Parenting Comparison between African American and Asian American: Discipline & School Achievement
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Partners In Communication
This document is a resource list provided at the 2010 Annual Early On Conference/Workshop titled, "Partners in Communication". The PowerPoint presentation accompanies this piece. Presenters included three students from Michigan State University and two parent partners.
クラウド登場で変化した受託案件と開発スタイルのRe-design～WebSig1日学校2013_受託の未来コース_後藤 和貴先生
WebSig1日学校2013
http://1ds.websig247.jp/2013/
20131005
受託の未来コース
後藤 和貴（ごとうかずたか）先生
Nature connection and wellbeing in children (1).pptx
Samantha Friedman at the Wellbeing in Outdoor and Environmental Education Conference 2023
Green, L. (2013). The Well-Being of Siblings of Individuals with A.docx
Green, L. (2013). The Well-Being of Siblings of Individuals with Autism. ISRN Neurology, 1–7. https://doi-org.ezp.waldenulibrary.org/10.1155/2013/417194
Ward, B., Tanner, B. S., Mandleco, B., Dyches, T. T., & Freeborn, D. (2016). Sibling 103 experiences: Living with young persons with autism spectrum disorders. Pediatric Nursing, 42(2), 69-76. Retrieved from https://search-ebscohostcom.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=114664998&si te=eds-live&scope=site
Aday, L. A., & Andersen, R. M. (2014). Health care utilization and behavior, models of. Wiley Stats Ref: Statistics Reference Online. Retrieved from https://sci-hub.tw/https://doi.org/10.1002/9781118445112.stat05316
Antezana, L., Scarpa, A., Valdespino, A., Albright, J., & Richey, J. A. (2017). Rural trends in diagnosis and services for autism spectrum disorder. Frontiers in psychology, 8, 590.
Arias, V. B., Gomez, L. E., Moran, M. L., Alcedo, M. A., Monsalve, A., & Fontanil, Y. (2018). Does Quality of Life Differ for Children with Autism Spectrum Disorder and Intellectual Disability Compared to Peers Without Autism? J Autism Dev Disord, 48(1), 123-136. doi:10.1007/s10803-017-3289-8
Aldosari, M., Fombonne, E., Aldhalaan, H., Ghazal, I., Algadoumi, T., Alsaleh., A., Al Khasawneh, M., Thomson., R., Alshaban, F., Tolefat. M., Ouda, M., Elhag, S., and Alshammari, H (2019). Validation of the Arabic version of the Social Communication Questionnaire. National Center of Biotechnology Information.
Azizi, Z. (2015). Autism and the Difficulties of the Autistic Society in Iran. Ferdowsi University of Mashhad.
Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., Dowling, N. F. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring network, 11 sites, United States, 2014. Morbidity and Mortality Weekly Report, 67(6), 1–23. doi:10.15585/mmwr.ss6706a1
Benevides, T. W., Carretta, H. J., & Lane, S. J. (2016). Unmet Need for Therapy Among Children with Autism Spectrum Disorder: Results from the 2005-2006 and 2009-2010 National Survey of Children with Special Health Care Needs. Matern Child Health J, 20(4), 878-888. doi:10.1007/s10995-015-1876-x
Benevides, T. W., Carretta, H. J., & Mandell, D. S. (2016). Differences in Perceived Need for Medical, Therapeutic, and Family Support Services Among Children With ASD. Pediatrics, 137 Suppl 2, S176-185. doi:10.1542/peds.2015-2851P
Berg, K. L., Shiu, C. S., Acharya, K., Stolbach, B. C., & Msall, M. E. (2016). Disparities in adversity among children with autism spectrum disorder: a population-based study. Dev Med Child Neurol, 58(11), 1124-1131. doi:10.1111/dmcn.13161
Bildt, A., Sjoerd, S., Zander, E., Bolte, S., Sturm, H., Yirmiya, N., Yaani, M., Charman, T., Salomone, E., Couteur, A., Green, J., Bedia, C., R, Primo, G., P. Daalen, E., Jonge, M., Guðmundsdóttir, E., Jóhannsdóttir, S., Boskovska, M., Rogé, B., Baduel, S., Moilanen, I., Yliherv ...
Received 032911Revised 011712Accepted 030812At.docx
Received 03/29/11
Revised 01/17/12
Accepted 03/08/12
Attachment Style Differences and
Depression in African American and
European American College Women:
Normative Adaptations?
