the field of school psychology on the issue of what can make psychologists in schools indispensable. Chapters are: Becoming Indispensable Through Mental Health Promotion (J. Sandoval); Indispensability: The Holy Grail (G. Trachtman); Recycling the Basics for Evolving Schools: Psychologists as Fulcrums for Leveraging Improved Schooling (J. French); Becoming Essential: Rethinking the Practice of School Psychology (B. Doll); The Educare Psychologist: Re-Inventing School Psychology and Schools for the 21st Century (F. Farley); Excellence, Relevance, and Passion: The Motive Power of Indispensability (R. Talley); Five Themes to Enhance the Value of Psychology to Schools (R. Abidin); One Way of Looking at the Future: A Plan for Creating Value in School Psychological Services (B. Phillips); Psychology in Schools Is Indispensable: An Administrative Perspective (J. Jackson); Enduring Expertise of School Psychologists and the Changing Demands of Schools in the United States (P. Harrison); Making Psychologists Indispensable in the School: Collaborative Training Approaches Involving Educators and School Psychologists (W. Pryzwansky); Replacing Schools with Children: Making Psychologists Indispensable to Schools and Communities (R. Short); Responding to School Needs: The Role of the Psychologist (J. Cummings); The School Psychologist as Citizen of the Learning Community (S. Rosenfield); Listening to Our Clients: A Strategy for Making Psychology Indispensable in the Schools (M. Brassard); Making Psychologists Indispensable in Schools: Do We Really Have To? (T. Kubiszyn); Psychologists in the Schools: Routes to Becoming Indispensable (D. Tharinger); Turning Imperfection into Perfection: Some Advice for Making Psychology Indispensable in the Schools (F. Medway); Advancing Knowledge in Schools Through Consultative Knowledge Linking (T. Kratochwill); Assessing Learning of All Students: Becoming an Essential Service Provider Once Again (S. Elliot); Expertise Makes Psychology in the Schools Indispensable (J. Naglieri); Fantasy, Reality, Necessity and the Indispensable School Psychologist (J. Alpert and L. Rigney); Making Psychologists Indispensable in the Schools: School Psychologists as Specialists in Neurologic Problems (E. Clark); Making Psychology in Schools Indispensable: Crisis Intervention for Fun and Profit (L. Aronin); Making Psychology in the Schools Indispensable: Our Role in Crisis Intervention (K. Young, S. Poland, and L. Griffin); Measurement Consultation (R. Kamphaus); and Psychology in Education as Developmental Healthcare: A Proposal for Fundamental Change and Survival (S. Bagnato). (JBJ)
- Published
- 1996
7. Reducing Violence: A Research Agenda. A Human Capital Initiative Report.
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American Psychological Association, Washington, DC.
- Abstract
Violence in America is a public health problem of the highest magnitude. In order to address this problem, the causes of violence and an overview of some effective treatment and prevention programs are presented in this booklet. It focuses on biobehavioral factors (ways in which physiological characteristics influence behavior) and centers on such questions as, "To what extent does the relationship between testosterone and aggression promote aggression?" Research regarding socialization factors underlying violence are also examined, with an emphasis on studies correlating the ways children are socialized during their early years and their propensity to act aggressively and violently. Other conditions behind violence include cognitive factors, which can explain why the more aggressive and violent individuals have different ways of processing information, and situational factors, such as family contexts, mob behavior, alcohol and drugs, and guns. Methods for treating the problem and for preventing violence are presented, including details on treatment models for victims and for assailants. Comprehensive prevention models are likewise detailed, along with suggestions for bridging theory and practice. It is argued that a broad-based research initiative, which supports both basic and applied research, is needed to end violence. (RJM)
- Published
- 1996
8. Creating a New Vision of School Psychology: Emerging Models of Psychological Practice in Schools. Digest.
- Author
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., Talley, Ronda C., and Short, Rick Jay
- Abstract
Social reforms in American education are setting the stage for a paradigm shift in the delivery of psychological services in our nation's schools. The convergence of education and health care reform, along with movement toward service integration models, provides an unprecedented opportunity to redefine psychological services in schools. School psychological services have historically been linked to changes in special education legislation; however, the emphasis on educational achievement and whole-child development currently driving social reforms in education and health care offers optimism for role expansion and enhancement for psychologists who engage in school practice. Additionally, an increasingly permeable boundary between schools and communities suggests traditional barriers are being removed so as to marshal available resources in addressing the critical needs of children, youth, and families. Psychologists' knowledge in child development, services integration, program evaluation, and reframing schools provides the necessary information and tools to guide schools through their current crises. Four service delivery models for education and health initiatives are identified: school-based services; school-linked services; community-linked services; and community-based services. To ensure the relevance of psychology in the current school social reform climate, psychologists need to consider making several adaptations addressing: practice setting; services; credentialling; education; and school structure. Contains 27 references. (JBJ)
- Published
- 1995
9. Creating a New Vision of School Psychology: Emerging Models of Psychological Practice in Schools.
- Author
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., Talley, Ronda C., Short, Rick Jay, Talley, Ronda C., Short, Rick Jay, ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., and American Psychological Association, Washington, DC.
- Abstract
The first, and most prominent, section of this publication consists of eight digest papers which offer several perspectives on new models for psychological practice in schools. The topics addressed in the digest series reflect key issues confronting psychologists as they struggle to increase their responsiveness to educational challenges in America's schools. Digests are as follows: "Creating a New Vision of School Psychology: Emerging Models of Psychological Practice in Schools" (Talley and Short); "Psychological Services in the Schools" (Kamphaus); "Working with Diverse Learners and School Staff in a Multicultural Society" (Sanchez, Li, and Nuttall); "Health Services in the Schools: Building Interdisciplinary Partnerships" (Paavola, Cobb, Illback, Joseph, and Torruella);"Redefining Doctoral School Psychology" (Short and Talley); "Establishing School-Based Internships in Professional Psychology" (Nelson); "Psychological Practice in Schools: System Change in the Heartland" (Reschly); and "Education and Health Care Advocacy: Perspectives on Goals 2000, IASA, IDEA and Healthy People 2000" (Talley and Short). The second section presents results of an extensive search of the ERIC database on each of the major topical areas covered by the digests, along with instructions for obtaining the full-text articles and documents. The third and final section is the "ERIC/CASS Resource Pack," which is intended to extend the reader's knowledge of the Educational Resources Information Center (ERIC), both as a consumer/user of ERIC as well as a contributor of papers and resources. (RB)
- Published
- 1995
10. Including Diverse Women in the Undergraduate Curriculum: Reasons and Resources.
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American Psychological Association, Washington, DC.
