310 research outputs found
Helping Children Cope with Disasters and Terrorism by Annette La Greca, and Wendy K. Silverman, and Eric M. Vernberg, and Michael C. Roberts
No full textReviewed Work: Helping Children Cope with Disasters and Terrorism by Annette La Greca, and Wendy K. Silverman, and Eric M. Vernberg, and Michael C. Robert
Beyond Greetings and Making Friends: Social Skills from a Broader Perspective
No full textMany students with learning disabilities encounter social difficulties in that they are less accepted and/or more rejected than their nondisabled peers (Bryan, 1974, 1986; La Greca & Stone, 1990; Stone & La Greca, 1990; see for review Vaughn & La Greca, 1988). Concern about these youngsters’ peer relations and social skills has led to an interest in intervention strategies for remediating the social difficulties many learning-disabled (LD) students display
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Beyond Greetings and Making Friends: Social Skills from a Broader Perspective
No full textMany students with learning disabilities encounter social difficulties in that they are less accepted and/or more rejected than their nondisabled peers (Bryan, 1974, 1986; La Greca & Stone, 1990; Stone & La Greca, 1990; see for review Vaughn & La Greca, 1988). Concern about these youngsters’ peer relations and social skills has led to an interest in intervention strategies for remediating the social difficulties many learning-disabled (LD) students display
Hurricanes and earthquakes.
No full textExamines the effects of hurricanes and earthquakes on children and adolescents, although the authors touch briefly on the limited literature on other natural disasters, such as tornadoes, lightning strikes, and volcanoes. The authors present evidence indicating that many children and adolescents living in heavily damaged areas experience significant disaster-related symptomatology for months after the initial disaster and describe initial versions of manualized intervention materials. These sudden, dramatic, and violent acts of nature can create widespread damage and high levels of exposure to life-threatening trauma and may require long periods of reconstruction and recovery. For children and adolescents caught in severe hurricanes, earthquakes, or tornadoes, these relatively brief displays of natural forces can transform a familiar environment into a jumbled pile of rubble. Normally confident and protective adults may show terror, shock, and fear. In the most unfortunate circumstances, children may witness deaths or serious injuries or be injured themselves. The authors describe early versions of manualized intervention materials for dealing with the aftermath of hurricanes and earthquakes. (PsycINFO Database Record (c) 2009 APA, all rights reserved
Children experiencing disasters: Definitions, reactions, and predictors of outcomes.
No full textThe authors define disasters, provide statistics about their scope and magnitude, and describe children's and adolescents' typical reactions. In addition, the authors present a conceptual framework for organizing and understanding factors that influence the development and maintenance of disaster-related reactions. This chapter provides an overview of the types of disasters, the primary reactions children display as a consequence of their exposure to disasters, and a general framework for considering the factors that influence the development and maintenance of children's postdisaster reactions. The authors also discuss the main reactions that have been documented in children following disasters and present a model that helps organize and understand children's reactions to disasters. The model incorporates characteristics of the disaster, child, and postdisaster recovery environment. (PsycINFO Database Record (c) 2009 APA, all rights reserved
Friends or foes? Peer influences on anxiety among children and adolescents
No full textIntroductionYoungsters' peer relationships and friendships play a critical role in their social/emotional development. From early childhood on, children spend a considerable amount of time with peers (Ellis, Rogoff & Cromer, 1981). For example, prior to the school years, children interact with peers in child care settings, playgroups or preschool programmes. By 6 to 7 years of age, children spend most of their daytime hours in school or play settings with classmates and friends; this trend continues, and accelerates, through adolescence (La Greca & Prinstein, 1999). It is in the context of these peer interactions that children learn how to share and take turns, how to interact with others on an equal basis, and how to place others' concerns before their own. Successful peer relations contribute in positive ways to the development of social skills and feelings of personal competence that are essential for adolescent and adult functioning (Ingersoll, 1989). Indeed, volumes have been written about the developmentally unique and essential social behaviours that develop in the context of children's peer interactions (Asher & Coie, 1990; Hartup, 1996; Newcomb, Bukowski & Pattee, 1993).Children's peer relations also make a positive contribution to emotional adjustment and well-being. Supportive friendships serve a protective function, such as by moderating youngsters' reactions to disasters (La Greca et al., 1996; Vernberg et al., 1996), and lessening the impact of parental conflict (e.g. Wasserstein & La Greca, 1996). Furthermore, during adolescence, peer relationships are instrumental in facilitating adolescents' sense of personal identity and increasing their independence from family influences (Dusek, 1991; Ingersoll, 1989)
Journal of counsulting and clinical psychology, Vol. 72 no. 5, Vol. 73 no.1-3, 2005/ Annette M. La Greca (editor)
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Children and disasters: Future directions for research and public policy.