Eileen L. Cooley and Amber L. Garcia
This study examined ethnic differences in attachment styles and depression
among African American and European American coiiege women. African
American women reported less favorabie views of others, which suggests
that attachment styles emphasizing caution in reiationships may be normative
and adaptive for these women. There were no differences between groups in
views of self or reports of depressive symptoms. Implications for long-term
reiationships and counseling are discussed.
Keywords: attachment, African American, relationships, depression
Este estudio examinó ias diferencias étnicas en estilos de apego y depresión
entre estudiantes universitarias Afroamericanas y Euroamericanas. Las mujeres
Afroamericanas expresaron una visión menos favorable sobre los demás,
lo que sugiere que los estilos de apego que enfatizan la precaución en las
relaciones pueden ser normativos para estas mujeres, y el resultado de su
adaptación. No hubo diferencias entre los grupos en cuanto a la visión de sí
mismas o expresión de síntomas depresivos. Se discuten las implicaciones
para ias relaciones a largo plazo y la consejería.
Palabras clave: apego. Afroamericano, relaciones, depresión
T
he foundation for adult attachment lies in the classic infant-caretaker
attachment process first proposed by Bowlby (1969) and later Ainsworth
(1989). According to attachment theory, there is an emotional bond
formed between an infant and her or his caretaker. Securely attached children
are able to explore their environments, whereas children who are not securely
attached are less confident about their actions. Attachment theory has been
examined across different national and ethnic groups, and there is evidence
to support the idea that attachment is a universal process (for a review, see
van IJzendoorn & Sagi-Schwartz, 2008). From these early caretaker-child in-
teractions, children develop a characteristic style of attachment that persists
into adulthood (e.g., Bartholomew & Horowitz, 1991; Hazan & Shaver, 1987;
Waters, Merrick, Treboux, Crowell, & Albersheim, 2000).
Although adult attachment has been given considerable attention over the
past 20 years, researchers are just beginning to examine how adult attachment
might differ across ethnic and cultural groups. Several studies on attachment
Eileen L. Cooley, Department of Psychology, Agnes Scott College, Decatur, Ceorgia; Amber L. Carda, Depart-
ment of Psychology, The College of Wooster, Wooster, Ohio. Correspondence concerning this article should
be addressed to Eileen L. Cooley, Department of Psychology, Agnes Scott College, 141 East College Avenue,
Decatur, CA 30030 (e-mail: [email protected]).
© 2012 American Counseling Association. All rights reserved.
2 1 6 JOURNAL OF MULTICULTURAL COUNSELING A ...
Recommended
Partners In Communication
This document is a resource list provided at the 2010 Annual Early On Conference/Workshop titled, "Partners in Communication". The PowerPoint presentation accompanies this piece. Presenters included three students from Michigan State University and two parent partners.
クラウド登場で変化した受託案件と開発スタイルのRe-design～WebSig1日学校2013_受託の未来コース_後藤 和貴先生
WebSig1日学校2013
http://1ds.websig247.jp/2013/
20131005
受託の未来コース
後藤 和貴（ごとうかずたか）先生
Nature connection and wellbeing in children (1).pptx
Samantha Friedman at the Wellbeing in Outdoor and Environmental Education Conference 2023
Green, L. (2013). The Well-Being of Siblings of Individuals with A.docx
Green, L. (2013). The Well-Being of Siblings of Individuals with Autism. ISRN Neurology, 1–7. https://doi-org.ezp.waldenulibrary.org/10.1155/2013/417194
Ward, B., Tanner, B. S., Mandleco, B., Dyches, T. T., & Freeborn, D. (2016). Sibling 103 experiences: Living with young persons with autism spectrum disorders. Pediatric Nursing, 42(2), 69-76. Retrieved from https://search-ebscohostcom.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=114664998&si te=eds-live&scope=site
Aday, L. A., & Andersen, R. M. (2014). Health care utilization and behavior, models of. Wiley Stats Ref: Statistics Reference Online. Retrieved from https://sci-hub.tw/https://doi.org/10.1002/9781118445112.stat05316
Antezana, L., Scarpa, A., Valdespino, A., Albright, J., & Richey, J. A. (2017). Rural trends in diagnosis and services for autism spectrum disorder. Frontiers in psychology, 8, 590.
