Lynne C Huffman
Biographic Data
| ID | 6616565 |
|---|---|
| NAME | Lynne C Huffman |
| GIVEN NAMES | Lynne C |
| FAMILY NAME | Huffman |
| SIGNATURE | HUFFMAN L C |
| AFFILIATIONS | Stanford University and Children's Health Council |
| ORCID | 0000-0003-1240-7118 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Beyond immigrant status
Data from a sample (n = 145) of low-income Mexican-American mothers and their toddlers (9–26 months) were used to explore the prevalence of high-frequency book-sharing (⩾3 days/week) and its association with maternal immigrant status (Mexico-born vs US-born), as well as other demographic and psychosocial factors. Mexico-born mothers were more likely to report frequent book-sharing than were their US-born counterparts. This was contrary to expecta…
Lessons Learned From a Community-Academic Partnership Addressing Adolescent Pregnancy Prevention in Filipino American Families
Background: Filipino Americans have more adolescent pregnancies than other Asian-Pacific Islanders (APIs). Few community-academic collaborations have addressed adolescent pregnancy prevention in this community
Children with Special Health Care Needs
Emphasizing Cultural Competence in Evaluation
This paper describes a process-oriented approach to culturally competent evaluation, focusing on a case study of an evaluation of an HIV/AIDS educational program in Bulawayo, Zimbabwe. We suggest that cultural competency in evaluation is not a function of a static set of prescribed steps but is achieved via ongoing reflection, correction, and adaptation. The aim of these processes is to attain the ``best fit'' possible between evaluation goals, m…
Learning Culture and Outcomes Measurement Practices in Community Agencies
The present study is a first step in examining learning culture and outcomes measurement practices as indicators of community agencies’ readiness for the implementation of research-based evaluation. Representatives from Northern California community agencies serving children and youth ( n = 25) completed surveys, which included questions about agency demographics, outcomes measurement practices, and learning culture. Results indicate that, althou…
Introduction
This Special Issue represents a major product of a National Institute of Mental Health (NIMH) sponsored workshop, held October 19-20,1992, in Bethesda, Maryland. Consistent with accelerating interest in the understanding of affective processes during the adolescent period, the Behavioral, Cognitive, and Social Processes Research Branch of NIMH generously supported several meetings to plan the workshop, the workshop itself, and the sustained subse…
Afterword
The preceding articles reflect the continued and evolving interest of basic and clinical research scientists and the National Institute of Mental Health (NIMH) in the study of affective processes during the adolescent period. In this afterword, through drawing together a future research agenda, we integrate the contributions of the articles with the discussions among workshop participants that followed each presentation and continued throughout t…
Learning Culture and Outcomes Measurement Practices in Community Agencies
The present study is a first step in examining learning culture and outcomes measurement practices as indicators of community agencies’ readiness for the implementation of research-based evaluation. Representatives from Northern California community agencies serving children and youth ( n = 25) completed surveys, which included questions about agency demographics, outcomes measurement practices, and learning culture. Results indicate that, althou…
Emphasizing Cultural Competence in Evaluation
This paper describes a process-oriented approach to culturally competent evaluation, focusing on a case study of an evaluation of an HIV/AIDS educational program in Bulawayo, Zimbabwe. We suggest that cultural competency in evaluation is not a function of a static set of prescribed steps but is achieved via ongoing reflection, correction, and adaptation. The aim of these processes is to attain the ``best fit'' possible between evaluation goals, m…
Beyond immigrant status
Data from a sample (n = 145) of low-income Mexican-American mothers and their toddlers (9–26 months) were used to explore the prevalence of high-frequency book-sharing (⩾3 days/week) and its association with maternal immigrant status (Mexico-born vs US-born), as well as other demographic and psychosocial factors. Mexico-born mothers were more likely to report frequent book-sharing than were their US-born counterparts. This was contrary to expecta…
Introduction
This Special Issue represents a major product of a National Institute of Mental Health (NIMH) sponsored workshop, held October 19-20,1992, in Bethesda, Maryland. Consistent with accelerating interest in the understanding of affective processes during the adolescent period, the Behavioral, Cognitive, and Social Processes Research Branch of NIMH generously supported several meetings to plan the workshop, the workshop itself, and the sustained subse…
Afterword
The preceding articles reflect the continued and evolving interest of basic and clinical research scientists and the National Institute of Mental Health (NIMH) in the study of affective processes during the adolescent period. In this afterword, through drawing together a future research agenda, we integrate the contributions of the articles with the discussions among workshop participants that followed each presentation and continued throughout t…
Learning Culture and Outcomes Measurement Practices in Community Agencies
The present study is a first step in examining learning culture and outcomes measurement practices as indicators of community agencies’ readiness for the implementation of research-based evaluation. Representatives from Northern California community agencies serving children and youth ( n = 25) completed surveys, which included questions about agency demographics, outcomes measurement practices, and learning culture. Results indicate that, althou…
Children with Special Health Care Needs
Emphasizing Cultural Competence in Evaluation
This paper describes a process-oriented approach to culturally competent evaluation, focusing on a case study of an evaluation of an HIV/AIDS educational program in Bulawayo, Zimbabwe. We suggest that cultural competency in evaluation is not a function of a static set of prescribed steps but is achieved via ongoing reflection, correction, and adaptation. The aim of these processes is to attain the ``best fit'' possible between evaluation goals, m…
Lessons Learned From a Community-Academic Partnership Addressing Adolescent Pregnancy Prevention in Filipino American Families
Background: Filipino Americans have more adolescent pregnancies than other Asian-Pacific Islanders (APIs). Few community-academic collaborations have addressed adolescent pregnancy prevention in this community
Beyond immigrant status
Data from a sample (n = 145) of low-income Mexican-American mothers and their toddlers (9–26 months) were used to explore the prevalence of high-frequency book-sharing (⩾3 days/week) and its association with maternal immigrant status (Mexico-born vs US-born), as well as other demographic and psychosocial factors. Mexico-born mothers were more likely to report frequent book-sharing than were their US-born counterparts. This was contrary to expecta…
Psychology (6 works) · Medicine (4 works) · Political science (4 works) · Community Health and Development (3 works) · Sociology (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Evaluation and Performance Assessment (2 works)