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281.
Blake A. Colaianne Brooke D. Lavelle Meg L. Small Robert W. Roeser 《Journal of research on adolescence》2023,33(1):169-187
Many have called for school-based student programs that teach skills related to self-care and caring for others. Here, such a program for peer-nominated adolescents was developed and piloted virtually at one high school during the COVID-19 pandemic. Results of a longitudinal, quasi-experimental evaluation of the program showed high-quality program implementation and promising program impacts. Effect sizes indicated moderate to large program impacts on improvements in adolescents' self-compassion, sense of interdependence, and perspective-taking, and female adolescents' interoceptive awareness, compared to controls. No group differences in compassion for others were found. The need for more research on programs that help adolescents balance compassion for the self and for others is discussed. 相似文献
282.
Christina C. Moore Julie A. Hubbard Megan K. Bookhout Lindsay Zajac Mary Dozier 《Social Development》2023,32(1):246-262
The goal of the current study was to investigate the contribution of both trait-like individual differences and dyadic processes to the content of children's conversations. Fifty-two groups typically consisting of four same-sex unfamiliar nine-year-old children (N = 202) interacted in all possible dyads, resulting in six dyads per group. Each dyad completed a 5-min frustration task and a 5-min planning task. Observers coded children's verbalizations into 10 categories and further summed these categories into prosocial (suggest, agree, solicit input, ask, encourage, state personal) and antisocial (command, disagree, discourage, aggress) verbalizations, resulting in 24 variables (12 per task). Across both tasks, Social Relations Model analyses provided evidence of the role of both individual differences [significant effects for actor variance (15 of 24 variables), actor-actor correlations, and intrapersonal correlations] and dyadic processes [significant effects for partner variance (4 of 24 variables), relationship variance (18 of 24 variables), dyadic reciprocity correlations (10 of 24 variables), and interpersonal correlations] in children's conversations with peers. 相似文献
283.
Shelby L. Clark Becci A. Akin Sarah McCall Meg Paceley Kaela Byers Mariana Gomez 《Child & Family Social Work》2023,28(3):589-599
The child welfare system is characterized by fixed power structures, coercion and hierarchies that privilege the perspectives of a select few. These oppressive aspects of the system quelch youth voice and others' voices, especially those with lived experience, frequently omitting them from case- and system-level decisions. Acknowledging the empowering potential of creative and arts-based research, this study used poetic inquiry with youth in or formerly in foster care, parent partners and professionals working in child welfare, inviting them to reimagine how the system could support youth in foster care towards thriving. Through seven poetry focus groups, 41 participants wrote individual and relational poems. Analyses focused on how symbols were used and their suggestions for revisioning child welfare. Seven themes identified the types of symbols used in poems: 1) Nature/Natural Phenomena, 2) Human Body/Senses, 3) Actions, 4) Physical Objects, 5) Paperwork, Cases, Bureaucracy, 6) Connectedness/Family and 7) Strong Emotions. Beyond demonstrating a novel arts-based method, findings offer a new, creative space for understanding the foster care system. Symbols were powerful and cut across life experiences and identities. A key implication pointed to using symbolic language to aid the work of revisioning child welfare towards humanistic and embodied approaches, social justice and well-being. 相似文献