- Abstract
The inclusion of diversity in the teaching of undergraduate psychology, as is presented here, can transform both the discipline of psychology and the larger society it influences. Details of why the lack of representation is a problem are outlined. These problems include exclusion, misrepresentation, methodology, disengagement, stagnation, and social implications. The extent of the problem is also detailed, including the poor representation of women of all groups, along with men of color, in textbooks and in research studies. Examples of material on diverse groups are presented and include details on historical issues, research methods, physiological psychology, developmental psychology, abnormal psychology, and social psychology. This booklet does not claim that only women or people of color are capable of doing research on their respective groups, but it does claim that recruitment and inclusion of such researchers increases the likelihood that greater and more intimate access to these underrepresented populations can be gained and that paradigms other than those of pathology may be proposed. Contains 122 references. (RJM)
- Published
- 1995
11. Education and Health Care Advocacy: Perspectives on Goals 2000, IASA, IDEA and Healthy People 2000. Digest.
- Author
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., Talley, Ronda C., and Short, Rick Jay
- Abstract
With the release of "A Nation at Risk" in 1983, Americans focused on the report's declaration of "a rising tide of mediocrity" in the schools, which suggested unacceptable results in the education of America's children and youth. Concurrent to the missives levied at schools' lack of progress with academics and other education-specific goals, policy makers and researchers also have questioned the nation's commitment to the health of its children. With the publication of "Healthy People 2000" (1990) attention was drawn to the dramatic and unmet health needs of preschool-aged youngsters. Spurred by these and other reports, school staff are reassessing traditional methods of doing business and are implementing innovations designed to produce a nation of "world-class citizens." The following topics are examined: (1) education reform; (2) health care reform; (3) human services reform: services integration; (4) legislative/policy responses to social reform; (5) Goals 2000: Educate America Act; (6) Improving America's Schools Act (IASA); (7) Individuals with Disabilities Education Act (IDEA); and (8) Healthy People 2000. Psychologists, as experts in education, health, and human services, have a responsibility to lend their skills and leadership to this challenge. Contains 28 references. (JBJ)
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- 1995
12. Establishing School-Based Internships in Professional Psychology. Digest.
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., and Nelson, Paul D.
- Abstract
The predoctoral internship in professional psychology is a culminating training experience conducted at the end of one's doctoral education. One might say that the internship is to practice what the dissertation is to research. The doctoral graduate education and training program, through didactic and experiential training in the science and practice of psychology, affords the student an opportunity to learn the basic competencies necessary to provide psychological services. The internship building on the professional competencies acquired in the student's graduate program, provides significant opportunities for the intern to assume substantial responsibility for carrying out major professional functions under appropriate supervision in a service setting. An internship in professional psychology occurs prior to the awarding of the doctoral degree and is to be completed over a one year period, at full-time training, or over two successive years, at half-time training. Accreditation and principles, accreditation guidelines, administrative setting, and the present status of school-based internships are examined. A school district could develop an internship program in professional psychology as a separate, independent, institutional entity or as one among two or more institutional entities in the form of a consortium program. (JBJ)
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- 1995
13. Redefining Doctoral School Psychology. Digest.
- Author
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., Short, Rick Jay, and Talley, Ronda C.
- Abstract
Factors outside of psychology, both positive and negative, are pressing school psychology to re-examine itself. Thus, the time is right for a reconceptualization of doctoral school psychology. This reframing should take into account the relationship of doctoral school psychology to the larger fields of both school psychology and professional psychology. It is concluded that school psychology, as a setting-based discipline, is nondoctoral. However, it is suggested that psychological services to children, including services to and in the schools, must change to meet the demands of national systemic social reforms. These reforms constitute the best opportunity in many years to redefine psychological service delivery. Doctoral school psychologists may be unique among all psychological service providers at all levels in their skills and credentials to provide services across settings. However, at least two changes in doctoral school psychology may need to be considered to prepare for reformed service delivery: the identity of doctoral school psychology should extend beyond setting to reflect the broad range of skills and competencies possessed; and the school psychology core identity and training must be maintained in order to ensure the ability to move across current and reformed settings. Contains 15 references. (JBJ)
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- 1995
14. Psychological Practice in Schools: System Change in the Heartland. Digest.
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., and Reschly, Daniel J.
- Abstract
System reform in U.S. heartland is the story of a decade-long effort to change the ways we think about children and youth who experience learning or behavior problems in educational settings. This fundamentally different way of thinking involves a shift from seeking the causes and solutions to learning and emotional/behavioral problems in inferred internal states of the individual, to an examination of behavioral discrepancies from typical or expected patterns of behavior. These discrepancies are resolved through changes in social and instructional environment, based on the application of principles of instructional design and behavior change. The social learning or behavior model used in Iowa is described. Assessment has been a salient activity in the roles of Iowa school psychologists; however, vast changes have occurred in assessment purposes, techniques, and outcomes. Purposes focus more on interventions, and techniques increasingly involve the use of direct and frequent measures of behaviors to gather information in natural environments. The most important goal in Iowa system reform is the improved application of the available knowledge on assessment, instruction, learning, and behavior change. Reductions in the amount of time devoted to standardized testing for eligibility determination has provided expanded opportunities for school psychologists to be involved in new roles. Contains 33 references. (JBJ)
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- 1995
15. Health Services in the Schools: Building Interdisciplinary Partnerships. Digest.
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., and Paavola, James C.
