Utilizing the RE-AIM framework to determine effectiveness of a preschool intervention program on social-emotional outcomes

2020 ◽  
Vol 79 ◽  
pp. 101773
Author(s):  
Ruby A. Natale ◽  
Ellen Kolomeyer ◽  
Ana Robleto ◽  
Zafreen Jaffery ◽  
Rachel Spector
Keyword(s):  
Intervention Program ◽  
Social Emotional ◽  
Preschool Intervention ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

Cyber Victimization in High School: Measurement, Overlap With Face-to-Face Victimization, and Associations With Social–Emotional Outcomes

2017 ◽  
Vol 46 (3) ◽  
pp. 288-303 ◽  
Author(s):  
Christina Flynn Brown ◽  
Michelle Kilpatrick Demaray ◽  
Jaclyn E. Tennant ◽  
Lyndsay N. Jenkins
Keyword(s):  
High School ◽  
Cyber Victimization ◽  
Social Emotional ◽  
Face To Face ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

Attitudes Toward the Past, Present, and Future: Associations With Self-Reported Academic Outcomes in Academically Talented Adolescents

2021 ◽  
pp. 001698622110194
Author(s):  
James R. Andretta ◽  
Frank C. Worrell
Keyword(s):  
Future Research ◽  
Academic Rank ◽  
Social Emotional ◽  
Academically Talented ◽  
Negative Attitudes ◽  
The Past ◽  
Time Attitudes ◽  
Emotional Outcomes ◽  
Attitude Scales ◽  
Social Emotional Outcomes

The Adolescent and Adult Time Inventory–Time Attitude Scales (AATI-TA) were used to examine the association between time attitudes and self-reported academic and social–emotional outcomes in 967 academically talented adolescents ( M age = 14.27, SD = 1.42) attending a summer educational program. The AATI-TA consists of six subscales assessing positive and negative attitudes toward the past, present, and future. Bivariate associations between AATI-TA subscales scores and outcomes were small. Cluster analyses of AATI-TA scores yielded several profiles, labeled Pessimists, Negatives, Ambivalents, and Positives. Students with Positive and Ambivalent profiles reported greater course enjoyment, higher perceived academic rank, and higher expected summer GPA than their peers with the Negative profile, even though the groups did not differ on how challenging they perceived the courses to be, time spent on homework, and studying. In keeping with previous research using the AATI-TA, Positives reported the most favorable outcomes, Negatives the least, and Ambivalent and Pessimistic adolescents fell between these two groups. Future research on time attitudes should include measures of actual academic performance.

Inclusivity and the Education of Children of Defence Forces Personnel

2020 ◽  
pp. 35-53
Author(s):  
Ros Baumann ◽  
Henriette van Rensburg
Keyword(s):  
Academic Achievement ◽  
Academic Outcomes ◽  
Educational Achievement ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Australian Defence Force ◽  
Negative Impacts ◽  
Literacy Testing ◽  
And Mathematics ◽  
Social Emotional Outcomes

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

Addressing Barriers and Limitations of Developmental Screening in Community Contexts

2019 ◽  
pp. 458-481
Author(s):  
Rebecca B. Silver ◽  
Megan Beers ◽  
Leandra Godoy ◽  
Susan Dickstein
Keyword(s):  
Family Engagement ◽  
Lessons Learned ◽  
Developmental Screening ◽  
Social Emotional ◽  
Screening Practices ◽  
Critical Elements ◽  
Emotional Outcomes ◽  
Essential Components ◽  
Red Flag ◽  
Social Emotional Outcomes

This chapter describes the triage assessment, a structured way for mental health consultants to conceptualize concerns identified via developmental screening processes and frame feedback to support family engagement with next steps. This chapter (a) describes the rationale, goals, and critical elements of triage assessments; (b) suggests pragmatic guidelines for implementation; and (c) discusses lessons learned from experience conducting triage assessments in community settings, including the importance of promoting family engagement and considerations for increasing sustainability. This chapter describes work conducted in pediatric primary care clinics serving young children at high risk for adverse developmental, behavioral, and social-emotional outcomes. However, the purpose, essential components, and structure of triage assessments are relevant as second-stage screening practices for all settings. As screening becomes broadly implemented, the triage assessment helps providers respond to red flag concerns highlighted by first-stage screening practices and support families to get help to address these concerns.

scholarly journals Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes.

2015 ◽  
Vol 51 (5) ◽  
pp. 635-648 ◽  
Author(s):  
Vi-Nhuan Le ◽  
Diana Schaack ◽  
Claude Messan Setodji
Keyword(s):  
Social Emotional ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes

2021 ◽  
pp. 000-000
Author(s):  
Kendra M. Lewis ◽  
Stefanie D. Holloway ◽  
Niloofar Bavarian ◽  
Naida Silverthorn ◽  
David L. DuBois ◽  
...  
Keyword(s):  
Elementary School ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Positive Action ◽  
Social Emotional Outcomes

scholarly journals Childhood Environmental Instability and Social-Emotional Outcomes in Emerging Adults

2020 ◽  
pp. 088626052094814
Author(s):  
Sara Babad ◽  
Amanda Zwilling ◽  
Kaitlin W. Carson ◽  
Victoria Fairchild ◽  
Valentina Nikulina
Keyword(s):  
Family Member ◽  
Emerging Adults ◽  
Emotional Abuse ◽  
Self Esteem ◽  
Ordinary Least Squares ◽  
Emotional Neglect ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Environmental Instability ◽  
Social Emotional Outcomes

Adverse childhood experiences (ACEs) can negatively affect social-emotional functioning. The association between individual and cumulative ACEs and social-emotional domains of self-esteem, loneliness, and negotiation in intimate partner relationships has not been explored in low-risk emerging adults, a gap this study aims to fill. An online survey was administered to undergraduate emerging adults, ages 18 to 25 years ( Mage = 19.73, SD = 1.83; N = 436; 20.60% Hispanic; 63.80% female). The ACEs Survey, Child Abuse Potential Inventory, and Conflict Tactics Scale–2nd Edition were used. Three multivariate ordinary least squares regressions were run, each including predictors significant in bivariate analyses and outcomes of self-esteem, loneliness, and negotiation for each regression. Emotional abuse, B = −.20, p < .01; emotional neglect, B = −.21, p < .001; and substance using family member, B = −.12, p < .05, were negatively associated with self-esteem; emotional neglect, B = .11, p < .01, and cumulative ACEs, B = .16, p < .01, were positively associated with loneliness; and incarcerated family member was positively associated with negotiation, B = .12, p < .05. Overall, these findings suggest that individual ACEs associated with environmental instability (e.g., emotional abuse) are strong predictors of social-emotional outcomes, relative to ACEs associated with more direct physical harm (e.g., sexual abuse).

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