Amanda Allard
Biographic Data
| ID | 167850 |
|---|---|
| NAME | Amanda Allard |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Allard |
| SIGNATURE | ALLARD A |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-1948-0724 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Theoretical Distinctions Between Emotion and Cognition Content in Supportive Messages
What constitutes effective supportive message content is a topic of intense interdisciplinary scholarly interest and has palpable real-world implications for individuals’ well-being. Emotion and cognition content are two commonly theorized supportive message forms. Although both are theorized to operate through conversationally induced reappraisal, their relative effects, underlying mediating mechanisms, and boundary conditions for effectiveness …
Estimating a minimum clinically important difference for the Developmental Behaviour Checklist – parent report
These findings contextualise DBC-P score changes in relation to outcomes from other interventions and parent carer and professional views. Which MCID value to choose depends on what factors are prioritised for an intervention
Developing Integrated Whole System Alliance and Outcomes Based Accountability Frameworks for Children and Families with Special Educational Needs and Disabilities
Background: Rochdale is an area of Greater Manchester, UK, with a population of around 220,000 people, the area is culturally diverse with 21% of the population coming from ethnically minoritized groups1, the area faces significant challenges due to multiple disadvantages. This includes almost a third of the population living in areas amongst the 10% most deprived in the UK. The impact of this disadvantage can clearly be seen within outcomes for …
Developing an integrated whole system alliance and outcomes-based accountability frameworks for Children with Special Educational Needs and Disabilities
Why are we conducting a workshop? To address the pressing challenges in delivering integrated services for children with SEND, sharing Rochdale's successful model to inspire and guide others. Who is it for? Stakeholders involved in SEND, including local authorities, care organizations, community sectors, academics, and anyone interested in improving outcomes for children and families. What are we going to do? A 60-minute workshop featuring a 15-m…
An Experimental Investigation of Supportive Tactile Communication During Esteem Support Conversations
The present study examines how supportive touch impacts evaluations of esteem support content containing high emotion-focused (HEF) or high problem-focused (HPF) messages during observed esteem support interactions. A 2 (verbal content; i.e., HEF or HPF) by 2 (nonverbal content; i.e., presence or absence of supportive tactile communication) experiment was conducted to test for main and interactional effects. Results revealed that HEF conditions w…
Students' perception of an instructor
Home schooling during the Covid-19 pandemic in the United Kingdom
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among famili…
Seeing invisible support
The concept of invisible support (Bolger et al., 2000) has sparked interest among social support researchers. Theoretically, invisible support avoids negative support outcomes related to face threats and, therefore, should lead to better outcomes than traditional support. Unfortunately, empirical tests of invisible support have yielded inconsistent results, potentially due to a lack of conceptual and operational clarity in defining invisible supp…
Self-Conscious Emotions and Esteem Support
This experiment examines state shame and guilt responses to esteem support messages, testing predictions derived from the cognitive-emotional theory of esteem support messages (CETESM). Participants (N = 852) chose one of eight hypothetical scenarios designed to induce shame and/or guilt. Next, participants were directed to a randomization of emotion-focused (EF) and problem-focused (PF) esteem support messages and were asked to rate how the mess…
Support gaps during the Covid-19 pandemic
During times of stress, supportive communication can buffer individuals from experiencing negative outcomes. However, the COVID-19 pandemic has substantially altered the interactions people rely on for support, which may influence the supportive messages they desire and receive. When people receive quantities of support that differ from what they desire, they experience support gaps, which are often associated with negative outcomes. The present …
What Works for Young People Leaving Care
Involving Young People—Empowerment or Exploitation
The principle that children should be heard as well as seen—that they have a right to be consulted over decisions affecting them and to have their views taken into account by the adults working with or for them—now has general currency. One consequence is that increasing numbers of children and young people are now appearing on conference platforms or are included on the executive councils of charities or participate in working parties. Such even…
Policy Review
Policy Review
Support gaps during the Covid-19 pandemic
During times of stress, supportive communication can buffer individuals from experiencing negative outcomes. However, the COVID-19 pandemic has substantially altered the interactions people rely on for support, which may influence the supportive messages they desire and receive. When people receive quantities of support that differ from what they desire, they experience support gaps, which are often associated with negative outcomes. The present …