- Abstract
There are two essential social systems with which virtually all children and families have routine, significant contact: school and health care settings. Schools are being asked to address the needs of children and youth at a time when fundamental transformations of schooling structures and outcome expectations are also being demanded. To address the developmental needs of children and families in a comprehensive and preventive manner, schools and communities must coordinate services. Therefore, a service integration perspective that recognizes the central role schools play in the lives of children should guide efforts to establish an empowering, healthy climate for children and their families. Key sources of difficulty in the current service delivery system are the lack of clarity, coordination, and comprehensiveness, resulting in inflexible patterns of funding, training, and service provision. Since the cognitive, social, emotional, educational, and physical needs of children are complex, an integrated services model provides for a more coherent, needs-based response to these complex problems. Health care in schools through service integration, features of an integrated service system, and the relevance to psychology are discussed. In both primary health care and school settings, psychology can play an integral role in prevention, assessment, treatment, consultation, and advocacy for children and families. Contains 16 references. (JBJ)
- Published
- 1995
16. Working with Diverse Learners and School Staff in a Multicultural Society. Digest.
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., and Sanchez, William
- Abstract
With the rapidly changing population demographics of the United States and significant growth of diverse multicultural groups, schools and professionals are being challenged on how to provide the best comprehensive educational and support services to their increasingly diverse student population. The changes between 1980 and 1990 have been dramatic. The growth rates within this time span range from approximately 13% for African Americans to 108% for Asian Americans. It is estimated that by the turn of the century, approximately 30% of the United States population will be from a racial/ethnic minority group. The challenges in working with an ever-growing pluralistic school population encompass many areas. The training of culturally sensitive professionals, a model for serving diverse learners, culturally sensitive assessment and treatment strategies, training students to be culturally sensitive, and involving parents and community as authentic participants are addressed. Professionals are also challenged by the need to consider the impact of complex social/environmental problems, which in many contexts have negative consequences for children from various racial/ethnic and social class backgrounds. Diverse students and communities can be conceptualized as wonderful and exciting elements of the world we live in, and not as hindrances to the educational process. Contains 30 references. (JBJ)
- Published
- 1995
17. Psychological Services in the Schools. Digest.
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ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC., American Psychological Association, Washington, DC., and Kamphaus, R. W.
- Abstract
Psychological services have been part of the American schooling experiences for nearly a century. The nature of school psychology services, however, has changed dramatically over the decades so that modern school psychology services differ significantly from their roots. For much of this century school psychology services have emphasized assessment practice, but over the past two decades school psychology services have expanded to meet a broader array of needs. The entry level requirements for school psychology practitioners continue to increase as the profession aspires to higher levels of expertise. Modern psychological services may be organized in the schools in a variety of ways. However, regardless of organizational structure, a similar core of health services are offered: (1) assessment of student's needs and characteristics related to performance in school; (2) direct and indirect interventions that improve the adaptation of a child, group of children, parents, teachers, or other individuals or groups; (3) program development and evaluation; and (4) supervision and coordination of school psychology or related services. School psychologists with post-doctoral training often provide an expanded array of services to school children. Psychological services in the schools continue to adapt to the needs of society by expanding to meet theses needs with newly developed services. (JBJ)
- Published
- 1995
18. Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform.
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American Psychological Association, Washington, DC.
- Abstract
Certain guiding principles emerged from a century of research on teaching and learning. Many of those principles arise from research and practice in various areas of psychology. Learner-centered psychological principles and a systems perspective for incorporating them are necessary components of a new design for schooling. Among metacognitive and cognitive factors that influence schooling are the nature of the learning process itself, the goals of the learning process, the construction of knowledge, and higher order thinking. Student motivation is the most significant affective factor influencing schooling. Developmental constraints and opportunities provide another source of the factors affecting schooling. Social and individual factors also enter into the equation. Such factors and others have implications for school reform and redesign. All contribute to the effectiveness of instruction, curriculum, assessment, instructional management, teacher education, and parental and community involvement. Any improvement in education must encompass a program of learner centered assessment that requires high standards for each student and for each goal, individually negotiated by student and teacher. (SG)
- Published
- 1993
19. Disseminating Evidence-Based Practice For Children & Adolescents: A Systems Approach to Enhancing Care
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American Psychological Association, Washington, DC.
- Abstract
This report focuses on psychological practice with children and adolescents, concurring with a previous task force report that integrating science and practice must be a priority. In addition, the report advocates that developmental considerations and cultural/contextual factors warrant specific, distinctive attention by researchers and practitioners who focus on youths and their families. Evidence-based practice (EBP) denotes the quality, robustness, and/or scientific evidence on prevention, assessment, treatment, access, engagement, and retention of targeted patient populations; and assumes the presence of a coherent body of scientific knowledge relevant to a range of services to optimize the effectiveness of interventions, treatments, or services on a particular student, client, or system. Although growing evidence exists for effective practice for children with mental health problems, the integration of science and practice and the development of systems for assuring that children receive effective treatment and services present challenges. Effectively implemented EBP requires a contextual base, collaborative foundation, and innovative partnership among families, practitioners, and researchers. Children and adolescents should receive the best available evidence-based mental health care based on scientific knowledge and integrated with clinical expertise in the context of patient characteristics, culture, and preferences. Evidence-based care should be provided as consistently as possible with children and their families across clinicians and settings. Care systems should demonstrate responsiveness to youth and their families through prevention, early intervention, treatment, and continuity of care. Equal access to effective care should cut across age, gender, sexual orientation, and disability, inclusive of all racial, ethnic, and cultural groups. Definitions are appended. (Contains 2 figures and 1 table.)
- Published
- 2008
20. Guidelines for Psychological Practice with Girls and Women
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American Psychological Association, Washington, DC.
