William Work
Datos Biográficos
| ID | 5595152 |
|---|---|
| NOMBRE | William Work |
| NOMBRES | William |
| APELLIDO | Work |
| FIRMA | WORK W |
| AFILIACIONES | University of Rochester |
| VERIFICADO | No |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 53 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1949 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 1999 |
| ÍNDICE H | 2 |
Parent-child relationship qualities and child adjustment in highly stressed urban black and white families
Compared poor, highly stressed African-American and White, 2nd–6th grade urban parents and their children on: a) three parent–child relationship clusters (i.e., positive attitudes, involvement, and discipline practices); b) nine child adjustment variables; and c) patterns of relationships between these two sets of variables. There were no significant racial group differences on any parent–child relationship cluster. Although White children exceed…
Parent–child relationship qualities and child adjustment in highly stressed urban black and white families
Compared poor, highly stressed African-American and White, 2nd–6th grade urban parents and their children on: a) three parent–child relationship clusters (i.e., positive attitudes, involvement, and discipline practices); b) nine child adjustment variables; and c) patterns of relationships between these two sets of variables. There were no significant racial group differences on any parent–child relationship cluster. Although White children exceed…
Correlates of resilient outcomes among highly stressed African-American and White urban children
Compared test variables that differentiated stress-affected and stress-resilient outcomes within separate subsamples of highly stressed 4th–6th grade urban African-American and White children. Similar variables differentiated resilient and stress affected children in the two racial groups. Key common differentiators associated with resilient outcomes under chronically stressful life conditions included: perceived competence; positive self-views; …
Differences in stressors experienced by urban African American, White, and Hispanic children
The frequency of occurrence of 30 stressful life events and circumstances (SLE-Cs), most major and chronic stressors, was compared among 1179 African American, White, and Hispanic second- to sixth-grade, poor (76% eligible for free or reduced-cost lunch) urban children, and their families. Parents completed a Life Events Checklist (LEC) reporting all SLE-Cs experienced by child and family. Factor analysis identified a 5-factor solution for the LE…
A preventive intervention for enhancing resilience among highly stressed urban children
Test correlates of resilient outcomes among highly stressed second- and third-grade urban children
This study compared the test performance of highly stressed second- and third-grade urban school children, with stress-resilient (SR) and stress-affected (SA) outcomes on a battery of measures chosen for their potential in expanding the nomological definitional net for early childhood resilience. SRs exceeded SAs on all adjustment selection and verification indicators. On the criterion test measures, SRs exceeded SAs on several dimensions of self…
Test comparisons among stress-affected, stress-resilient, and nonclassified fourth- through sixth-grade urban children
Test performance of three groups of urban 4th- through 6th-graders – highly stressed children with stress-resilient (SR) or stress-affected (SA) adjustment outcomes, and demographically matched nonclassified (NC) peers – from 2-year cohorts, was compared on measures used both to select SRs and SAs and to expand the definitional net for childhood resilience. On adjustment-selection and verification measures, SRs exceeded NCs and NCs exceeded SAs. …
Developmental and family milieu correlates of resilience in urban children who have experienced major life stress
Reports findings from interviews with parents of demographically-comparable groups of highly-stressed urban children with stress-resilient (SR) and stress-affected (SA) outcomes at ages 10-12. SR and SA children were compared on family milieu and child development variables assessed within a developmental framework. Compared to SAs, parents of SRs scored higher on variables reflecting parent perceptions of a nurturant caregiver-child relationship…
Stress resilient children in an urban setting
Test correlates of stress resilience among urban school children
Evaluation of a revised fourth grade social problem solving curriculum
The impact of life stressors on childhood adjustment
This investigation studied relationships between life stress and adjustment in a sample of fifty-six 6th grade urban children. Stress was assessed using a 28-item event/circumstance (SLE-Cs) checklist, completed by parents. Adjustment, from the perspectives of classroom teachers, parents, and children, was separately assessed. Children also completed measures of social sup- port, empathy, locus of control, and perceived competence. Significant bu…
Resilient children, psychological wellness, and primary prevention
The concept of heightened resilience or invulnerability in young profoundly stressed children is developed in terms of its implications for a psychology of wellness and for primary prevention in mental health. Relevant literature is reviewed, a skeletal model for studying resilience is outlined, and needed research directions are considered. The latter include expansion of the construct's nomological definitional net, inquiry into the antecedents…
The basic academic skills enhancement program
The Basic Academic Skills Enhancement (BASE) program is described as an example of one research team's approach to the design, conduct, and implementation of a multilevel (i.e., primary and secondary) prevention program. Following presentation of the conceptual rationale for the program, BASE's evolution is discussed with regard to its specific personnel and setting characteristics. In describing the program's screening, intepretation, and evalua…
The Teacher-Child Rating Scale
This paper presents two related studies describing the development and validation of the Teacher-Child Rating Scale (T-CRS), a brief objective socioemotional measure. More than 200 teachers rated 1,379 K-6th graders on the T-CRS. These ratings were factor analyzed into three six-item problem and three six-item competence scales. Indices of reliability and validity support the use of the T-CRS as a parsimonious diagnostic and screening measure. Po…
The forum
The forum
Shop talk
The forum
Dramatic activity in American community theatres
The forum
Current trends in community theatre operation
Resilient children, psychological wellness, and primary prevention
The concept of heightened resilience or invulnerability in young profoundly stressed children is developed in terms of its implications for a psychology of wellness and for primary prevention in mental health. Relevant literature is reviewed, a skeletal model for studying resilience is outlined, and needed research directions are considered. The latter include expansion of the construct's nomological definitional net, inquiry into the antecedents…