Arias, V. B., Gomez, L. E., Moran, M. L., Alcedo, M. A., Monsalve, A., & Fontanil, Y. (2018). Does Quality of Life Differ for Children with Autism Spectrum Disorder and Intellectual Disability Compared to Peers Without Autism? J Autism Dev Disord, 48(1), 123-136. doi:10.1007/s10803-017-3289-8
Aldosari, M., Fombonne, E., Aldhalaan, H., Ghazal, I., Algadoumi, T., Alsaleh., A., Al Khasawneh, M., Thomson., R., Alshaban, F., Tolefat. M., Ouda, M., Elhag, S., and Alshammari, H (2019). Validation of the Arabic version of the Social Communication Questionnaire. National Center of Biotechnology Information.
Azizi, Z. (2015). Autism and the Difficulties of the Autistic Society in Iran. Ferdowsi University of Mashhad.
Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., Dowling, N. F. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring network, 11 sites, United States, 2014. Morbidity and Mortality Weekly Report, 67(6), 1–23. doi:10.15585/mmwr.ss6706a1
Benevides, T. W., Carretta, H. J., & Lane, S. J. (2016). Unmet Need for Therapy Among Children with Autism Spectrum Disorder: Results from the 2005-2006 and 2009-2010 National Survey of Children with Special Health Care Needs. Matern Child Health J, 20(4), 878-888. doi:10.1007/s10995-015-1876-x
Benevides, T. W., Carretta, H. J., & Mandell, D. S. (2016). Differences in Perceived Need for Medical, Therapeutic, and Family Support Services Among Children With ASD. Pediatrics, 137 Suppl 2, S176-185. doi:10.1542/peds.2015-2851P
Berg, K. L., Shiu, C. S., Acharya, K., Stolbach, B. C., & Msall, M. E. (2016). Disparities in adversity among children with autism spectrum disorder: a population-based study. Dev Med Child Neurol, 58(11), 1124-1131. doi:10.1111/dmcn.13161
Bildt, A., Sjoerd, S., Zander, E., Bolte, S., Sturm, H., Yirmiya, N., Yaani, M., Charman, T., Salomone, E., Couteur, A., Green, J., Bedia, C., R, Primo, G., P. Daalen, E., Jonge, M., Guðmundsdóttir, E., Jóhannsdóttir, S., Boskovska, M., Rogé, B., Baduel, S., Moilanen, I., Yliherv ...
Received 032911Revised 011712Accepted 030812At.docx
Received 03/29/11
Revised 01/17/12
Accepted 03/08/12
Attachment Style Differences and
Depression in African American and
European American College Women:
Normative Adaptations?
Eileen L. Cooley and Amber L. Garcia
This study examined ethnic differences in attachment styles and depression
among African American and European American coiiege women. African
American women reported less favorabie views of others, which suggests
that attachment styles emphasizing caution in reiationships may be normative
and adaptive for these women. There were no differences between groups in
views of self or reports of depressive symptoms. Implications for long-term
reiationships and counseling are discussed.
Keywords: attachment, African American, relationships, depression
Este estudio examinó ias diferencias étnicas en estilos de apego y depresión
entre estudiantes universitarias Afroamericanas y Euroamericanas. Las mujeres
Afroamericanas expresaron una visión menos favorable sobre los demás,
lo que sugiere que los estilos de apego que enfatizan la precaución en las
relaciones pueden ser normativos para estas mujeres, y el resultado de su
adaptación. No hubo diferencias entre los grupos en cuanto a la visión de sí
mismas o expresión de síntomas depresivos. Se discuten las implicaciones
para ias relaciones a largo plazo y la consejería.
Palabras clave: apego. Afroamericano, relaciones, depresión
T
he foundation for adult attachment lies in the classic infant-caretaker
attachment process first proposed by Bowlby (1969) and later Ainsworth
(1989). According to attachment theory, there is an emotional bond
formed between an infant and her or his caretaker. Securely attached children
are able to explore their environments, whereas children who are not securely
attached are less confident about their actions. Attachment theory has been
examined across different national and ethnic groups, and there is evidence
to support the idea that attachment is a universal process (for a review, see
van IJzendoorn & Sagi-Schwartz, 2008). From these early caretaker-child in-
teractions, children develop a characteristic style of attachment that persists
into adulthood (e.g., Bartholomew & Horowitz, 1991; Hazan & Shaver, 1987;
Waters, Merrick, Treboux, Crowell, & Albersheim, 2000).
Although adult attachment has been given considerable attention over the
past 20 years, researchers are just beginning to examine how adult attachment
might differ across ethnic and cultural groups. Several studies on attachment
Eileen L. Cooley, Department of Psychology, Agnes Scott College, Decatur, Ceorgia; Amber L. Carda, Depart-
ment of Psychology, The College of Wooster, Wooster, Ohio. Correspondence concerning this article should
be addressed to Eileen L. Cooley, Department of Psychology, Agnes Scott College, 141 East College Avenue,
Decatur, CA 30030 (e-mail: [email protected]).