- Abstract
During recent decades, women and girls of diverse ethnicities, social classes, sexual orientations, and life experiences have encountered dramatic and complex changes in education, health, work, reproductive and caregiving roles, and personal relationships. Although many of these changes have resulted in increased equality, opportunity, and quality of life, girls and women are also at risk for a variety of health concerns and life stresses. The aim of this document is to articulate guidelines that will enhance gender- and culture-sensitive psychological practice with women and girls from all social classes, ethnic and racial groups, sexual orientations, and ability/disability statuses in the United States. These guidelines provide general recommendations for psychologists who seek to increase their awareness, knowledge, and skills in psychological practice with women and girls. The beneficiaries include all consumers of psychological practice, including clients, students, supervisees, research participants, consultees, and other health professionals. Although the guidelines and supporting literature place substantial emphasis on psychotherapy practice, the general guidelines are applicable to psychological practice in its broadest sense. Rather than offering a comprehensive review of content relevant to all areas of practice, this document provides examples of empirical and conceptual literature that support the need for practice guidelines.
- Published
- 2007
21. Record Keeping Guidelines
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American Psychological Association, Washington, DC.
- Abstract
These guidelines are designed to educate psychologists and provide a framework for making decisions regarding professional record keeping. State and federal laws, as well as the American Psychological Association's "Ethical Principles of Psychologists and Code of Conduct," generally require maintenance of appropriate records of psychological services. The nature and extent of the record will vary depending upon the purpose, setting, and context of the psychological services. Within these guidelines, more directive language has been used when a particular guideline is based specifically on mandatory provisions of the Ethics Code or law. However, some areas are not addressed in those enforceable standards and regulations. In these areas, more aspirational language has been used. This document aims to elaborate and provide assistance to psychologists as they attempt to establish their own record keeping policies and procedures.
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- 2007
22. Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology
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American Psychological Association, Washington, DC.
- Abstract
The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP.
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- 2007
23. Pathways to Childhood Depressive Symptoms: The Role of Social, Cognitive, and Genetic Risk Factors
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American Psychological Association, Washington, DC., Lau, Jennifer Y. F., Rijsdijk, Fruhling, and Gregory, Alice M.
- Abstract
Childhood depressive conditions have been explored from multiple theoretical approaches but with few empirical attempts to address the interrelationships among these different domains and their combined effects. In the present study, the authors examined different pathways through which social, cognitive, and genetic risk factors may be expressed to influence depressive symptoms in 300 pairs of child twins from a longitudinal study. Path analysis supported several indirect routes. First, risks associated with living in a step- or single-parent family and punitive parenting did not directly influence depressive outcome but were instead mediated through maternal depressive symptoms and child negative attributional style. Second, the effects of negative attributional style on depressive outcome were greatly exacerbated in the presence of precipitating negative life events. Third, independent of these social and cognitive risk mechanisms, modest genetic effects were also implicated in symptoms, with some indication that these risks are expressed through exposure to negative stressors. Together, these routes accounted for approximately 13% of total phenotypic variance in depressive symptoms. Theoretical and analytical implications of these results are discussed in the context of several design-related caveats.
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- 2007
24. Longitudinal Models of Developmental Dynamics Between Reading and Cognition from Childhood to Adolescence
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American Psychological Association, Washington, DC., Ferrer, Emilio, McArdle, John J., and Shaywitz, Bennett A.
- Abstract
The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N=445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the Wechsler Intelligence Scales for Children--Revised (i.e., Full, Performance, and Verbal) and specific markers of the Woodcock-Johnson Psycho-Educational Battery--Revised reading cluster (i.e., Letter-Word ID, Decoding, and Comprehension). The results of these analyses indicate that (a) there is a positive dynamic relation between reading and cognition across the selected age range; (b) this dynamic relation is symbiotic, with positive influences in both directions; (c) the influence from cognition to reading is stronger when considering the Wechsler Intelligence Scales for Children Performance--Revised Performance scale and weaker with the Verbal scale; (d) when examining the different Reading subtests, the influences from cognition are more apparent for Letter-Word ID and Comprehension and are less perceptible for Decoding; and (e) the dynamics of reading and cognition appear to be of stronger magnitude during 1st to 3rd grade, less strong during 4th to 8th grade, and weaker from 9th to 12th grade.
- Published
- 2007
25. Externalizing Problems in Fifth Grade: Relations with Productive Activity, Maternal Sensitivity, and Harsh Parenting from Infancy through Middle Childhood
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American Psychological Association, Washington, DC., Bradley, Robert H., and Corwyn, Robert F.
- Abstract
This study used data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development to examine relations between parenting, self-control, and externalizing behavior from infancy through 5th grade. Results indicate that self-control measured during middle childhood mediates relations between maternal sensitivity, opportunity for productive activity, and parental harshness and both mother-reported and teacher-reported externalizing behavior. Results showed that parenting measured during middle childhood was more strongly related to 5th-grade externalizing behavior compared with parenting measured during infancy and early childhood. However, there was evidence that parenting during the preschool years was related to 5th-grade externalizing behavior through later parenting and self-control.
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- 2007
26. Executive Function and Theory of Mind: Predictive Relations from Ages 2 to 4
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American Psychological Association, Washington, DC., Hughes, Claire, and Ensor, Rosie
- Abstract
Despite robust associations between children's theory of mind (ToM) and executive function (EF) skills, longitudinal studies examining this association remain scarce. In a socially diverse sample of 122 children (seen at ages 2, 3, and 4), this study examined (a) developmental stability of associations between ToM, EF, verbal ability, and social disadvantage; (b) continuity and change in ToM and EF; and (c) predictive relations between ToM and EF. Verbal ability and social disadvantage independently predicted changes in EF (but not ToM). Task scores improved with age and showed stable individual differences. The authors examined predictive relations between ToM and EF using partial correlations (controlling for age and verbal ability) and hierarchical regressions (that also controlled for social disadvantage and initial ToM and EF). The findings provide only partial support for the view that ToM is a prerequisite for EF but stronger support for the proposal that EF facilitates children's performance on ToM tasks.
- Published
- 2007
27. Relational Schemas and the Developing Self: Perceptions of Mother and of Self as Joint Predictors of Early Adolescents' Self-Esteem
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American Psychological Association, Washington, DC., Ojanen, Tiina, and Perry, David G.
