Resilience in Preschoolers and Toddlers from Low-Income Families

Authoritative parenting has been demonstrated to promote healthy, loving children across home environments of different SES income levels. However, anecdotal evidence shows that some children who encounter nonsupportive parenting and an impoverished environment may develop into remarkably resilient children. Further research is needed in this area of child development.     

Resilience in Families of Husbands with Prostate Cancer

This study identifies qualities associated with the successful adaptation of families with a husband diagnosed with prostate cancer. Both qualitative and quantitative measures were used in this cross-sectional survey research design. Twenty-one husbands and their spouses independently completed six questionnaires and a biographical questionnaire, and they answered an open-ended question. The qualitative findings revealed the importance of intrafamilial support, spiritual/religious beliefs, and professional support and knowledge, while the quantitative results indicated that family adaptation was fostered by the family's internal strengths and durability, affirmative communication, and the experience of social support. The findings could be used to develop interventions that promote family resilience and affirm the reparative potential of families.     

Resilience in Families Caring for a Family Member Diagnosed with Dementia

The aim of this study was to identify and explore factors associated with family resilience in families caring for a demented family member. A mixed-methods approach was utilized to collect data from a convenience sample of spouses acting as primary caregivers of patients and living in the Cape Metropolitan area of the Western Cape, South Africa. The sample was comprised of families in which a spouse (n = 44) was caring for a partner with dementia. The quantitative data analysis was conducted using analyses of variance, Pearson's product-moment correlation coefficients, and a best-subsets multiple regression analysis. Qualitative data were analyzed using thematic content analysis. It was found that social support, positive communication patterns, acceptance, optimism, family hardiness, family connectedness, and the effective management of symptoms facilitated the resilience process in these families. In addition to expanding the current literature regarding family resilience, the findings of this study could be used to develop interventions tailored to the needs of these families caring for dementia patients to create a family environment that enhances adjustment and adaptation.     

Understanding and Promoting Resilience in the Context of Adverse Childhood Experiences

Brain development in the early years is especially susceptible to toxic stress caused by adverse childhood experiences (ACEs). According to epigenetics research, toxic stress has the capacity to physically change a child’s brain and be hardwired into the child’s biology via genes in the DNA. The compelling nature of the impact of early adversity on later health and development has generated interest in protection against the impact of early adversity. Research highlights three interrelated “core protective systems” associated with positive adaptation. Early childhood educators are in a unique position to play a role in early identification of ACEs and to contribute to the development of protective skills. Adults within the early childhood education community can assist in increasing physical health and mental well-being for children who have encountered ACEs. Safe and healthy environments that allow the child to play, explore, and maximize his/her capacities are examples of how individual protective factors can be enhanced. Early childhood educators can support the child’s protective system by building the child’s personal attributes associated with resiliency, such as self-efficacy and self-regulation. Early childhood educators can provide a secure relationship, which is especially critical for children who have experienced trauma because it can provide extra support in times of stress. Additionally, by working collaboratively with parents, early childhood educators provide an additional layer of protection for children who experience adversity. Lastly, at the community level, early childhood educators can bring awareness to the public and private sectors by informing others of ACEs effect on early brain development and the link to later outcomes on individuals and society. Society is positively impacted when ACEs are reduced and individuals are raised in thriving families and communities.     

Single‐subject designs in special education: advantages and limitations

Single‐subject designs provide the special education field with an alternative to group designs. The purpose of this paper is to introduce the topic of single‐subject designs by providing an overview of the relevant literature and a discussion of the major issues and applications of these designs in the field of special education. This paper is divided into four main sections: (1) characteristics of single‐subject designs; (2) types of single‐subject designs; (3) advantages of single‐subject designs; and (4) issues and concerns regarding single‐subject designs. It was concluded that a minimum of three measurements in each phase is typically required until there is a clear pattern. Flexibility and cost‐effectiveness are among the main advantages of these designs. External validity and generalisability are the main concerns. However, meta‐analytic studies can enhance the generalisability of single‐subject designs findings within similar context. Conclusions and recommendations to improve these designs are discussed.     

Promoting Caring in Children and Families as Prevention of Violence Strategy

Promoting caring in children is a powerful venue to prevent violence in our society. This article reviews the roots of violence, explores the various contexts of violence, and then describes how caring can be used to prevent violence. In particular, the role that families and schools can play in helping children develop caring is discussed.     

外语学习过程中母语促进作用的研究述评

一、国外相关领域研究回顾 国外语言教学研究者真正对母语在外语学习中的作用进行研究始于20世纪50年代,他们从迁移、认知等多角度对母语在外语学习中的影响作了探讨.     

Making Sense of Single‐Case Design Effect Sizes

Single‐case research methods provide a basis for demonstrating that an intervention produces a reliable change in a targeted outcome for individual cases. To supplement visual analysis of data in single‐case studies, researchers frequently report statistics—often referred to as effect sizes—to summarize study findings. The recent proliferation of effect sizes used in single‐case research can be confusing. In this article, after reviewing single‐case research, we provide an overview of common types of effect sizes used in single‐case research, including overlap metrics and within‐ and between‐participant effect sizes, and conclude with examples of these effect sizes in the single‐case literature. Our take‐home message is that effect sizes are useful complements to visual analysis when interpreting results of single‐case design research studies.     

