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Childhood Aggression and Peer Relations in the Context of Family and Neighborhood Factors 总被引:6,自引:0,他引:6
Janis B. Kupersmidt Pamela C. Griesler Melissa E. DeRosier Charlotte J. Patterson Paul W. Davis 《Child development》1995,66(2):360-375
4 models (risk, protective, potentiator, and person-environment fit) comparing the associations among ethnicity, income, and structural characteristics of families and neighborhoods on childhood aggression and peer relations were explored. The 1,271 second- through fifth-grade ( M = 9.9 years) children were assigned to 1 of 8 family types based on ethnicity, income, and household composition, and their addresses were used to define low- or middle-SES neighborhoods using neighborhood census data. Middle-SES neighborhoods operated as a protective factor for reducing aggression among children from high-risk families, interacted with family type to produce poor person-environment fit resulting in a greater likelihood of being rejected by one's peers, and potentiated the development of home play companions for children from low-risk families. Developmental and gender differences were also explored. Results are discussed in terms of the need for broader contextual factors to be considered in studying children's social and behavioral development. 相似文献
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Stephen P. Lewis Nancy L. Heath Penelope A. Hasking Janis L. Whitlock Mark S. Wilson Paul L. Plener 《Journal of College Counseling》2019,22(1):70-82
Nonsuicidal self‐injury is a significant concern on college campuses. Hence, the authors, the International Consortium on Self‐Injury in Educational Settings, offer the current position paper. First, the authors review current research in the field. Next, they discuss considerations for colleges' institutional‐wide response to self‐injury, including the role of and recommendations for relevant stakeholders (students, residence staff, mental health professionals) who directly and indirectly support students who self‐injure. Guidelines for response and suggested resources are also presented. 相似文献
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Deborah W. Tegano James D. Moran III Alton J. DeLong Janis Brickey Kris Klick Ramassini 《Early Childhood Education Journal》1996,23(3):135-141
Research has shown that children's perception of the space around them is related to the quality of their play behaviors.
Summaries of three research studies with preschoolers show that when children perceive themselves large, they enter complex
play more quickly and stay for longer periods of time. The quality of children's play behavior changed when children played
in small spaces. In these three studies, space was altered by: (a) creating a screened structure in the classroom, (b) changing
the scale of the patterns on the wall of a learning center, and (c) altering the size of the block center. Each study is summarized
and suggestions for designing classroom spaces are included. Implications of this program of research for increasing attention
span and augmenting complex play and problem solving are discussed. 相似文献
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Over the last two decades, thousands of U.S. military veterans have entered teaching as a second career. This study documents the first year of teaching as experienced by two teachers recently retired from the U.S. military, including the challenges they faced, the professional support they received, their growth and development, and the rewards that came with professional growth. We include recommendations for assisting former service members new to teaching. 相似文献