- Abstract
This 1-year longitudinal study examined early adolescents' (N=278, age 11-13 years) perceptions of their mother's behavior (affection, knowledge of child's activities, and psychological control) and of how they react to their mother (trust in mother, defiance, and debilitation) as predictors of self-esteem among peers. Perceived maternal affection predicted self-esteem for girls; perceived psychological control forecast lower self-esteem for boys. Perceptions of self as untrusting, defiant, or debilitated led to lower self-esteem. Furthermore, perceived maternal behavior interacted with perceived self-reactions to predict self-esteem: Perceived debilitation led to reduced self-esteem only under high perceived maternal psychological control; perceived defiance predicted lower self-esteem only under low perceived maternal knowledge. The prediction of self-esteem is clearly enhanced when perceived self-reactions are included along with perceived maternal behavior as predictors. Combinations of perceived maternal behavior and perceived self-reactions--relational schemas--warrant increased attention as possible influences on the developing self.
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- 2007
28. School Readiness and Later Achievement
- Author
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American Psychological Association, Washington, DC., Duncan, Greg J., Dowsett, Chantelle J., and Claessens, Amy
- Abstract
Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.
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- 2007
29. Same-Gender and Cross-Gender Peer Acceptance and Peer Rejection and Their Relation to Bullying and Helping among Preadolescents: Comparing Predictions from Gender-Homophily and Goal-Framing Approaches
- Author
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American Psychological Association, Washington, DC., Dijkstra, Jan Kornelis, Lindenberg, Siegwart, and Veenstra, Rene
- Abstract
The relation between bullying and helping and same-gender and cross-gender peer acceptance and peer rejection was examined in a sample of preadolescents aged 11 and 12 years (N=1,065). The authors tested predictions from a gender-homophily approach vs. predictions from a goal-framing approach in which acceptance and rejection are seen as being generated by approach and avoidance goals, respectively. For preadolescents, both approaches predicted a central role for gender, but the gender-homophily approach predicted symmetrical effects for acceptance and rejection, whereas the goal-framing approach predicted strong asymmetries. The data supported the goal-framing approach. The most important findings were that for preadolescents, acceptance is much more frequent and much more gendered than rejection; the absolute impact of helping on acceptance is much larger than that of bullying (and vice versa for rejection); for acceptance, there is a prototypicality effect (i.e., boys accept bullying girls better than nonbullying girls, and girls accept helping boys better than nonhelping boys); and for acceptance, there is a cross-gender ignorance effect (i.e., boys ignore helping in girls, and girls ignore bullying in boys).
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- 2007
30. Six-Week Postpartum Maternal Self-Criticism and Dependency and 4-Month Mother-Infant Self- and Interactive Contingencies
- Author
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American Psychological Association, Washington, DC., Beebe, Beatrice, Jaffe, Joseph, and Buck, Karen
- Abstract
Associations of 6-week postpartum maternal self-criticism and dependency with 4-month mother-infant self- and interactive contingencies during face-to-face play were investigated in 126 dyads. Infant and mother face, gaze, touch, and vocal quality were coded second by second from split-screen videotape. Self- and interactive contingencies were defined as auto- and lagged cross-correlation, respectively, using multilevel time-series models. Statistical significance was defined as p less than 0.05. Regarding self-contingency, (a) more self-critical mothers showed primarily lowered self-contingency, whereas their infants showed both lowered and heightened, and (b) infants of more dependent mothers showed primarily lowered self-contingency, whereas findings were absent in mothers. Regarding interactive contingency, (a) more self-critical mothers showed lowered attention and emotion contingencies but heightened contingent touch coordination with infant touch, and (b) more dependent mothers and their infants showed heightened facial/vocal interactive contingencies. Thus, maternal self-criticism and dependency have different effects on mother-infant communication.
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- 2007
31. Syntactic Priming in 3- and 4-Year-Old Children: Evidence for Abstract Representations of Transitive and Dative Forms
- Author
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American Psychological Association, Washington, DC., Shimpi, Priya M., Gamez, Perla B., and Huttenlocher, Janellen
- Abstract
The current studies used a syntactic priming paradigm with 3- and 4-year-old children. In Experiment 1, children were asked to describe a series of drawings depicting transitive and dative relations to establish baseline production levels. In Experiment 2, an experimenter described a similar series of drawings using one of two syntactic forms (i.e., active/passive for transitive; double-object/prepositional for dative). Children were then asked to describe pictures identical to those shown in the corresponding baseline procedure. In both transitive and dative conditions, 4-year-old children were more likely to use a particular syntactic form if it had been used by the experimenter. Three-year-old children did not show priming effects, but their production of transitive sentences was higher following transitive primes than in Experiment 1. In Experiment 3, an additional group of 3-year-olds participated in a procedure in which they repeated the experimenter's sentences before describing the pictures. This procedure yielded significant priming effects for transitive and dative forms. These results indicate that very young children possess abstract syntactic representations, but that their access to these representations is sensitive to task demands.
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- 2007
32. Race-Ethnic Inequality and Psychological Distress: Depressive Symptoms from Adolescence to Young Adulthood
- Author
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American Psychological Association, Washington, DC., Brown, J. Scott, Meadows, Sarah O., and Elder, Glen H.
- Abstract
Social inequality is well established in the mental health of race-ethnic groups, but little is known about this disparity from adolescence to young adulthood. This study examined differences in trajectories of depressive symptoms across 4 race-ethnic groups (Whites, Blacks, Hispanics, and Asians) using 3 waves of the National Longitudinal Study of Adolescent Health. Latent trajectory analyses showed race-ethnic variations among both females and males. Stressors were significantly related to depressive symptoms for all study members, but they accounted for symptom trajectories only among Black males and minority females. Persistent differences in trajectories for Blacks and Whites showed parallel slopes that did not converge over time. Neither background characteristics nor social resources (i.e., social support) altered this gap. However, social support represents a potential equalizer of these race-ethnic differences, owing to the ubiquitous nature of its protective effects.
