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Descriptors:
Grade 2; Grade 3; Prevention; Program Effectiveness; Intervention; Aggression; Rejection (Psychology); Behavior Development; Foreign Countries; Control Groups; Time on Task; Child Behavior; Peer Acceptance; Elementary School Students

Abstract:
The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive intervention, the Good Behavior Game (GBG), on aggression development, controlling for classroom levels of on-task behavior. The second goal was to study whether improved on-task behavior or reductions in peer rejection mediated intervention impact on children's aggression. Second-grade classrooms were randomly assigned to the GBG or a control condition. Results showed that intervention impact was found only among children who had low-level on-task behavior at baseline. These children showed a decrease in aggression when in the GBG condition, which was not found among control group children. The reduction in aggression among low on-task children was mediated by reductions in peer rejection. No mediation effect of on-task behavior was found. These results suggest that the effect of a universal preventive intervention may depend upon initial levels of on-task behavior and that improvements in social relations with peers may explain the reductions in aggression among these low-on task children. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Role; Social Development; Emotional Development; Behavior Development; Outcomes of Education; Skill Development; Curriculum; Classroom Environment; Communication (Thought Transfer); Knowledge Level; Program Effectiveness; Program Evaluation; Intervention; Substance Abuse; Prosocial Behavior; Antisocial Behavior; Interpersonal Competence; Elementary Secondary Education; Foreign Countries; Meta Analysis; Comparative Education

Abstract:
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral (SEB) programs. The analyzed interventions had a variety of intended outcomes, but the increase in social skills and decrease in antisocial behavior were most often reported. Although considerable differences in efficacy exist, the analysis demonstrated that overall beneficial effects on all seven major categories of outcomes occurred: social skills, antisocial behavior, substance abuse, positive self-image, academic achievement, mental health, and prosocial behavior. Generally, immediate effects were stronger than delayed effects, with the exception of substance abuse, which showed a sleeper effect. Limitations of the analysis and moderators of the effectiveness of SEB programs in schools are discussed in the final section of the article. (Contains 7 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employed Women; Mothers; Work Environment; Child Development; Cognitive Development; Behavior Development; Family Work Relationship; Parent Child Relationship; Anxiety

Abstract:
How do maternal work conditions, such as psychological stress and physical hazards, affect children's development? Combining data from the Child Development Supplement of the Panel Study of Income Dynamics and the Occupational Information Network allows us to shed some light on this question. We employ various techniques including OLS with extensive controls, a value added approach and individual fixed effects in order to address potential endogeneity problems. Our results reveal that mothers' exposure to work-related hazards negatively affects children's cognitive development and to work-related stress negatively affects children's behavioral development. While maternal time investments play a small but significant role in mediating these negative associations, paternal time investments neither reinforce nor compensate these associations. (Contains 15 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Pervasive Developmental Disorders; Asperger Syndrome; Children; Interpersonal Competence; Social Cognition; Play Therapy; Dramatic Play; Intervention; Group Activities; Behavior Development; Emotional Development; Program Effectiveness; Pilot Projects

Abstract:
The key features of Asperger Syndrome (AS) and high functioning autism (HFA) include marked and sustained impairment in social interactions. A multi-session, small group program was developed to increase social perception based on the assumption perceptual or interpretive problems underlying these social difficulties. Additionally, the group format espoused a play therapy orientation and the use of sociodramatic play was the primary therapeutic modality used. Qualitative analyses of the data resulted in an explanation of the key changes in social interactions that took place through the course of the intervention. Although each participant's experience in this group was unique, all children in this program demonstrated improvements in their social interactions, as they experienced development both emotionally and behaviorally. Findings suggest that, despite their rigid interests and behavior patterns, the social limitations of these children improved when provided with the necessary environmental resources. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Researchers; Qualitative Research; Professional Development; Writing for Publication; Politics of Education; Reader Text Relationship; Stakeholders; Instructional Leadership; Persuasive Discourse; Career Development; Behavior Development; Attitudes; Development; Intellectual Development; Models; Foreign Countries

Abstract:
Research leadership, a much neglected area of educational leadership and management, is disadvantaged by having an underdeveloped and inadequate knowledge base. This article represents a contribution to this knowledge base through a conceptual analysis. It presents as propositional knowledge an original theoretical model of the componential structure of researcher development, as interpreted and defined stipulatively by the author. Three key components are identified: behavioural development; attitudinal development; and intellectual development. Each of these is further deconstructed to reveal its sub-components, of which 11 in total are identified, including: processual change; perceptual change; analytical change; and comprehensive change. Drawing upon examples of qualitative data found in the literature, the author demonstrates the model's potential as an analytical framework for enhancing our understanding of what researcher development is and how it occurs. This, she argues, represents knowledge that is invaluable to university-based research leaders. In particular, it is important that research leaders recognize the width, multidimensionality and complexity of researcher development: that it is much more than changing observable behaviour and increasing productivity and output; it also involves changing viewpoints, mindsets and perceptions and increasing intellectual capacity. (Contains 4 notes and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty Development; Professional Development; Behavior Change; Behavior Development; Classroom Environment; Classroom Techniques; Praxis; Theory Practice Relationship; Media Selection; Instructional Material Evaluation; Behavior Modification; Skill Development