© 2012 American Counseling Association. All rights reserved.
2 1 6 JOURNAL OF MULTICULTURAL COUNSELING A ...
The Birds and the Bees” Differ for Boys and GirlsSex Diffe.docx
The “Birds and the Bees” Differ for Boys and Girls:
Sex Differences in the Nature of Sex Talks
Barry X. Kuhle
University of Scranton
Dawn K. Melzer
Sacred Heart University
Chelsea A. Cooper, Andrew J. Merkle, Nicole A. Pepe, Aida Ribanovic,
Arielle L. Verdesco, and Tiffany L. Wettstein
University of Scranton
The daughter-guarding hypothesis posits that “parents possess adaptations with design
features that function to defend their daughter’s sexual reputation, preserve her mate value,
and protect her from sexual victimization” (Perilloux, Fleischman, & Buss, 2008, p. 219).
One way that parents may attempt to guard their daughters’ sexualities is by conveying to
them certain messages about sex. To explore this possibility we administered an online
questionnaire that tested 8 sex-linked predictions derived from the daughter-guarding
hypothesis about the content of parent– child communications about sex. Participants were
undergraduates from a Northeastern U.S. Jesuit Catholic university (n � 226) and young
adults recruited through Facebook (n � 391). As predicted, daughters were more likely
than sons to recall receiving messages from their parents that (a) emphasized being
discriminating in allocating sexual access; (b) emphasized abstinence; (c) encouraged them
to deter, inhibit, and defend against their partners’ sexual advances; (d) encouraged them to
not emulate depictions of sexual activity; (e) stipulated when they were old enough to date;
and (f) curtailed contact with the opposite sex. Results supported several hypothesized
design features of the daughter-guarding hypothesis. Parents may be socializing children in
ways that fostered ancestral reproductive success through sex-linked birds-and-the-bees
talks and messages.
Keywords: birds and the bees, daughter-guarding, evolutionary psychology, parent– child sex
talks, sex differences
A rite of passage for many American children
is the parent– child sex talk. Although this
“birds and the bees” talk is fairly common and
commonly fraught with awkwardness for both
parties, relatively little is known about its con-
tent. Using evolutionary psychological theories
as a guidepost, we explored the content of com-
munications about sex that parents have with
their children. Our focal question was whether
parents tell certain things about sex to their
daughters and other things to their sons.
Although previous studies have explored pa-
rental sex talks, most have adopted an atheoreti-
cal perspective with regard to the content of
such talks for boys and for girls (e.g., DiIorio,
Kelley, & Hockenberry-Eaton, 1999; Downie &
This article was published Online First June 30, 2014.
Barry X. Kuhle, Department of Psychology, University
of Scranton; Dawn K. Melzer, Department of Psychology,
Sacred Heart University; Chelsea A. Cooper, Andrew J.
Merkle, Nicole A. Pepe, Aida Ribanovic, Arielle L.
Verdesco, and Tiffany L. Wettstein Department of Psy-
chology, University of Scranton.
Nicole A. Pepe i ...
Examining the Student Teacher Relationship (STR) for Children with and Withou...
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
J Child Fam Stud (2007) 16331–346DOI 10.1007s10826-006-908.docx
J Child Fam Stud (2007) 16:331–346
DOI 10.1007/s10826-006-9089-y
O R I G I N A L PA P E R
American Indian Youth: Personal, Familial,
and Environmental Strengths
Arlene Rubin Stiffman · Eddie Brown ·
Stacey Freedenthal · Laura House · Emily Ostmann ·
Man Soo Yu
Published online: 9 January 2007
C© Springer Science+Business Media, LLC 2007
Abstract We present data from interviews with 401 youths on the relationship of personal,
familial, and environmental strengths to the outcomes of urban and reservation American
Indian youths. Urban youths consistently nominated more strengths than tribal youths, except
in the area of tribal strengths. Quantitative data show how those strengths relate to their
school success, daily functioning, mental health, and ethnic identity. Personal and familial
strengths are related to positive school success and functioning. Environmental strengths
demonstrate complex relationships in which tribal strengths are related to increased mental
health problems and school strengths are related to fewer problems. The results of our study
speak to the need to include multiple categories of different strengths in research and to focus
on strengths as well as problems in clinical interventions.
