Children's learning and development in conflict- and crisis-affected countries: Building a science for action / J. Lawrence ABER in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.506-521 Titre : Children's learning and development in conflict- and crisis-affected countries: Building a science for action Type de document : Texte imprimé et/ou numérique Auteurs : J. Lawrence ABER, Auteur ; Carly TUBBS DOLAN, Auteur ; Ha Yeon KIM, Auteur ; Lindsay BROWN, Auteur Année de publication : 2021 Article en page(s) : p.506-521 Langues : Anglais (eng) Mots-clés : global science for action  refugee education  research–practice partnership  social–emotional learning Index. décimale : PER Périodiques Résumé : This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research-practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action. En ligne : http://dx.doi.org/10.1017/s0954579420001789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Children's learning and development in conflict- and crisis-affected countries: Building a science for action [Texte imprimé et/ou numérique] / J. Lawrence ABER, Auteur ; Carly TUBBS DOLAN, Auteur ; Ha Yeon KIM, Auteur ; Lindsay BROWN, Auteur . - 2021 . - p.506-521. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.506-521 Mots-clés : global science for action  refugee education  research–practice partnership  social–emotional learning Index. décimale : PER Périodiques Résumé : This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research-practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action. En ligne : http://dx.doi.org/10.1017/s0954579420001789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Conducting longitudinal, process-oriented research with conflict-affected youth: Solving the inevitable challenges / Eric F. DUBOW in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.85-92 Titre : Conducting longitudinal, process-oriented research with conflict-affected youth: Solving the inevitable challenges Type de document : Texte imprimé et/ou numérique Auteurs : Eric F. DUBOW, Auteur ; J. Lawrence ABER, Auteur ; Theresa S. BETANCOURT, Auteur ; E. Mark CUMMINGS, Auteur ; L. Rowell HUESMANN, Auteur Article en page(s) : p.85-92 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractThe reader might get the impression that the four projects described in this Special Section proceeded in a systematic and predictable way. Of course, those of us engaged in each research project encountered pitfalls and challenges along the way. A main goal of this Special Section is to provide pathways and encouragement for those who may be interested in advancing high-quality research on this topic. In this paper, we describe a set of practical and ethical challenges that we encountered in conducting our longitudinal, process-oriented, and translational research with conflict-affected youth, and we illustrate how problems can be solved with the goal of maintaining the internal and external validity of the research designs. We are hopeful that by describing the challenges of our work, and how we overcame them, which are seldom treated in this or any other literature on research on child development in high-risk contexts, we can offer a realistic and encouraging picture of conducting methodologically sound research in conflict-affected contexts. En ligne : http://dx.doi.org/10.1017/s0954579416001176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Conducting longitudinal, process-oriented research with conflict-affected youth: Solving the inevitable challenges [Texte imprimé et/ou numérique] / Eric F. DUBOW, Auteur ; J. Lawrence ABER, Auteur ; Theresa S. BETANCOURT, Auteur ; E. Mark CUMMINGS, Auteur ; L. Rowell HUESMANN, Auteur . - p.85-92. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.85-92 Index. décimale : PER Périodiques Résumé : AbstractThe reader might get the impression that the four projects described in this Special Section proceeded in a systematic and predictable way. Of course, those of us engaged in each research project encountered pitfalls and challenges along the way. A main goal of this Special Section is to provide pathways and encouragement for those who may be interested in advancing high-quality research on this topic. In this paper, we describe a set of practical and ethical challenges that we encountered in conducting our longitudinal, process-oriented, and translational research with conflict-affected youth, and we illustrate how problems can be solved with the goal of maintaining the internal and external validity of the research designs. We are hopeful that by describing the challenges of our work, and how we overcame them, which are seldom treated in this or any other literature on research on child development in high-risk contexts, we can offer a realistic and encouraging picture of conducting methodologically sound research in conflict-affected contexts. En ligne : http://dx.doi.org/10.1017/s0954579416001176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon: An exploratory person-centered approach / J. Lawrence ABER ; Ha Yeon KIM ; Zezhen Wu in Development and Psychopathology, 36-5 (December 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-5 (December 2024) . - p.2522-2541 Titre : Patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon: An exploratory person-centered approach : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : J. Lawrence ABER, Auteur ; Ha Yeon KIM, Auteur ; Zezhen Wu, Auteur Année de publication : 2024 Article en page(s) : p.2522-2541 Langues : Anglais (eng) Mots-clés : education in emergencies  emotional well-being  latent profile analysis  refugee education  self-regulation  social and emotional learning Index. décimale : PER Périodiques Résumé : This study explores patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon, employing a person-centered approach, responding to theoretical challenges articulated by Dante Cicchetti and other psychologists. Using latent profile analysis with data from 2,132 children, we identified seven distinct profiles across cognitive regulation, emotional-behavioral regulation, interpersonal regulation, and emotional well-being. These profiles showed significant heterogeneity in patterns of self-regulation across domains and emotional well-being among Syrian children. Some profiles consistently exhibited either positive ("Well-regulated and Adjusted") or negative ("Moody and Frustrated") functioning across all domains, while others revealed domain-specific challenges, e.g., particularly sensitive to interpersonal conflict. This heterogeneity in the organization of self-regulatory skill and emotional well-being challenges the traditional homogeneous view of child development in conflict settings. The study also underscores the profiles' differential associations with demographic characteristics and experiences, with school-related experiences being particularly salient. We discuss the implications of these findings for future research in developmental psychopathology on self-regulation and emotional well-being in conflict-affected contexts. In addition, we advocate for tailored interventions to meet the diverse needs of children affected by conflict. En ligne : https://dx.doi.org/10.1017/S0954579424001202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon: An exploratory person-centered approach : Development and Psychopathology [Texte imprimé et/ou numérique] / J. Lawrence ABER, Auteur ; Ha Yeon KIM, Auteur ; Zezhen Wu, Auteur . - 2024 . - p.2522-2541. Langues : Anglais (eng) in Development and Psychopathology > 36-5 (December 2024) . - p.2522-2541 Mots-clés : education in emergencies  emotional well-being  latent profile analysis  refugee education  self-regulation  social and emotional learning Index. décimale : PER Périodiques Résumé : This study explores patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon, employing a person-centered approach, responding to theoretical challenges articulated by Dante Cicchetti and other psychologists. Using latent profile analysis with data from 2,132 children, we identified seven distinct profiles across cognitive regulation, emotional-behavioral regulation, interpersonal regulation, and emotional well-being. These profiles showed significant heterogeneity in patterns of self-regulation across domains and emotional well-being among Syrian children. Some profiles consistently exhibited either positive ("Well-regulated and Adjusted") or negative ("Moody and Frustrated") functioning across all domains, while others revealed domain-specific challenges, e.g., particularly sensitive to interpersonal conflict. This heterogeneity in the organization of self-regulatory skill and emotional well-being challenges the traditional homogeneous view of child development in conflict settings. The study also underscores the profiles' differential associations with demographic characteristics and experiences, with school-related experiences being particularly salient. We discuss the implications of these findings for future research in developmental psychopathology on self-regulation and emotional well-being in conflict-affected contexts. In addition, we advocate for tailored interventions to meet the diverse needs of children affected by conflict. En ligne : https://dx.doi.org/10.1017/S0954579424001202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

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)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.53-67 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 [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)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-2 (May 2011) . - p.411-421 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 [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

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