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
2017 ◽  
Vol 46 (3) ◽  
pp. 288-303 ◽  
Author(s):  
Christina Flynn Brown ◽  
Michelle Kilpatrick Demaray ◽  
Jaclyn E. Tennant ◽  
Lyndsay N. Jenkins

2021 ◽  
pp. 001698622110194
Author(s):  
James R. Andretta ◽  
Frank C. Worrell

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.


Author(s):  
Ros Baumann ◽  
Henriette van Rensburg

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.


Author(s):  
Rebecca B. Silver ◽  
Megan Beers ◽  
Leandra Godoy ◽  
Susan Dickstein

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.


2021 ◽  
pp. 000-000
Author(s):  
Kendra M. Lewis ◽  
Stefanie D. Holloway ◽  
Niloofar Bavarian ◽  
Naida Silverthorn ◽  
David L. DuBois ◽  
...  

2020 ◽  
pp. 088626052094814
Author(s):  
Sara Babad ◽  
Amanda Zwilling ◽  
Kaitlin W. Carson ◽  
Victoria Fairchild ◽  
Valentina Nikulina

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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