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Détail de l'auteur
Auteur Catalina TORRENTE |
Documents disponibles écrits par cet auteur (2)
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Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo / J. Lawrence ABER in Development and Psychopathology, 29-1 (February 2017)
[article]
Titre : Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo Type de document : Texte imprimé et/ou numérique Auteurs : J. Lawrence ABER, Auteur ; Carly TUBBS, Auteur ; Catalina TORRENTE, Auteur ; Peter F. HALPIN, Auteur ; Brian JOHNSTON, Auteur ; Leighann STARKEY, Auteur ; Anjuli SHIVSHANKER, Auteur ; Jeannie ANNAN, Auteur ; Edward SEIDMAN, Auteur ; Sharon WOLF, Auteur Article en page(s) : p.53-67 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractImproving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579416001139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Development and Psychopathology > 29-1 (February 2017) . - p.53-67[article] Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo [Texte imprimé et/ou numérique] / J. Lawrence ABER, Auteur ; Carly TUBBS, Auteur ; Catalina TORRENTE, Auteur ; Peter F. HALPIN, Auteur ; Brian JOHNSTON, Auteur ; Leighann STARKEY, Auteur ; Anjuli SHIVSHANKER, Auteur ; Jeannie ANNAN, Auteur ; Edward SEIDMAN, Auteur ; Sharon WOLF, Auteur . - p.53-67.
Langues : Anglais (eng)
in Development and Psychopathology > 29-1 (February 2017) . - p.53-67
Index. décimale : PER Périodiques Résumé : AbstractImproving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579416001139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale / J. Lawrence ABER in Development and Psychopathology, 23-2 (May 2011)
[article]
Titre : School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale Type de document : Texte imprimé et/ou numérique Auteurs : J. Lawrence ABER, Auteur ; Joshua L. BROWN, Auteur ; Stephanie M. JONES, Auteur ; Juliette BERG, Auteur ; Catalina TORRENTE, Auteur Année de publication : 2011 Article en page(s) : p.411-421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale. En ligne : http://dx.doi.org/10.1017/S0954579411000149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Development and Psychopathology > 23-2 (May 2011) . - p.411-421[article] School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale [Texte imprimé et/ou numérique] / J. Lawrence ABER, Auteur ; Joshua L. BROWN, Auteur ; Stephanie M. JONES, Auteur ; Juliette BERG, Auteur ; Catalina TORRENTE, Auteur . - 2011 . - p.411-421.
Langues : Anglais (eng)
in Development and Psychopathology > 23-2 (May 2011) . - p.411-421
Index. décimale : PER Périodiques Résumé : Children's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale. En ligne : http://dx.doi.org/10.1017/S0954579411000149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121