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

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

---

1 (1 - 2 / 2)