Bohdan S Lotyczewski
Biographic Data
| ID | 5379005 |
|---|---|
| NAME | Bohdan S Lotyczewski |
| GIVEN NAMES | Bohdan S |
| FAMILY NAME | Lotyczewski |
| SIGNATURE | LOTYCZEWSKI B S |
| AFFILIATIONS | University of Rochester |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 2 |
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…
Young children's views of stressful life events
Fourth through 6th grade urban and suburban children first judged how upsetting they thought each of 22 stressful life events would be if the events occurred to age-mates ("cognitive" set). The children then checked events they had actually experienced and rated each in terms of how upsetting it was for them ("experiential" set). Low-level consistencies were found among judged cognitive upset ratings for the 22 items. The latter formed three fact…
Author reactions to the manuscript revision process
Author reactions to the manuscript revision process
Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics
Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the …
The Teacher-Child Rating Scale: A Brief Objective Measure of Elementary Children's School Problem Behaviors and Competencies
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…
Recent stressful life events and young children's school adjustment
A group of 211 first-to fourth-grade children who had experienced one or more recent stressful life events were compared to a demographically matched sample of 211 children who had not experienced such events on measures of school adjustment problems and competencies. Stressful life events were found to be associated with the presence of more serious school adjustment problems and fewer competencies. Those associations were strongest for children…
Risk and resource indicators and their relationship to young children's school adjustment
Relationships between risk-magnifying life situations and events, as well as resources, and school adjustment were explored in a large sample of first through fourth graders. Also studied was the extent to which the presence of resources moderate the effects of risk. Children's risk and resource factors were determined from background-identifying information provided by teachers in four domains: physical and health characteristics, recent critica…
Recent stressful life events and young children's school adjustment
A group of 211 first-to fourth-grade children who had experienced one or more recent stressful life events were compared to a demographically matched sample of 211 children who had not experienced such events on measures of school adjustment problems and competencies. Stressful life events were found to be associated with the presence of more serious school adjustment problems and fewer competencies. Those associations were strongest for children…
Risk and resource indicators and their relationship to young children's school adjustment
Relationships between risk-magnifying life situations and events, as well as resources, and school adjustment were explored in a large sample of first through fourth graders. Also studied was the extent to which the presence of resources moderate the effects of risk. Children's risk and resource factors were determined from background-identifying information provided by teachers in four domains: physical and health characteristics, recent critica…
Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics
Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the …
Risk and resource indicators and their relationship to young children's school adjustment
Relationships between risk-magnifying life situations and events, as well as resources, and school adjustment were explored in a large sample of first through fourth graders. Also studied was the extent to which the presence of resources moderate the effects of risk. Children's risk and resource factors were determined from background-identifying information provided by teachers in four domains: physical and health characteristics, recent critica…
Recent stressful life events and young children's school adjustment
A group of 211 first-to fourth-grade children who had experienced one or more recent stressful life events were compared to a demographically matched sample of 211 children who had not experienced such events on measures of school adjustment problems and competencies. Stressful life events were found to be associated with the presence of more serious school adjustment problems and fewer competencies. Those associations were strongest for children…
The Teacher-Child Rating Scale: A Brief Objective Measure of Elementary Children's School Problem Behaviors and Competencies
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…
Author reactions to the manuscript revision process
Author reactions to the manuscript revision process
Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics
Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the …
Young children's views of stressful life events
Fourth through 6th grade urban and suburban children first judged how upsetting they thought each of 22 stressful life events would be if the events occurred to age-mates ("cognitive" set). The children then checked events they had actually experienced and rated each in terms of how upsetting it was for them ("experiential" set). Low-level consistencies were found among judged cognitive upset ratings for the 22 items. The latter formed three fact…
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…
Psychology (7 works) · Clinical Psychology (4 works) · Developmental psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Competence (human resources) (3 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works) · Medicine (3 works) · Resilience and Mental Health (3 works) · Social Psychology (3 works)