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- 2007
33. Maltreated Children's Memory: Accuracy, Suggestibility, and Psychopathology
- Author
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American Psychological Association, Washington, DC., Eisen, Mitchell L., Goodman, Gail S., and Qin, Jianjian
- Abstract
Memory, suggestibility, stress arousal, and trauma-related psychopathology were examined in 328 3- to 16-year-olds involved in forensic investigations of abuse and neglect. Children's memory and suggestibility were assessed for a medical examination and venipuncture. Being older and scoring higher in cognitive functioning were related to fewer inaccuracies. In addition, cortisol level and trauma symptoms in children who reported more dissociative tendencies were associated with increased memory error, whereas cortisol level and trauma symptoms were not associated with increased error for children who reported fewer dissociative tendencies. Sexual and/or physical abuse predicted greater accuracy. The study contributes important new information to scientific understanding of maltreatment, psychopathology, and eyewitness memory in children.
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- 2007
34. Neighborhood Crime and Self-Care: Risks for Aggression and Lower Academic Performance
- Author
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American Psychological Association, Washington, DC., Lord, Heather, and Mahoney, Joseph L.
- Abstract
This longitudinal study evaluated associations among official rates of neighborhood crime, academic performance, and aggression in a sample of 581 children in 1st-3rd grade (6.3-10.6 years old). It was hypothesized that the influence of crime depends on children's unsupervised exposure to the neighborhood context through self-care. Average weekly hours in self-care were trichotomized into low (0-3), moderate (4-9), and high (10-15). Moderate and high amounts of self-care were linked to increased aggression and decreased academic performance for children from high-crime areas (11,230 crimes per 100,000 persons) but not average-crime areas, when the authors controlled for neighborhood, family, and child covariates. In high-crime areas, academic outcomes were more favorable when self-care occurred in combination with after-school program participation.
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- 2007
35. The Loyal Member Effect: On the Preference for Ingroup Members Who Engage in Exclusive Relations with the Ingroup
- Author
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American Psychological Association, Washington, DC., Castelli, Luigi, De Amicis, Leyla, and Sherman, Steven J.
- Abstract
The goal of this article was to investigate an indirect form of intergroup differentiation in children in the context of racial attitudes: the preference for ingroup members who interact positively with other ingroup members rather than with outgroup members. Study 1 confirmed this general hypothesis with preschool and 1st-grade children, demonstrating that respondents preferred the ingroup member who played only with other ingroup members, evaluated this child more positively, and felt more similar to him or her. Studies 2 and 3 tested the boundary conditions of the phenomenon. Study 4 analyzed developmental changes demonstrating that the effect is no longer observed among 9- to 11-year-old children. Overall, these studies suggest that engaging in positive interactions with the outgroup might have its costs in terms of a relative devaluation and rejection by one's peers. Results are discussed by stressing the importance of intragroup processes for the regulation of intergroup relations among very young children.
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- 2007
36. Role Taking in Online 'Classrooms': What Adolescents Are Learning about Race and Ethnicity
- Author
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American Psychological Association, Washington, DC. and Tynes, Brendesha M.
- Abstract
Adolescents recruited from chat rooms were interviewed via instant messaging about their interracial and inter ethnic experiences online. The types of messages participants sent and received about race on the Internet were identified using thematic analysis. Of particular interest within these online exchanges was what and how participants learned about racial issues. Data revealed that racialized role taking--the adoption and enactment of race-related identities--was a primary means of learning about race in the online settings adolescents visited. Participants assumed these identities in 6 capacities: as sympathizers, advocates, discussants, witnesses, targets, and friends. In doing so, they learned a wide range of information from their interracial and interethnic interlocutors, including various cultural practices and belief systems, the consequences of racial prejudice, and the ways in which racial oppression affects the lives of people of color. Participants were also exposed to negative stereotypes and racial prejudice against their own and other ethnic groups online. Findings underscore the need to counter online racial prejudice and promote the more positive aspects of what adolescents learn about race and ethnicity online.
- Published
- 2007
37. Treating Another's Actions as One's Own: Children's Memory of and Learning from Joint Activity
- Author
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American Psychological Association, Washington, DC., Sommerville, Jessica A., and Hammond, Amy J.
- Abstract
Children often overestimate their contribution to collaborative activities. Across 2 studies, the authors investigated whether this memory bias supports internalization of the actions of others in the context of joint exchanges. After taking turns with (high collaborative condition; Studies 1 and 2) or working independently of (low collaborative condition; Study 2) an adult experimenter to create a series of novel toys, children's agent memory and reconstruction ability were assessed. Children in the high collaborative condition but not the low collaborative condition systematically overclaimed the actions of their social partner, more frequently reporting having completed steps performed by the experimenter than vice versa. This "I did it" bias was related to learning performance: high collaborative children outperformed low collaborative children both during an immediate reconstruction task and 4 months later, and the strength of the bias predicted children's independent toy-building accuracy. It is argued that the "I did it" bias may emerge as part of a general process of learning from others and is supported by a common framework for representing self-actions and other actions.
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- 2007
38. Mexican American Middle School Students' Goal Intentions in Mathematics and Science: A Test of Social Cognitive Career Theory
- Author
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American Psychological Association, Washington, DC., Navarro, Rachel L., Flores, Lisa Y., and Worthington, Robert L.
- Abstract
This study examined whether sociocontextual and sociocognitive variables explained the math/science goals of 409 Mexican American youth using a modified version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social cognitive career theory. Results from structural equation modeling indicated that the hypothesized model explained a significant amount of variance in math/science goals for both Mexican American girls and boys. Findings suggested that gender did not moderate relations among the variables in the hypothesized model. Results also suggested that most of the social cognitive career theory propositions tested were supported. Specifically, social class predicted math/science past performance accomplishments. Math/science past performance accomplishments and perceived parent support predicted math/science self-efficacy. Furthermore, math/science self-efficacy predicted math/science outcome expectations, and together with math/science interests, these sociocognitive variables predicted math/science interests and goals. Contrary to expectations, generation status, Anglo orientation, and Mexican orientation did not predict math/science past performance accomplishments, and past performance accomplishments did not predict math/science outcome expectations. Furthermore, Anglo orientation and perceived social support from parents, teachers, classmates, and a close friend did not predict math/science goals. Suggestions for future research and implications of the results are discussed.