Assessing and Promoting Self‐Regulated Strategy Use

College counselors can assist students in enhancing their academic performance by assessing student self‐regulated strategies. Key aspects of self‐regulated strategy use (SRSU) are identified, and a semistructured interview to assess SRSU is presented. The rich data collected in the interview can assist the counselor in designing academic counseling interventions consistent with the needs and life situation of the individual student.     

Self‐Compassion,Trait Resilience,and Trauma Exposure in Undergraduate Students

The authors investigated the relationship between self‐compassion and trait resilience and tested the potential moderating roles of these variables in the relationship between trauma exposure and general psychological distress in a sample of undergraduate students (N = 296). Results revealed a significant relationship between self‐compassion and trait resilience. Self‐compassion emerged as a significant moderator in this relationship, whereas trait resilience did not. Given high rates of trauma exposure in college student populations, implications for counseling are discussed.     

Detecting Nonadditivity in Single‐Facet Generalizability Theory Applications: Tukey's Test

Under the generalizability‐theory (G‐theory) framework, the estimation precision of variance components (VCs) is of significant importance in that they serve as the foundation of estimating reliability. Zhang and Lin advanced the discussion of nonadditivity in data from a theoretical perspective and showed the adverse effects of nonadditivity on the estimation precision of VCs in 2016. Contributing to this line of research, the current article directs the discussion of nonadditivity from a theoretical perspective to a practical application and highlights the importance of detecting nonadditivity in G‐theory applications. To this end, Tukey's test for nonadditivity is the only method to date that is appropriate for the typical single‐facet G‐theory design, in which a single observation is made per element within a facet. The current article evaluates the Type I and Type II error rates of Tukey's test. Results show that Tukey's test is satisfactory in controlling for falsely detecting nonadditivity when the data are actually additive and that it is generally powerful in detecting nonadditivity when it exists. Finally, the article demonstrates an application of Tukey's test in detecting nonadditivity in a judgmental study of educational standards and shows how Tukey's test results can be used to correct imprecision in the estimated VC in the presence of nonadditivity.     

Single‐Case Design in Child Counseling Research: Implications for Counselor Education

Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single‐case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single‐case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single‐case research with children. A case study and suggestions for implementation in counselor education are provided.     

Second‐Generation Research on Resilience: Social‐Emotional Aspects of Children with Learning Disabilities

The goal of this commentary is to focus attention on the various protective factors examined by the four studies of this special issue, in order to predict resilient functioning. These factors include internal factors (cognitive information processing, affective information processing—the attachment/proximity conceptualization) as well as external factors such as teacher perceptions and classroom ecology. By bringing together major themes from these studies, this commentary aims to explicate core elements of resilience in order to enhance the conceptual clarity of the construct within empowerment models, and to point out major directions for future research. Questions emerging from the results yielded by these studies will also be presented.     

Word Reading Fluency: Role of Genome‐Wide Single‐Nucleotide Polymorphisms in Developmental Stability and Correlations With Print Exposure

The genetic effects on individual differences in reading development were examined using genome‐wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, n = 2,942), the GCTA‐based heritability of reading fluency was ~20%–29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of reading fluency from 7 to 12 years (r = 0.69) is largely driven by genetic stability (genetic r = 0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic r = 0.89), indicative of a gene–environment correlation. These findings were largely consistent with quantitative genetic twin analyses that used both twins in each pair (n = 1,066–1,409).     

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.     

Language Brokering and Depressive Symptoms in Mexican‐American Adolescents: Parent–Child Alienation and Resilience as Moderators

This study aimed to untangle the mixed effects of language brokering by examining a contextual factor (i.e., parent–child alienation) and a personal attribute (i.e., resilience) that may relate to adolescents’ feelings during translating (i.e., sense of burden and efficacy) and that may moderate the association between such feelings and adolescent depressive symptoms. Participants included 557 adolescent language brokers (M_age = 12.96) in Mexican‐American families. Results showed that adolescents with a strong sense of alienation from parents or low resilience (a) experienced more burden or less efficacy in translating and (b) were more susceptible to the detrimental effects of feeling a sense of burden and the beneficial effects of experiencing a sense of efficacy, as measured by depressive symptoms.     

Stability and Variability in Young Children's Understanding of Floating and Sinking During One Single‐Task Session

Intraindividual variability is a key component in explaining children's development and learning. Studying this type of variability on the micro‐timescale can help us understand real‐time constructive processes and the subsequent long‐term development. The aim of this article is to study the process of children's understanding of floating and sinking during one single‐task session. A total of 38 kindergartners were asked to explain the floating or sinking of 14 different objects. The results reveal that the majority of children showed a high degree of intraindividual variability. In general, most children had a decrease in variability of both content and complexity of explanations during one task session and stabilized in both complexity and content toward the end of the task. The analyses indicated that hypothesis testing was not related to changes in children's explanations. These results can be the starting point for further research about change on different, nested timescales.     

A Longitudinal Analysis of Well‐Being of Ghanaian Children in Transnational Families

This study is the first to employ panel data to examine well‐being outcomes—self‐rated health, happiness, life satisfaction, and school enjoyment—of children in transnational families in an African context. It analyzes data collected in 2013, 2014, and 2015 from secondary schoolchildren and youth (ages 12–21) in Ghana (N = 741). Results indicate that children with fathers, mothers, or both parents away and those cared for by a parent, a family, or a nonfamily member are equally or more likely to have higher levels of well‐being as children in nonmigrant families. Yet, there are certain risk factors—being a female, living in a family affected by divorce or by a change in caregiver while parents migrate—that may decrease child well‐being.