William C Work

Biographic Data

ID6086477
NAMEWilliam C Work
GIVEN NAMESWilliam C
FAMILY NAMEWork
SIGNATUREWORK W C
AFFILIATIONSUniversity of Rochester
VERIFIEDNo
TOTAL WORKS15
TOTAL CITATIONS52
AUTHOR COUNT15
EDITOR COUNT0
FIRST PUBLICATION YEAR1986
LATEST PUBLICATION YEAR1999
H-INDEX2

  • Parent-child relationship qualities and child adjustment in highly stressed urban black and white families

    Open AccessKeith B Magnus, Emory L Cowen et al.ARTICLEJournal of Community Psychology1999References: 36

    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

    Open AccessKeith B Magnus, Emory L Cowen et al.ARTICLEJournal of Community Psychology1999

    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

    Open AccessKeith B Magnus, Emory L Cowen et al.ARTICLEJournal of Community Psychology1999References: 39

    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

    Open AccessRyan P Kilmer, Emory L Cowen et al.ARTICLEJournal of Community Psychology1998References: 28

    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

    Open AccessEmory L Cowen, Peter A Wyman et al.ARTICLEThe Journal of Primary Prevention1995

  • Test correlates of resilient outcomes among highly stressed second- and third-grade urban children

    Open AccessLynne Hoyt-Meyers, Lynne Hoyt‐Meyers et al.ARTICLEJournal of Community Psychology1995References: 21

    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

    Open AccessEmory L Cowen, William Work et al.ARTICLEJournal of Community Psychology1992References: 21

    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

    Open AccessPeter A Wyman, Emory L Cowen et al.ARTICLEAmerican Journal of Community…1991Cited by: 13References: 16

    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

    Open AccessWilliam Work, William C Work et al.ARTICLEThe Journal of Primary Prevention1990

  • Test correlates of stress resilience among urban school children

    Open AccessGayle R Parker, Emory L Cowen et al.ARTICLEThe Journal of Primary Prevention1990

  • Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

    Open AccessWilliam Work, William C Work et al.ARTICLEThe Journal of Primary Prevention1990

  • The impact of life stressors on childhood adjustment: Multiple perspectives

    Open AccessWilliam Work, William C Work et al.ARTICLEJournal of Community Psychology1990References: 11

    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

    Open AccessEmory L Cowen, William Work et al.ARTICLEAmerican Journal of Community…1988Cited by: 39References: 40

    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: Translating prevention theory into action research

    Open AccessRaymond P Lorion, Alan Dirk Hightower et al.ARTICLEJournal of Community Psychology1987References: 14

    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: A Brief Objective Measure of Elementary Children's School Problem Behaviors and Competencies

    A Dirk Hightower, William Work et al.ARTICLESchool Psychology Review1986

    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…