Keywords American Indian . Mental health . Strengths . Youth
Research on youths has usually focused on problem behaviors rather than positive behaviors,
competence, or strengths (e.g., Donovan, Jessor & Costa, 1993; Garmezy, 1993; Gordon,
1997). Yet, we know that success, health, and prevention of problems often depend on
the strengths that an individual possesses internally or can find in his or her family or
environment (Werner & Smith, 1992). We also know that research often ignores many of these
strengths and resources. American Indian youths, in particular, have been a continued focus
A. R. Stiffman (�) · E. Ostmann · M. S. Yu
George Warren Brown School of Social Work, Comorbidity and Addictions Center,
Washington University, St. Louis, MO 63130-4899, USA
e-mail: [email protected]
E. Brown
American Indian Studies, Arizona State University, Tempe, AZ, USA
S. Freedenthal
University of Denver, Denver, CO, USA
L. House
Public Health Advisor/Evaluator, SAMSHA, Division of Service Improvement, Bethesda, MD, USA
Springer
332 J Child Fam Stud (2007) 16:331–346
of published research detailing problems, much to the consternation of the American Indian
community. American Indian researchers have constantly stated that a more helpful focus
would be on resiliency, effective adaptations, coping, and stories of survival (LaFromboise
& Dizon, 2003). When the primary goals of research focus on life outcomes and findings
relevant to prevention and health promotion, we must look beyond pathology to social
and instrumental competence and community involvement (Mitchell & Beals, 1997). This
paper presents data from open-ended and structured questions about the personal, familial,
and environmental strengths of urban and reservation American.
J0392046049
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Fd 060117 unintended consequences
"It works!" "I don't believe there are downsides to spanking!", "Spanking is not hitting and certainly not abuse!" , "It is a normal and necessary part of parenting in my community!". These arguments and many others are commonly used by parents to defend their use of spanking as a discipline technique. While many parents are continuing to spank their children, researchers are starting to reveal meta-analyses that conflict with the ideas behind the arguments in favor of spanking. This 90-minute webinar will provide service professionals with an in-depth look at spanking, the research behind it, and its effects on children's development.
Same-Sex Parent Socialization Understanding Gay andLesbian
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou ...
Response 1A stigma can affect a child with a learning disabi
Response 1
A stigma can affect a child with a learning disability because many cultures are still very sensitive to the stigma surrounding “leaning difference” (Kayama & Haight, 2014). Special Education services can be an extremely effective intervention for students that are struggling with an LD at school, however the associated stigma can also cause emotional harm not only to the child but to the family as well (Kayama & Haight, 2014). In many situations, this has a lot to do with how the family is handling the diagnosis and specifically how the parents are dealing with it both towards the child as well as each other (Kayama & Haight, 2014).
Students that need significant intervention at school oftentimes have parents that do not know what to do and are flailing themselves (Chan et al., 2017). One potential perspective a parent may have about themselves is that they are their child are defective (Chan et al., 2017). Because the stigma is one created in the family system, families can feel defective when their child is labeled as “special needs” (Kayama & Haight, 2014).
If a child has early years of feeling defective and largely doing so in various important environments such as in his school and at his home, he or she is going to vulnerable to more pathology as well as addiction and interpersonal struggle across the lifespan (Chan et al., 2017). Children that have stigmatized themselves as defective have found themselves worthless and failures, which is the type of thinking that is at the cornerstone of depression and substance abuse behaviors (Chan et al., 2017).
One idea to promote positive identity response in these children is create positive language at home and at school around people having strengths and weaknesses. In order for the child to be able to comprehend their diagnosis they are going to lean on adults to guide their reaction, so if the adults are able to find positives while also a lot of compassion for their child, they will be teaching them through a difficult period where a lot of learning can happen (Chan et al., 2017). Families that are able to come through this difficult period with better communication and by helping their child navigate their issues with a certain amount of independence find themselves with children that have healthier self-esteem and self-worth (Chan et al., 2017
References
Chan, Y., Chan, Y. Y., Cheng, S. L., Chow, M. Y., Tsang, Y. W., Lee, C., & Lin, C.-Y. (2017). Investigating quality of life and self-stigma in Hong Kong children with specific learning disabilities.
Research in Developmental Disabilities
,
68
, 131–139.
https://doi-org.ezp.waldenulibrary.org/10.1016/j.ridd.2017.07.014
Kayama, M., & Haight, W. (2014).
Disability and stigma: How Japanese educators help parents accept their children's differences
.