Developmental and family milieu correlates of resilience in urban children who have experienced major life stress
Reports findings from interviews with parents of demographically-comparable groups of highly-stressed urban children with stress-resilient (SR) and stress-affected (SA) outcomes at ages 10-12. SR and SA children were compared on family milieu and child development variables assessed within a developmental framework. Compared to SAs, parents of SRs scored higher on variables reflecting parent perceptions of a nurturant caregiver-child relationship…
Current trends in community theatre operation
Current trends in community theatre operation
Dramatic activity in American community theatres
The forum
The forum
The forum
Shop talk
The forum
The Teacher-Child Rating Scale
This paper presents two related studies describing the development and validation of the Teacher-Child Rating Scale (T-CRS), a brief objective socioemotional measure. More than 200 teachers rated 1,379 K-6th graders on the T-CRS. These ratings were factor analyzed into three six-item problem and three six-item competence scales. Indices of reliability and validity support the use of the T-CRS as a parsimonious diagnostic and screening measure. Po…
The basic academic skills enhancement program
The Basic Academic Skills Enhancement (BASE) program is described as an example of one research team's approach to the design, conduct, and implementation of a multilevel (i.e., primary and secondary) prevention program. Following presentation of the conceptual rationale for the program, BASE's evolution is discussed with regard to its specific personnel and setting characteristics. In describing the program's screening, intepretation, and evalua…
Resilient children, psychological wellness, and primary prevention
The concept of heightened resilience or invulnerability in young profoundly stressed children is developed in terms of its implications for a psychology of wellness and for primary prevention in mental health. Relevant literature is reviewed, a skeletal model for studying resilience is outlined, and needed research directions are considered. The latter include expansion of the construct's nomological definitional net, inquiry into the antecedents…
Stress resilient children in an urban setting
Test correlates of stress resilience among urban school children
Evaluation of a revised fourth grade social problem solving curriculum
The impact of life stressors on childhood adjustment
This investigation studied relationships between life stress and adjustment in a sample of fifty-six 6th grade urban children. Stress was assessed using a 28-item event/circumstance (SLE-Cs) checklist, completed by parents. Adjustment, from the perspectives of classroom teachers, parents, and children, was separately assessed. Children also completed measures of social sup- port, empathy, locus of control, and perceived competence. Significant bu…
Developmental and family milieu correlates of resilience in urban children who have experienced major life stress
Reports findings from interviews with parents of demographically-comparable groups of highly-stressed urban children with stress-resilient (SR) and stress-affected (SA) outcomes at ages 10-12. SR and SA children were compared on family milieu and child development variables assessed within a developmental framework. Compared to SAs, parents of SRs scored higher on variables reflecting parent perceptions of a nurturant caregiver-child relationship…
Test comparisons among stress-affected, stress-resilient, and nonclassified fourth- through sixth-grade urban children
Test performance of three groups of urban 4th- through 6th-graders – highly stressed children with stress-resilient (SR) or stress-affected (SA) adjustment outcomes, and demographically matched nonclassified (NC) peers – from 2-year cohorts, was compared on measures used both to select SRs and SAs and to expand the definitional net for childhood resilience. On adjustment-selection and verification measures, SRs exceeded NCs and NCs exceeded SAs. …
A preventive intervention for enhancing resilience among highly stressed urban children
Test correlates of resilient outcomes among highly stressed second- and third-grade urban children
This study compared the test performance of highly stressed second- and third-grade urban school children, with stress-resilient (SR) and stress-affected (SA) outcomes on a battery of measures chosen for their potential in expanding the nomological definitional net for early childhood resilience. SRs exceeded SAs on all adjustment selection and verification indicators. On the criterion test measures, SRs exceeded SAs on several dimensions of self…
Differences in stressors experienced by urban African American, White, and Hispanic children
The frequency of occurrence of 30 stressful life events and circumstances (SLE-Cs), most major and chronic stressors, was compared among 1179 African American, White, and Hispanic second- to sixth-grade, poor (76% eligible for free or reduced-cost lunch) urban children, and their families. Parents completed a Life Events Checklist (LEC) reporting all SLE-Cs experienced by child and family. Factor analysis identified a 5-factor solution for the LE…
Parent-child relationship qualities and child adjustment in highly stressed urban black and white families
Compared poor, highly stressed African-American and White, 2nd–6th grade urban parents and their children on: a) three parent–child relationship clusters (i.e., positive attitudes, involvement, and discipline practices); b) nine child adjustment variables; and c) patterns of relationships between these two sets of variables. There were no significant racial group differences on any parent–child relationship cluster. Although White children exceed…
Parent–child relationship qualities and child adjustment in highly stressed urban black and white families
Compared poor, highly stressed African-American and White, 2nd–6th grade urban parents and their children on: a) three parent–child relationship clusters (i.e., positive attitudes, involvement, and discipline practices); b) nine child adjustment variables; and c) patterns of relationships between these two sets of variables. There were no significant racial group differences on any parent–child relationship cluster. Although White children exceed…
Correlates of resilient outcomes among highly stressed African-American and White urban children
Compared test variables that differentiated stress-affected and stress-resilient outcomes within separate subsamples of highly stressed 4th–6th grade urban African-American and White children. Similar variables differentiated resilient and stress affected children in the two racial groups. Key common differentiators associated with resilient outcomes under chronically stressful life conditions included: perceived competence; positive self-views; …
Psychology (16 obras) · Clinical Psychology (11 obras) · Child and Adolescent Psychosocial and Emotional Development (10 obras) · Developmental psychology (10 obras) · Early Childhood Education and Development (10 obras) · Social Psychology (10 obras) · Medicine (9 obras) · Resilience and Mental Health (9 obras) · Sociology (8 obras) · Psychological resilience (7 obras)