What Works for Young People Leaving Care
Students' perception of an instructor
Involving Young People—Empowerment or Exploitation
The principle that children should be heard as well as seen—that they have a right to be consulted over decisions affecting them and to have their views taken into account by the adults working with or for them—now has general currency. One consequence is that increasing numbers of children and young people are now appearing on conference platforms or are included on the executive councils of charities or participate in working parties. Such even…
Policy Review
Policy Review
What Works for Young People Leaving Care
Self-Conscious Emotions and Esteem Support
This experiment examines state shame and guilt responses to esteem support messages, testing predictions derived from the cognitive-emotional theory of esteem support messages (CETESM). Participants (N = 852) chose one of eight hypothetical scenarios designed to induce shame and/or guilt. Next, participants were directed to a randomization of emotion-focused (EF) and problem-focused (PF) esteem support messages and were asked to rate how the mess…
Support gaps during the Covid-19 pandemic
During times of stress, supportive communication can buffer individuals from experiencing negative outcomes. However, the COVID-19 pandemic has substantially altered the interactions people rely on for support, which may influence the supportive messages they desire and receive. When people receive quantities of support that differ from what they desire, they experience support gaps, which are often associated with negative outcomes. The present …
Home schooling during the Covid-19 pandemic in the United Kingdom
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among famili…
Seeing invisible support
The concept of invisible support (Bolger et al., 2000) has sparked interest among social support researchers. Theoretically, invisible support avoids negative support outcomes related to face threats and, therefore, should lead to better outcomes than traditional support. Unfortunately, empirical tests of invisible support have yielded inconsistent results, potentially due to a lack of conceptual and operational clarity in defining invisible supp…
Students' perception of an instructor
An Experimental Investigation of Supportive Tactile Communication During Esteem Support Conversations
The present study examines how supportive touch impacts evaluations of esteem support content containing high emotion-focused (HEF) or high problem-focused (HPF) messages during observed esteem support interactions. A 2 (verbal content; i.e., HEF or HPF) by 2 (nonverbal content; i.e., presence or absence of supportive tactile communication) experiment was conducted to test for main and interactional effects. Results revealed that HEF conditions w…
Estimating a minimum clinically important difference for the Developmental Behaviour Checklist – parent report
These findings contextualise DBC-P score changes in relation to outcomes from other interventions and parent carer and professional views. Which MCID value to choose depends on what factors are prioritised for an intervention
Developing Integrated Whole System Alliance and Outcomes Based Accountability Frameworks for Children and Families with Special Educational Needs and Disabilities
Background: Rochdale is an area of Greater Manchester, UK, with a population of around 220,000 people, the area is culturally diverse with 21% of the population coming from ethnically minoritized groups1, the area faces significant challenges due to multiple disadvantages. This includes almost a third of the population living in areas amongst the 10% most deprived in the UK. The impact of this disadvantage can clearly be seen within outcomes for …
Developing an integrated whole system alliance and outcomes-based accountability frameworks for Children with Special Educational Needs and Disabilities
Why are we conducting a workshop? To address the pressing challenges in delivering integrated services for children with SEND, sharing Rochdale's successful model to inspire and guide others. Who is it for? Stakeholders involved in SEND, including local authorities, care organizations, community sectors, academics, and anyone interested in improving outcomes for children and families. What are we going to do? A 60-minute workshop featuring a 15-m…
Theoretical Distinctions Between Emotion and Cognition Content in Supportive Messages
What constitutes effective supportive message content is a topic of intense interdisciplinary scholarly interest and has palpable real-world implications for individuals’ well-being. Emotion and cognition content are two commonly theorized supportive message forms. Although both are theorized to operate through conversationally induced reappraisal, their relative effects, underlying mediating mechanisms, and boundary conditions for effectiveness …
Psychology (10 works) · Medicine (5 works) · Political science (5 works) · Social Psychology (5 works) · Sociology (5 works) · Family and Disability Support Research (4 works) · Communication (3 works) · Developmental psychology (3 works) · Economics (3 works) · Empowerment (3 works)