Social Work, 59
(1), 24–33. Disability and stigma: how Japanese educators help parents accept their children's differences by Kayama, M., & Haight, W. in Social Work, 59(1), ...
Aaal 2015 colliding assumptions de capua
Students with limited or interrupted education (SLIFE) often come with different learning paradigms from those their teachers know and expect. I present the Intercultural Communication Framework (ICF), which takes a cultural approach to helping teachers better understand SLIFE in order to plan and implement appropriate teaching practices.
Child Abuse and Early Intervention
A Literature Review on the Efficacy of Early Intervention and Prevention Programs on Child Abuse.
Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Hott, brittany nfjca v3 n1 2014
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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The Birds and the Bees” Differ for Boys and GirlsSex Diffe.docx
The “Birds and the Bees” Differ for Boys and Girls:
Sex Differences in the Nature of Sex Talks
Barry X. Kuhle
University of Scranton
Dawn K. Melzer
Sacred Heart University
Chelsea A. Cooper, Andrew J. Merkle, Nicole A. Pepe, Aida Ribanovic,
Arielle L. Verdesco, and Tiffany L. Wettstein
University of Scranton
The daughter-guarding hypothesis posits that “parents possess adaptations with design
features that function to defend their daughter’s sexual reputation, preserve her mate value,
and protect her from sexual victimization” (Perilloux, Fleischman, & Buss, 2008, p. 219).
One way that parents may attempt to guard their daughters’ sexualities is by conveying to
them certain messages about sex. To explore this possibility we administered an online
questionnaire that tested 8 sex-linked predictions derived from the daughter-guarding
hypothesis about the content of parent– child communications about sex. Participants were
undergraduates from a Northeastern U.S. Jesuit Catholic university (n � 226) and young
adults recruited through Facebook (n � 391). As predicted, daughters were more likely
than sons to recall receiving messages from their parents that (a) emphasized being
discriminating in allocating sexual access; (b) emphasized abstinence; (c) encouraged them
to deter, inhibit, and defend against their partners’ sexual advances; (d) encouraged them to
not emulate depictions of sexual activity; (e) stipulated when they were old enough to date;
and (f) curtailed contact with the opposite sex. Results supported several hypothesized
design features of the daughter-guarding hypothesis. Parents may be socializing children in
ways that fostered ancestral reproductive success through sex-linked birds-and-the-bees
talks and messages.
Keywords: birds and the bees, daughter-guarding, evolutionary psychology, parent– child sex
talks, sex differences
A rite of passage for many American children
is the parent– child sex talk. Although this
“birds and the bees” talk is fairly common and
commonly fraught with awkwardness for both
parties, relatively little is known about its con-
tent. Using evolutionary psychological theories
as a guidepost, we explored the content of com-
munications about sex that parents have with
their children. Our focal question was whether
parents tell certain things about sex to their
daughters and other things to their sons.
Although previous studies have explored pa-
rental sex talks, most have adopted an atheoreti-
cal perspective with regard to the content of
such talks for boys and for girls (e.g., DiIorio,
Kelley, & Hockenberry-Eaton, 1999; Downie &
This article was published Online First June 30, 2014.
Barry X. Kuhle, Department of Psychology, University
of Scranton; Dawn K. Melzer, Department of Psychology,
Sacred Heart University; Chelsea A. Cooper, Andrew J.
Merkle, Nicole A. Pepe, Aida Ribanovic, Arielle L.
Verdesco, and Tiffany L. Wettstein Department of Psy-
chology, University of Scranton.
Nicole A. Pepe i ...
Examining the Student Teacher Relationship (STR) for Children with and Withou...
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
J Child Fam Stud (2007) 16331–346DOI 10.1007s10826-006-908.docx
J Child Fam Stud (2007) 16:331–346
DOI 10.1007/s10826-006-9089-y
O R I G I N A L PA P E R
American Indian Youth: Personal, Familial,
and Environmental Strengths
Arlene Rubin Stiffman · Eddie Brown ·
Stacey Freedenthal · Laura House · Emily Ostmann ·
Man Soo Yu
Published online: 9 January 2007
C© Springer Science+Business Media, LLC 2007
Abstract We present data from interviews with 401 youths on the relationship of personal,
familial, and environmental strengths to the outcomes of urban and reservation American
Indian youths. Urban youths consistently nominated more strengths than tribal youths, except
in the area of tribal strengths. Quantitative data show how those strengths relate to their
school success, daily functioning, mental health, and ethnic identity. Personal and familial
strengths are related to positive school success and functioning. Environmental strengths
demonstrate complex relationships in which tribal strengths are related to increased mental
health problems and school strengths are related to fewer problems. The results of our study
speak to the need to include multiple categories of different strengths in research and to focus
on strengths as well as problems in clinical interventions.