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- 2007
39. I Wish I Were a Warrior: The Role of Wishful Identification in the Effects of Violent Video Games on Aggression in Adolescent Boys
- Author
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American Psychological Association, Washington, DC., Konijn, Elly A., Bijvank, Marije Nije, and Bushman, Brad J.
- Abstract
This study tested the hypothesis that violent video games are especially likely to increase aggression when players identify with violent game characters. Dutch adolescent boys with low education ability (N=112) were randomly assigned to play a realistic or fantasy violent or nonviolent video game. Next, they competed with an ostensible partner on a reaction time task in which the winner could blast the loser with loud noise through headphones (the aggression measure). Participants were told that high noise levels could cause permanent hearing damage. Habitual video game exposure, trait aggressiveness, and sensation seeking were controlled for. As expected, the most aggressive participants were those who played a violent game and wished they were like a violent character in the game. These participants used noise levels loud enough to cause permanent hearing damage to their partners, even though their partners had not provoked them. These results show that identifying with violent video game characters makes players more aggressive. Players were especially likely to identify with violent characters in realistic games and with games they felt immersed in.
- Published
- 2007
40. Urban Adolescents' Constructions of Supports and Barriers to Educational and Career Attainment
- Author
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American Psychological Association, Washington, DC., Kenny, Maureen E., Gualdron, Leyla, Scanlon, David, Sparks, Elizabeth, Blustein, David L., and Jernigan, Maryam
- Abstract
This study presents the educational and career goals and perceptions of supports and barriers related to these goals as described in semistructured interviews of 16 students from diverse racial and ethnic backgrounds attending 9th grade at an urban public high school in a large Northeastern city. Using consensual qualitative research (CQR) methodology (C. E. Hill et al., 2005), the authors identified categories and subcategories to students' perceptions of barriers and supports. The findings highlight students' understanding of how their proximal contexts serve potentially as both supports and barriers. Implications for educational and career interventions are discussed.
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- 2007
41. Prolegomena for the Connotation of Construct Use in the Measurement of Ethnic and Racial Identity
- Author
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American Psychological Association, Washington, DC. and Trimble, Joseph E.
- Abstract
There is considerable confusion about ethnic and racial identity, multicultural constructs, and the tools available to assess them. The conceptualization and measurement of the constructs in the field also are complicated by the increasing observation that human beings have multiple, intertwined identities that influence one another in ways that are not fully understood. Measurement problems are compounded by the growing popularity of identity to the extent that theory, construct clarity, and appropriate statistical analyses are ignored. The problems could influence counselors who are confronted with their client's identity distortions and confusions. To work through a client's uncertainty about his or her identity, counselors should understand the origins of identity constructs and how the client frames his or her identity problems and confusion. Given the state of pandemonium in ethnic and racial identity, it is essential that considerations are given to the historical developments of the constructs and what they mean for contemporary research and development.
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- 2007
42. Testing a Conceptual Model of Working through Self-Defeating Patterns
- Author
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American Psychological Association, Washington, DC., Wei, Meifen, and Ku, Tsun-Yao
- Abstract
The present study developed and examined a conceptual model of working through self-defeating patterns. Participants were 390 college students at a large midwestern university. Results indicated that self-defeating patterns mediated the relations between attachment and distress. Also, self-esteem mediated the link between self-defeating patterns and depression, whereas social self-efficacy mediated the association between self-defeating patterns and interpersonal distress. A total of 33% of the variance in self-defeating patterns was explained by attachment anxiety and avoidance; 39% of the variance in self-esteem and 13% of the variance in social self-efficacy were explained by self-defeating patterns and/or attachment anxiety; 50% of the variance in depression was explained by attachment anxiety, self-defeating patterns, and self-esteem; 45% of the variance in interpersonal distress was explained by attachment anxiety and avoidance, self-defeating patterns, and social self-efficacy.
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- 2007
43. Adaptation to Sexual Orientation Stigma: A Comparison of Bisexual and Lesbian/Gay Adults
- Author
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American Psychological Association, Washington, DC., Balsam, Kimberly F., and Mohr, Jonathan J.
- Abstract
This study extends research on dimensions of sexual minority experience by examining differences between bisexual and lesbian/gay adults in adaptation to sexual orientation stigma. The authors investigated sexual orientation self-disclosure, connection to community, and 4 identity-related variables (internalized homonegativity, stigma sensitivity, identity confusion, and identity superiority) in a community sample of 613 lesbian, gay, and bisexual adults. Sexual orientation effects were found on 3 of these 6 variables: Bisexual participants reported higher levels of identity confusion and lower levels of both self-disclosure and community connection relative to their lesbian/gay peers. Taken together, the 6 variables predicted indicators of psychosocial functioning. Associations among the 6 dimensions of sexual minority experience and psychosocial functioning did not differ for bisexual and lesbian/gay participants.
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- 2007
44. Coping Style Use Predicts Posttraumatic Stress and Complicated Grief Symptom Severity Among College Students Reporting a Traumatic Loss
- Author
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American Psychological Association, Washington, DC., Schnider, Kimberly R., Elhai, Jon D., and Gray, Matt J.
