Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'psychosocial adjustment'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations / Edwin J. C. G. VAN DEN OORD in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations Type de document : Texte imprimé et/ou numérique Auteurs : Edwin J. C. G. VAN DEN OORD, Auteur ; Jan RISPENS, Auteur Année de publication : 1999 Article en page(s) : p.417-430 Langues : Anglais (eng) Mots-clés : Psychosocial adjustment school effects sociometry group processes Index. décimale : PER Périodiques Résumé : We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.417-430[article] Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations [Texte imprimé et/ou numérique] / Edwin J. C. G. VAN DEN OORD, Auteur ; Jan RISPENS, Auteur . - 1999 . - p.417-430.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.417-430
Mots-clés : Psychosocial adjustment school effects sociometry group processes Index. décimale : PER Périodiques Résumé : We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Practitioner Review: Children in foster care ? vulnerabilities and evidence-based interventions that promote resilience processes / Leslie D. LEVE in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
[article]
Titre : Practitioner Review: Children in foster care ? vulnerabilities and evidence-based interventions that promote resilience processes Type de document : Texte imprimé et/ou numérique Auteurs : Leslie D. LEVE, Auteur ; Gordon T. HAROLD, Auteur ; Patricia CHAMBERLAIN, Auteur ; John A. LANDSVERK, Auteur ; Philip A. FISHER, Auteur ; Panos VOSTANIS, Auteur Article en page(s) : p.1197-1211 Langues : Anglais (eng) Mots-clés : foster care maltreatment intervention parenting psychosocial adjustment resilience Index. décimale : PER Périodiques Résumé : Background: An increasing number of children are placed in foster care (i.e., a kin or nonkin family home other than the biological parent) due to experiences of physical, sexual, emotional, or psychological abuse, and/or neglect. Children in foster care are at increased risk for a host of negative outcomes encompassing emotional, behavioral, neurobiological, and social realms. Methods: Areas of risk and vulnerability among foster children are described, including emotional and behavioral deficits, impaired neurobiological development, and social relationship deficits. Evidence suggesting the significance of family placement changes and prenatal exposure to substances as contributing mechanisms is presented. Based on a systematic search of the PsycINFO database (to March 2012), eight efficacious evidence-based interventions for foster families are summarized. Findings: Although the development of evidence-based interventions that improve outcomes for foster children has lagged behind the delivery of interventions in other service sectors (e.g., mental health and educational sectors), several interventions across childhood and adolescence offer promise. Service system constraints offer both challenges and opportunities for more routine implementation of evidence-based interventions. Conclusions: Given the increased likelihood of poor outcomes for foster children, increased efforts to understand the pathways to vulnerability and to implement interventions shown to be effective in remediating risks and improving outcomes for this population are indicated. Evaluation of efficacious interventions in countries outside of the United States is also needed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02594.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1197-1211[article] Practitioner Review: Children in foster care ? vulnerabilities and evidence-based interventions that promote resilience processes [Texte imprimé et/ou numérique] / Leslie D. LEVE, Auteur ; Gordon T. HAROLD, Auteur ; Patricia CHAMBERLAIN, Auteur ; John A. LANDSVERK, Auteur ; Philip A. FISHER, Auteur ; Panos VOSTANIS, Auteur . - p.1197-1211.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1197-1211
Mots-clés : foster care maltreatment intervention parenting psychosocial adjustment resilience Index. décimale : PER Périodiques Résumé : Background: An increasing number of children are placed in foster care (i.e., a kin or nonkin family home other than the biological parent) due to experiences of physical, sexual, emotional, or psychological abuse, and/or neglect. Children in foster care are at increased risk for a host of negative outcomes encompassing emotional, behavioral, neurobiological, and social realms. Methods: Areas of risk and vulnerability among foster children are described, including emotional and behavioral deficits, impaired neurobiological development, and social relationship deficits. Evidence suggesting the significance of family placement changes and prenatal exposure to substances as contributing mechanisms is presented. Based on a systematic search of the PsycINFO database (to March 2012), eight efficacious evidence-based interventions for foster families are summarized. Findings: Although the development of evidence-based interventions that improve outcomes for foster children has lagged behind the delivery of interventions in other service sectors (e.g., mental health and educational sectors), several interventions across childhood and adolescence offer promise. Service system constraints offer both challenges and opportunities for more routine implementation of evidence-based interventions. Conclusions: Given the increased likelihood of poor outcomes for foster children, increased efforts to understand the pathways to vulnerability and to implement interventions shown to be effective in remediating risks and improving outcomes for this population are indicated. Evaluation of efficacious interventions in countries outside of the United States is also needed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02594.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185