Keywords American Indian . Mental health . Strengths . Youth
Research on youths has usually focused on problem behaviors rather than positive behaviors,
competence, or strengths (e.g., Donovan, Jessor & Costa, 1993; Garmezy, 1993; Gordon,
1997). Yet, we know that success, health, and prevention of problems often depend on
the strengths that an individual possesses internally or can find in his or her family or
environment (Werner & Smith, 1992). We also know that research often ignores many of these
strengths and resources. American Indian youths, in particular, have been a continued focus
A. R. Stiffman (�) · E. Ostmann · M. S. Yu
George Warren Brown School of Social Work, Comorbidity and Addictions Center,
Washington University, St. Louis, MO 63130-4899, USA
e-mail: [email protected]
E. Brown
American Indian Studies, Arizona State University, Tempe, AZ, USA
S. Freedenthal
University of Denver, Denver, CO, USA
L. House
Public Health Advisor/Evaluator, SAMSHA, Division of Service Improvement, Bethesda, MD, USA
Springer
332 J Child Fam Stud (2007) 16:331–346
of published research detailing problems, much to the consternation of the American Indian
community. American Indian researchers have constantly stated that a more helpful focus
would be on resiliency, effective adaptations, coping, and stories of survival (LaFromboise
& Dizon, 2003). When the primary goals of research focus on life outcomes and findings
relevant to prevention and health promotion, we must look beyond pathology to social
and instrumental competence and community involvement (Mitchell & Beals, 1997). This
paper presents data from open-ended and structured questions about the personal, familial,
and environmental strengths of urban and reservation American.
J0392046049
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Fd 060117 unintended consequences
"It works!" "I don't believe there are downsides to spanking!", "Spanking is not hitting and certainly not abuse!" , "It is a normal and necessary part of parenting in my community!". These arguments and many others are commonly used by parents to defend their use of spanking as a discipline technique. While many parents are continuing to spank their children, researchers are starting to reveal meta-analyses that conflict with the ideas behind the arguments in favor of spanking. This 90-minute webinar will provide service professionals with an in-depth look at spanking, the research behind it, and its effects on children's development.
Same-Sex Parent Socialization Understanding Gay andLesbian
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou ...
Response 1A stigma can affect a child with a learning disabi
Response 1
A stigma can affect a child with a learning disability because many cultures are still very sensitive to the stigma surrounding “leaning difference” (Kayama & Haight, 2014). Special Education services can be an extremely effective intervention for students that are struggling with an LD at school, however the associated stigma can also cause emotional harm not only to the child but to the family as well (Kayama & Haight, 2014). In many situations, this has a lot to do with how the family is handling the diagnosis and specifically how the parents are dealing with it both towards the child as well as each other (Kayama & Haight, 2014).
Students that need significant intervention at school oftentimes have parents that do not know what to do and are flailing themselves (Chan et al., 2017). One potential perspective a parent may have about themselves is that they are their child are defective (Chan et al., 2017). Because the stigma is one created in the family system, families can feel defective when their child is labeled as “special needs” (Kayama & Haight, 2014).
If a child has early years of feeling defective and largely doing so in various important environments such as in his school and at his home, he or she is going to vulnerable to more pathology as well as addiction and interpersonal struggle across the lifespan (Chan et al., 2017). Children that have stigmatized themselves as defective have found themselves worthless and failures, which is the type of thinking that is at the cornerstone of depression and substance abuse behaviors (Chan et al., 2017).
One idea to promote positive identity response in these children is create positive language at home and at school around people having strengths and weaknesses. In order for the child to be able to comprehend their diagnosis they are going to lean on adults to guide their reaction, so if the adults are able to find positives while also a lot of compassion for their child, they will be teaching them through a difficult period where a lot of learning can happen (Chan et al., 2017). Families that are able to come through this difficult period with better communication and by helping their child navigate their issues with a certain amount of independence find themselves with children that have healthier self-esteem and self-worth (Chan et al., 2017
References
Chan, Y., Chan, Y. Y., Cheng, S. L., Chow, M. Y., Tsang, Y. W., Lee, C., & Lin, C.-Y. (2017). Investigating quality of life and self-stigma in Hong Kong children with specific learning disabilities.