- Abstract
Problem-focused coping, and active and avoidant emotional coping were examined as correlates of grief and posttraumatic stress disorder (PTSD) severity among 123 college students reporting the unexpected death of an immediate family member, romantic partner, or very close friend. The authors administered to participants, via the Internet, 5 survey instruments that measured demographic characteristics, traumatic event exposure (Stressful Life Events Screening Questionnaire; L. Goodman, C. Corcoran, K. Turner, N. Yuan, & B. L. Green, 1998), complicated grief (CG) severity (Inventory of Complicated Grief--Revised--Short Form; A. E. Latham & H. G. Prigerson, 2004; H. G. Prigerson & S. C. Jacobs, 2001), PTSD severity (PTSD Checklist; F. W. Weathers, B. T. Litz, D. S. Herman, J. A. Huska, & T. M. Keane, 1993), and coping style use (Brief COPE; C. S. Carver, 1997). Results demonstrated that CG and PTSD severity were both significantly positively correlated with problem-focused, and active and avoidant emotional coping styles. The authors used path analysis to control for time since the loss and trauma frequency and found that only avoidant emotional coping remained significant in predicting CG and PTSD severity. Results are discussed in terms of their clinical implications for treating individuals with traumatic losses.
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- 2007
45. Conceptualization and Measurement of Ethnic Identity: Current Status and Future Directions
- Author
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American Psychological Association, Washington, DC., Phinney, Jean S., and Ong, Anthony D.
- Abstract
In this article, the authors examine the conceptualization and measurement of ethnic identity as a multidimensional, dynamic construct that develops over time through a process of exploration and commitment. The authors discuss the components of ethnic identity that have been studied and the theoretical background for a developmental model of ethnic identity. The authors review research on the measurement of ethnic identity using the Multigroup Ethnic Identity Measure (J. Phinney, 1992) and present a revised version of the measure. The authors conclude with a consideration of the measurement issues raised by J. E. Helms (2007) and K. Cokley (2007) and suggestions for future research on ethnic identity.
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- 2007
46. Some Better Practices for Measuring Racial and Ethnic Identity Constructs
- Author
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American Psychological Association, Washington, DC. and Helms, Janet E.
- Abstract
Racial and ethnic identity (REI) measures are in danger of becoming conceptually meaningless because of evaluators' insistence that they conform to measurement models intended to assess unidimensional constructs, rather than the multidimensional constructs necessary to capture the complexity of internalized racial or cultural socialization. Some aspects of the intersection of REI theoretical constructs with research design and psychometric practices are discussed, and recommendations for more informed use of each are provided. A table that summarizes some psychometric techniques for analyzing multidimensional measures is provided.
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- 2007
47. Racial and Ethnic Identity Theory, Measurement, and Research in Counseling Psychology: Present Status and Future Directions
- Author
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American Psychological Association, Washington, DC., Ponterotto, Joseph G., and Park-Taylor, Jennie
- Abstract
The present article integrates and expands on the special section contributions of K. O. Cokley (2007); J. E. Helms (2007); J. E. Trimble (2007); S. M. Quintana (2007); and J. S. Phinney and A. D. Ong (2007). The authors of the present article begin with a note on politics and ideology in writings on racial identity development and review general progress the field has made on the topics of racial and ethnic identity development. The present challenges in both explicating clear and concise theories of racial and ethnic identity development and operationalizing and measuring these constructs in paper-and-pencil form are identified. The need for interdisciplinary work on theory testing is highlighted, and select examples of best practices in measuring racial and ethnic identity are presented. The article closes with directions for research in racial and ethnic identity development, and with implications for counseling practice, supervision, and systemic change.
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- 2007
48. Racial and Ethnic Identity: Developmental Perspectives and Research
- Author
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American Psychological Association, Washington, DC. and Quintana, Stephen M.
- Abstract
Developmental research is reviewed to evaluate how race, ethnicity, racial identity, and ethnic identity are defined and investigated for minority populations. First reviewed is how these terms are used in developmental and counseling research. Early practices limited these terms to their demographic denotations (e.g., heritage), but more recent practices have expanded to include socially constructed connotations. Second, developmental research was used to evaluate key assumptions in theories of racial and ethnic identity development, with an emphasis on recent longitudinal studies. Research supports some, but not all, of these developmental predictions. Longitudinal research supported the progressive nature of ethnic and racial identity development and that exposure to racism appears to stimulate further identity development during adolescence. In contrast, available evidence does not support the claims of a developmental hierarchy for racial ideologies and that identity crises are normative. Adjustment was not predicted by a single racial or ethnic identity ideology, but research suggested that the adolescent's sociocultural identity and socialization should be tailored to the nature of the racial and ethnic context for development. Implications for counseling research and practice are offered.
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- 2007
49. Introduction to the Special Section on Racial and Ethnic Identity in Counseling Psychology: Conceptual and Methodological Challenges and Proposed Solutions
- Author
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American Psychological Association, Washington, DC., Ponterotto, Joseph G., and Mallinckrodt, Brent
- Abstract
Racial and ethnic identity development have been important topics in counseling psychology research for the last four decades. At present, however, there appears to be some confusion and debate regarding the quality of theory and measurement in the topical area. The present article serves as an introduction to this Journal of Counseling Psychology special section on "Racial and Ethnic Identity in Counseling Psychology: Conceptual and Methodological Challenges and Proposed Solutions." A rationale is provided for the special section, the place of racial and ethnic identity scholarship is located within the history of multicultural counseling research, and the invited special section contributions by K. O. Cokley (2007), J. E. Helms (2007), J. E. Trimble (2007), S. M. Quintana (2007), J. S. Phinney and A. D. Ong (2007), and J. G. Ponterotto and J. Park-Taylor (2007) are introduced.
- Published
- 2007
50. Critical Issues in the Measurement of Ethnic and Racial Identity: A Referendum on the State of the Field
- Author
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American Psychological Association, Washington, DC. and Cokley, Kevin
- Abstract
Ethnic and racial identity are among the most researched topics in the multicultural counseling literature. The popularity of these constructs, combined with ongoing controversies surrounding their measurement, warrants a critical examination by scholars in the field. The author contends that a combination of science and ideology has influenced the field and warns that a rigid and uncritical adherence to old paradigms will stifle growth and the production of useful knowledge. The author provides a review of measurement issues pertaining to ethnic and racial identity research and recommendations for future research and better practices involving ethnic and racial identity instruments.
- Published
- 2007
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