Janet Strayer
Biographic Data
| ID | 105251 |
|---|---|
| NAME | Janet Strayer |
| GIVEN NAMES | Janet |
| FAMILY NAME | Strayer |
| SIGNATURE | STRAYER J |
| AFFILIATIONS | Simon Fraser University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 143 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 6 |
Trapped in the Mirror: Psychosocial Reflections on Mid-Life and the Queen in Snow White
Psychological interest in folktales stems in part from their dual roles as expressers of psychological themes and as traditional vehicles for intergenerational socialization. The tale of Snow White is used here as an evocative lens for examining issues and research regarding self and mid-life development, especially for women. Themes highlighted by this old tale provoke contemporary reflections on beauty and image, conferred power, self-evaluativ…
Empathy and Emotional Responsiveness in Delinquent and Non‐delinquent Adolescents
Two groups of male adolescents, incarcerated young offenders (N = 64, mean age = 16.3 years) and a comparison group of community youth (N = 60; mean age = 16.6 years), were administered the Empathy Continuum (measuring cognitive‐affective responses to persons in emotionally evocative videotaped vignettes) and questionnaire measures of empathy, emotional responsiveness, guilt, shame, and antisocial attitudes and behaviors. Although both groups end…
Empathy and Observed Anger and Aggression in Five‐Year‐Olds
In Roberts and Strayer (1996 ), we reported that emotional expressiveness and anger were important predictors of empathy for school‐age children, and that empathy strongly predicted prosocial behaviors aggregated across methods and sources. In this paper, we report how empathy was associated with direct observations of anger and aggression in peer play groups. Twenty‐four initially unacquainted five‐year‐old children (50% girls) were randomly ass…
Children's Anger, Emotional Expressiveness, and Empathy: Relations with Parents’ Empathy, Emotional Expressiveness, and Parenting Practices
In Roberts and Strayer (1996 ) we described how emotional factors were strongly related to children's empathy, which in turn strongly predicted prosocial behavior. This paper focuses on how these child emotional factors, assessed across methods and sources, related to parental factors (empathy, emotional expressiveness, encouragement of children's emotional expressiveness, warmth and control) for a subset of 50 two‐parent families from our earlie…
Afterword
The Dynamics of Emotions and Life Cycle Identity
Emotions are discussed as organizers and motivators in the dynamics of identity across the life span. Discrete emotions, functionalist, and dynamic systems approaches to emotion development are applied to issues of change and continuity in identity, considered within Erikson's psychosocial model of lifespan development (Erikson, 1963). The contributions of emotion to both identity-relevant processes (ex-ploration and commitment) and outcomes (the…
Empathy in conduct-disordered and comparison youth
Children's helping strategies: Influences of emotion, empathy, and age
Children's motivation to help is a function of their level of empathic response to others
Parents' responses to the emotional distress of their children: Relations with children's competence
Although investigators have proposed in various theories that the socialization of emotions has important implications for children's general competence, very little empirical data exist. In the present study, parents' responses to the emotional distress of their preschool children were examined in the context of more general dimensions of parenting (warmth and control), and the relation of these responses to children's competence was assessed. D…
Children's attributions regarding the situational determinants of emotion in self and others
The perception of preschool social dominance
Children's and teachers' perception of social dominance was examined using a behavioral criterion for determining accuracy of verbal judgments. Video records of agonistic interactions were obtained during approximately 60 hours of free-play at two preschool centers. Analyses of social conflict episodes ending in submission revealed linear dominance structures for both groups. Dominance perception was assessed in two ways. Both teachers and childr…
Social aggression and power relations among preschool children
Social agonism and dominance relations were assessed in two preschool groups. An average of 30 hours of observational data was obtained for each group during free-play over a six-week period. A Social Agonism Inventory describing specific initiation and response behaviors during episodes of social conflict was used to code agonistic activity. Dyadic interactions were examined to determine whether the resolution of agonistic interactions conformed…
Empathy in conduct-disordered and comparison youth
Parents' responses to the emotional distress of their children: Relations with children's competence
Although investigators have proposed in various theories that the socialization of emotions has important implications for children's general competence, very little empirical data exist. In the present study, parents' responses to the emotional distress of their preschool children were examined in the context of more general dimensions of parenting (warmth and control), and the relation of these responses to children's competence was assessed. D…
Children's Anger, Emotional Expressiveness, and Empathy: Relations with Parents’ Empathy, Emotional Expressiveness, and Parenting Practices
In Roberts and Strayer (1996 ) we described how emotional factors were strongly related to children's empathy, which in turn strongly predicted prosocial behavior. This paper focuses on how these child emotional factors, assessed across methods and sources, related to parental factors (empathy, emotional expressiveness, encouragement of children's emotional expressiveness, warmth and control) for a subset of 50 two‐parent families from our earlie…
Empathy and Observed Anger and Aggression in Five‐Year‐Olds