Research in Developmental Disabilities
,
68
, 131–139.
https://doi-org.ezp.waldenulibrary.org/10.1016/j.ridd.2017.07.014
Kayama, M., & Haight, W. (2014).
Disability and stigma: How Japanese educators help parents accept their children's differences
.
Social Work, 59
(1), 24–33. Disability and stigma: how Japanese educators help parents accept their children's differences by Kayama, M., & Haight, W. in Social Work, 59(1), ...
Aaal 2015 colliding assumptions de capua
Students with limited or interrupted education (SLIFE) often come with different learning paradigms from those their teachers know and expect. I present the Intercultural Communication Framework (ICF), which takes a cultural approach to helping teachers better understand SLIFE in order to plan and implement appropriate teaching practices.
Child Abuse and Early Intervention
A Literature Review on the Efficacy of Early Intervention and Prevention Programs on Child Abuse.
Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Hott, brittany nfjca v3 n1 2014
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
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Unit 8 - Information and Communication Technology (Paper I).pdf
Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
Parenting Comparison between African American and Asian American: Discipline & School Achievement
- 1. © 2015, Deeanna Hui
- 2. © 2015, Deeanna Hui
- 3. © 2015, Deeanna Hui
- 4. © 2015, Deeanna Hui (Watkins-Lewis & Hamre, 2012; Choi et al, 2013; Brown-Richards, 2011; Lau, 2010; Kordi & Baharudin, 2010)
- 5. © 2015, Deeanna Hui (Adkison-Bradley, Terpstra, & Dormitorio, 2014; Landsford, 2010; Lau, 2010; Kordi & Baharudin, 2010; Gershoff et al, 2012)
- 6. © 2015, Deeanna Hui (Watkins-Lewis & Hamre, 2012; Brown-Richards, 2011; Kordi & Baharudin, 2010; Kim et al, 2013)
- 7. © 2015, Deeanna Hui(Watkins-Lewis & Hamre, 2012; Choi et al, 2013; Brown-Richards, 2011)
- 8. © 2015, Deeanna Hui
- 9. © 2015, Deeanna Hui
- 10. © 2015, Deeanna Hui Adkison-Bradley, C., Terpstra, J., & Dormitorio, B. P. (2014). Child discipline in African American families: A study of patterns and context. The Family Journal: Counseling and Therapy for Couples and Families, 22(2), 198-205. doi:10.1177/1066480713513553 Bodovski, K., & Youn, M.-J. (2010). Love, discipline and elementary school achievement: The role of family emotional climate. Social Science Research, 39, 585-595. doi:10.1016/j.ssresearch.2010.03.008 Bornstein, M. H. (Ed.). (2002). Handbook of Parenting (2 ed., Vol. 4). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. Bornstein, M. H. (2012). Cultural approaches to parenting. Parenting Science and Practice, 12, 212-221. doi:10.1080/15295192.2012.683359 Brown-Richards, C. (2011). Authoritative parenting and the relationship to academic achievement: Views of urban African American adolescents. Education Doctoral, 12-31. Choi, Y., Kim, Y. S., Kim, S. Y., & Park, I. K. (2013). Is Asian American parenting controlling and harsh? Empirical testing of relationships between Korean American and Western parenting measures. Asian American Journal of Psychology, 4(1), 19-29. doi:10.1037/a0031220 Gershoff, E. T., Lansford, J. E., Sexton, H. R., Davis-Kean, P., & Sameroff, A. J. (2012). Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families. Child Development, 83(3), 838-843. Kim, S. Y., Wang, Y., Orozco-Lapray, D., Shen, Y., & Murtuza, M. (2013). Does "tiger parenting" exist? Parenting profiles of Chinese Americans and adolescent development outcomes. Asian American Journal of Psychology, 4(1), 7-18. doi:10.1037/a0030612 Kordi, A., & Baharudin, R. (2010). Parenting attitude and style and its effect on children's school achievements. International Journal of Psychological Studies, 2(2), 217-222. Lansford, J. E. (2010). The special problem of cultural differences in effects of corporal punishment. Law and Contemporary Problems, 73(89). Lau, A. S. (2010). Physical discipline in Chinese American immigrant families: An adaptive culture perspective. Cultural Diversity and Ethnic Minority Psychology, 16(3), 313-322. doi:10.1037/a0018667 Watkins-Lewis, K. M., & Hamre, B. K. (2012). African-American parenting characteristics and their association with children's cognitive and academic school readiness. Journal of African American Study, 16, 390-405. doi:10.1007/s12111- 011-9195-9