Abstract:
Good teachers are lifelong learners and want to meet the needs of all of the students in the classroom. Yet, they never have all the answers. Many teachers have found themselves in a predicament of uncertainty and have become apprehensive about their own practices. They can benefit from professional development and supports. Through collaborative learning, they can help each other in learning and implementing new techniques and strategies. Ongoing professional development is mandated in many states and teachers are expected to participate in a variety of forms of professional development. Yet, in a survey of teachers, only 27% of teachers who engaged in professional development in the area of student discipline and management in the classroom found it to be useful. How can teachers ensure that their time is well spent in meaningful training and how can they translate what they have learned into appropriate action within their classroom? It is one thing to participate in professional development; it is another to implement that knowledge within the classroom to make a positive difference in the lives of children. This article addresses the many opportunities from which teachers can choose, and ways to implement meaningful professional development that teachers can use to improve their own classroom environments, as well as those of their colleagues. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emotional Intelligence; Intervention; Learning Strategies; Adolescents; Measures (Individuals); Parent Attitudes; Teaching Methods; Behavior Development; Cognitive Restructuring; Behavior Modification; Behavior Problems; Group Therapy; Teacher Attitudes; Self Concept; Outcomes of Treatment

Abstract:
Cognitive behavioural approaches emphasize the links between thoughts, feelings and behaviour (Greig, 2007). Previous research has indicated that these approaches are efficacious in reducing disruptive behaviour in adolescents. The aim of the current study was to provide further evaluation of cognitive behavioural group work to reduce disruptive behaviour with this population and to determine if improvements made were maintained in the longer term. The sample comprised 22 adolescents aged 13- to 14-years-old identified by school staff as displaying disruptive behaviour (Cameron, 1998). A curriculum based on Squires (2001), using key cognitive behavioural approaches, was delivered over a seven-week period to the participants. Participant, parent, and teacher ratings on the Strengths and Difficulties Questionnaire (SDQ) immediately after the intervention all indicated significant reductions in disruptive behaviour. Other positive effects included enhanced ratings of self-concept on the Beck Youth Inventories, 2nd Edition and trait emotional intelligence on the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF). Improvements in behaviour and self-concept were maintained at six-month follow-up according to participant and teacher ratings. However, parent ratings of behaviour had returned to pre-intervention levels. Further research, with different age groups and demographic populations along with concurrent parent programmes is recommended. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Social Capital; Adjustment (to Environment); Longitudinal Studies; Interviews; Interpersonal Relationship; Behavior Change; Substance Abuse; Developmental Stages; Predictor Variables; Friendship; Quality of Life; Questionnaires; Student Attitudes; Teacher Attitudes; Behavior Development; Young Adults; Schematic Studies

Abstract:
The predictive relations between social capital depth (high-quality relationships across contexts) and breadth (friendship network extensivity) and early-adult life adjustment outcomes were examined using data from a prospective longitudinal study. Interviews at age 22 yielded (a) psychometrically sound indexes of relationship quality with parents, peers, and romantic partners that served as indicators of a latent construct of social capital depth, and (b) a measure of number of close friends. In follow-up interviews at age 24, participants reported on their behavioral adjustment, educational attainment, and arrests and illicit substance use. Early-adolescent assessments of behavioral adjustment and academic performance served as controls; data on what were construed as interpersonal assets (teacher-rated social skills) and opportunities (family income) were also collected at this time. Results showed that depth was associated with overall better young-adult adjustment, net of prior adjustment, and assets and opportunities. Breadth was only modestly associated with later outcomes, and when its overlap with depth was taken into account, breadth predicted higher levels of subsequent externalizing problems. These findings are consistent with the notion that social capital is multidimensional and that elements of it confer distinct benefits during an important life transition. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Behavior; Behavior Problems; Attribution Theory; Discipline; Developmental Stages; Basic Skills; Skill Development; Cooperation; Empathy; Problem Solving; Intervention; Models; Behavior Development; Developmental Delays; Context Effect

Abstract:
What we're thinking about behaviorally challenging students and what we're doing to them requires a fresh look. When schools believe that parental discipline explains a child's misbehavior, educators are less likely to consider different explanations for the misbehavior and the full range of interventions that could be implemented at school. And when psychiatric diagnoses get involved in school behavior issues, educators and others tend to pathologize kids, implying that the "problem" resides within the child and that it's the child who needs fixing. Behaviorally challenging students are lacking crucial developmental skills. When school discipline programs focus on teaching lagging skills and solving problems collaboratively, they rely a lot less on incentive-based interventions and punitive procedures such as detention, suspension, and expulsion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teacher Attitudes; Course Evaluation; Questionnaires; Interviews; Team Teaching; Team Training; Comparative Education; Position Papers; Behavior Development; Professional Development; Change Strategies; Professional Training

Abstract:
This study examines the perceptions of teachers and other professionals of Team-Teach behaviour support training in New Zealand. Analysis of course evaluations, questionnaires, interviews and documents provide the findings. Comparisons are made with Team-Teach training in the UK and similarities and differences between New Zealand training providers are reported. The article concludes with some recommendations for improving Team-Teach training in New Zealand. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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