Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 4 de 4
Filtrar
Mais filtros










Base de dados
Intervalo de ano de publicação
2.
Front Psychol ; 12: 640702, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34248742

RESUMO

In the past two decades, a growing number of early childhood interventions that aim to improve school readiness have also targeted children's executive function (EF), building on the theory that promoting EF skills in preschool may play a key role in reducing the substantial gaps in school readiness and later achievement associated with family income. Despite the expansion of school readiness interventions across preschool, research evidence is mixed regarding what works to promote EF development and the impact of these interventions on children's EF skills, and subsequently, their academic and behavioral outcomes. This paper reviews four intervention approaches designed to support school readiness that may also improve children's EF skills by: (a) encouraging adaptive classroom behaviors, (b) improving social-emotional learning, (c) promoting play and direct training of EF skills, and (d) improving cognitive skills related to EF. We describe program effects from rigorous trials testing these approaches, including summarizing the takeaways from four large-scale intervention research studies conducted by the authors, involving over 5,000 children. We conclude by exploring open questions for the field and future directions for research and intervention program development and refinement.

3.
Am J Community Psychol ; 63(3-4): 286-297, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-30653277

RESUMO

Teachers' stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers' stress in the context of lower-middle-income countries (LMICs), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers' well-being. This study explores whether certain combinations of individual and environmental experiences of teachers in LMICs may result in stress, assessed as patterns of diurnal cortisol rhythm. Participants were kindergarten teachers in Kosovo and Ukraine, two LMICs in Europe. Latent Profile Analysis identified three subgroups of teachers that significantly differed on teachers' education and experience. Preliminary results of Latent Growth Modeling suggested differences between profiles in baseline waking cortisol and patterns of diurnal decline. Teachers in the profile that was characterized by the longest experience working in the field but the lowest level of education showed blunted cortisol in the morning and a flatter slope; a pattern that could indicate a maladaptive cortisol response. Future directions for studying stress processes among teachers in LMICs and implications for policy and practice on how to support teacher well-being in low-resource contexts are discussed.


Assuntos
Ritmo Circadiano , Hidrocortisona/metabolismo , Professores Escolares/psicologia , Estresse Psicológico/metabolismo , Adulto , Países Desenvolvidos , Escolaridade , Feminino , Humanos , Kosovo/epidemiologia , Análise de Classes Latentes , Pessoa de Meia-Idade , Pobreza/estatística & dados numéricos , Saliva/química , Estresse Psicológico/psicologia , Fatores de Tempo , Uso de Tabaco/epidemiologia , Ucrânia/epidemiologia
4.
Child Dev ; 88(2): 459-465, 2017 03.
Artigo em Inglês | MEDLINE | ID: mdl-28160274

RESUMO

This special section of Child Development brings together experts in developmental science and intervention research to incorporate current evidence on resilience for vulnerable populations and give concrete suggestions for action and research. This commentary synthesizes the contributions of the articles, noting themes such as simultaneous attention to multiple risk, protective, and promotive processes; integrating new principles from clinical and therapeutic interventions; and adapting intervention approaches for new populations. It then describes additional directions for interventions to maximize resilience, including approaches that address social psychological processes, issues related to demographic and other forms of diversity, policy-related individual behaviors, and sequenced interventions across the life span. It also gives suggestions for integrating implementation science on expansion and scale with behavioral intervention science.


Assuntos
Desenvolvimento Infantil , Psicoterapia/métodos , Populações Vulneráveis/psicologia , Criança , Humanos
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...