In Roberts and Strayer (1996 ), we reported that emotional expressiveness and anger were important predictors of empathy for school‐age children, and that empathy strongly predicted prosocial behaviors aggregated across methods and sources. In this paper, we report how empathy was associated with direct observations of anger and aggression in peer play groups. Twenty‐four initially unacquainted five‐year‐old children (50% girls) were randomly ass…
Children's attributions regarding the situational determinants of emotion in self and others
Empathy and Emotional Responsiveness in Delinquent and Non‐delinquent Adolescents
Two groups of male adolescents, incarcerated young offenders (N = 64, mean age = 16.3 years) and a comparison group of community youth (N = 60; mean age = 16.6 years), were administered the Empathy Continuum (measuring cognitive‐affective responses to persons in emotionally evocative videotaped vignettes) and questionnaire measures of empathy, emotional responsiveness, guilt, shame, and antisocial attitudes and behaviors. Although both groups end…
The Dynamics of Emotions and Life Cycle Identity
Emotions are discussed as organizers and motivators in the dynamics of identity across the life span. Discrete emotions, functionalist, and dynamic systems approaches to emotion development are applied to issues of change and continuity in identity, considered within Erikson's psychosocial model of lifespan development (Erikson, 1963). The contributions of emotion to both identity-relevant processes (ex-ploration and commitment) and outcomes (the…
The perception of preschool social dominance
Children's and teachers' perception of social dominance was examined using a behavioral criterion for determining accuracy of verbal judgments. Video records of agonistic interactions were obtained during approximately 60 hours of free-play at two preschool centers. Analyses of social conflict episodes ending in submission revealed linear dominance structures for both groups. Dominance perception was assessed in two ways. Both teachers and childr…
Social aggression and power relations among preschool children
Social agonism and dominance relations were assessed in two preschool groups. An average of 30 hours of observational data was obtained for each group during free-play over a six-week period. A Social Agonism Inventory describing specific initiation and response behaviors during episodes of social conflict was used to code agonistic activity. Dyadic interactions were examined to determine whether the resolution of agonistic interactions conformed…
Children's attributions regarding the situational determinants of emotion in self and others
Parents' responses to the emotional distress of their children: Relations with children's competence
Although investigators have proposed in various theories that the socialization of emotions has important implications for children's general competence, very little empirical data exist. In the present study, parents' responses to the emotional distress of their preschool children were examined in the context of more general dimensions of parenting (warmth and control), and the relation of these responses to children's competence was assessed. D…
Children's helping strategies: Influences of emotion, empathy, and age
Children's motivation to help is a function of their level of empathic response to others
Empathy in conduct-disordered and comparison youth
Afterword
The Dynamics of Emotions and Life Cycle Identity
Emotions are discussed as organizers and motivators in the dynamics of identity across the life span. Discrete emotions, functionalist, and dynamic systems approaches to emotion development are applied to issues of change and continuity in identity, considered within Erikson's psychosocial model of lifespan development (Erikson, 1963). The contributions of emotion to both identity-relevant processes (ex-ploration and commitment) and outcomes (the…
Empathy and Observed Anger and Aggression in Five‐Year‐Olds
In Roberts and Strayer (1996 ), we reported that emotional expressiveness and anger were important predictors of empathy for school‐age children, and that empathy strongly predicted prosocial behaviors aggregated across methods and sources. In this paper, we report how empathy was associated with direct observations of anger and aggression in peer play groups. Twenty‐four initially unacquainted five‐year‐old children (50% girls) were randomly ass…
Children's Anger, Emotional Expressiveness, and Empathy: Relations with Parents’ Empathy, Emotional Expressiveness, and Parenting Practices
In Roberts and Strayer (1996 ) we described how emotional factors were strongly related to children's empathy, which in turn strongly predicted prosocial behavior. This paper focuses on how these child emotional factors, assessed across methods and sources, related to parental factors (empathy, emotional expressiveness, encouragement of children's emotional expressiveness, warmth and control) for a subset of 50 two‐parent families from our earlie…
Empathy and Emotional Responsiveness in Delinquent and Non‐delinquent Adolescents
Two groups of male adolescents, incarcerated young offenders (N = 64, mean age = 16.3 years) and a comparison group of community youth (N = 60; mean age = 16.6 years), were administered the Empathy Continuum (measuring cognitive‐affective responses to persons in emotionally evocative videotaped vignettes) and questionnaire measures of empathy, emotional responsiveness, guilt, shame, and antisocial attitudes and behaviors. Although both groups end…
Trapped in the Mirror: Psychosocial Reflections on Mid-Life and the Queen in Snow White
Psychological interest in folktales stems in part from their dual roles as expressers of psychological themes and as traditional vehicles for intergenerational socialization. The tale of Snow White is used here as an evocative lens for examining issues and research regarding self and mid-life development, especially for women. Themes highlighted by this old tale provoke contemporary reflections on beauty and image, conferred power, self-evaluativ…
Psychology (12 works) · Developmental psychology (11 works) · Social Psychology (10 works) · Social Psychology (8 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Empathy (5 works) · Bullying, Victimization, and Aggression (4 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works) · Prosocial behavior (4 works)