No full textChild-focused disaster research is a relatively new area of study, one that has grown substantially in recent years and will continue to develop in the recent aftermath of the September 11th terrorist attacks. As reflected in this volume, the first generation of studies focused predominantly on documenting children's and adolescents' reactions to disasters and identifying factors that correlate with or predict severe disaster reactions. Studies have begun to examine interventions for youngsters following disasters, although this line of research is still in a preliminary stage. The field has yet to develop empirically supported interventions for children and youth following disasters. A broadened research agenda is needed to advance our understanding of how children are affected by disasters, which youth are most at risk, and when and how to intervene. Key issues addressed in this concluding chapter include the need for researchers and clinicians in the child mental health field to help advance knowledge of the effects of disasters on children and youth and the need to develop and evaluate empirically based treatments for child disaster victims. Researchers and clinicians need to become advocates for children's needs following disasters and to become attentive to public policy. (PsycINFO Database Record (c) 2009 APA, all rights reserved
Table of contents
No full textIntroductionCurrent status of research on social anxiety and relationship with psychoeducational variables: An international perspective
Vicente E. Caballo and Isabel C. Salazar............................................................................3
Articles
Do School-Based Accommodations Mitigate Anxiety-Related School Impairment for Socially Anxious Youth?
Sophie R. Martel, Marissa M. Falcone, Rebecca G. Etkin, Carla E. Marin,Eli R. Lebowitz y Wendy K. Silverman...........................................................................7
Impact of School Transition Stressors on Hispanic Adolescents’ Symptoms of Social Anxiety and Depression: Repetitive Negative Thinking as a Potential Mediator
Annette M. La Greca y Evan T. Burdette.........................................................................23
Social anxiety profiles and academic self-attributions in secondary school students. What are we really talking about? Theoretical, methodological, and statistical
Dori J. A. Urbán, José M. García-Fernández, Aitana Fernández-Sogorb y Candido J. Ingles................................................................................43
Adolescents’ interpersonal cognition and self-appraisal of their own anxiety in an imagined anxiety-provoking classroom presentation scenario: Gender differences
Klaus Ranta, Mauri Inkinen, Eero Laakkonen, Hanna-Riitta Ståhl, Niina Junttila y Päivi M. Niemi .......................................................................................572
Relationship between Social Anxiety Symptoms and Behavioral Impairment in Adolescents: The Moderating Role of Perfectionism and Learning Motivation
Satoko Sasagawa y Cecilia A. Essau................................................................................79
The predictive ability of school refusal on high social anxiety in Chilean adolescents
Mariola Giménez-Miralles, Nelly Lagos-San Martín y Carolina Gonzálvez.........................................................97
A qualitative study of social anxiety and impairment amid the COVID-19 pandemic for adolescents and young adults in Portugal and the US
Samantha Coyle, PhD, Paula Vagos, PhD, Carrie Masia Warner, PhD, Joana Silva, PhD, Ana Xavier, PhD, Grace Martin, Jessica Wimmer,Avi Kalver, Britney Jeyanayagam, Helen-Maria Lekas, PhD, Ana Ganho-Ávila, Luiza Lima & Ana Santos Henrique .......................................................................................115IntroductionCurrent status of research on social anxiety and relationship with psychoeducational variables: An international perspective
Vicente E. Caballo and Isabel C. Salazar............................................................................3
Articles
Do School-Based Accommodations Mitigate Anxiety-Related School Impairment for Socially Anxious Youth?
Sophie R. Martel, Marissa M. Falcone, Rebecca G. Etkin, Carla E. Marin,Eli R. Lebowitz y Wendy K. Silverman...........................................................................7
Impact of School Transition Stressors on Hispanic Adolescents’ Symptoms of Social Anxiety and Depression: Repetitive Negative Thinking as a Potential Mediator
Annette M. La Greca y Evan T. Burdette.........................................................................23
Social anxiety profiles and academic self-attributions in secondary school students. What are we really talking about? Theoretical, methodological, and statistical
Dori J. A. Urbán, José M. García-Fernández, Aitana Fernández-Sogorb y Candido J. Ingles................................................................................43
Adolescents’ interpersonal cognition and self-appraisal of their own anxiety in an imagined anxiety-provoking classroom presentation scenario: Gender differences
Klaus Ranta, Mauri Inkinen, Eero Laakkonen, Hanna-Riitta Ståhl, Niina Junttila y Päivi M. Niemi .......................................................................................572
Relationship between Social Anxiety Symptoms and Behavioral Impairment in Adolescents: The Moderating Role of Perfectionism and Learning Motivation
Satoko Sasagawa y Cecilia A. Essau................................................................................79
The predictive ability of school refusal on high social anxiety in Chilean adolescents
Mariola Giménez-Miralles, Nelly Lagos-San Martín y Carolina Gonzálvez.........................................................97
A qualitative study of social anxiety and impairment amid the COVID-19 pandemic for adolescents and young adults in Portugal and the US
Samantha Coyle, PhD, Paula Vagos, PhD, Carrie Masia Warner, PhD, Joana Silva, PhD, Ana Xavier, PhD, Grace Martin, Jessica Wimmer,Avi Kalver, Britney Jeyanayagam, Helen-Maria Lekas, PhD, Ana Ganho-Ávila, Luiza Lima & Ana Santos Henrique .......................................................................................11
sj-docx-1-sjp-10.1177_14034948241228163 – Supplemental material for Parental unemployment and educational outcomes in late adolescence: the importance of family cohesion, parental education, and family income in a Norwegian study
No full textSupplemental material, sj-docx-1-sjp-10.1177_14034948241228163 for Parental unemployment and educational outcomes in late adolescence: the importance of family cohesion, parental education, and family income in a Norwegian study by Kristin Gärtner Askeland, Rebecca Lynn Radlick, Tormod BØe, Mari Hysing, Annette M. La Greca and Sondre Aasen Nilsen in Scandinavian Journal of Public Health</p
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