I'm Coming Home: Providing Parent Training to Support Inpatient Discharge Programs
Feder, Michael A; Brodman, Douglas M; Yang, Zi Chun; Ng, Vanessa YT; Glickman, Samantha; Smith, Jacquline; Baroni, Argelinda; Willheim, Erica; Verduin, Timothy L
ORIGINAL:0015956
ISSN: 1065-8025
CID: 5324962
Beyond the deficit model: bullying and trajectories of character virtues in adolescence
Hilliard, Lacey J; Bowers, Edmond P; Greenman, Kathleen N; Hershberg, Rachel M; Geldhof, G John; Glickman, Samantha A; Lerner, Jacqueline V; Lerner, Richard M
Previous work on peer victimization has focused primarily on academic outcomes and negative indicators of youth involved in bullying. Few studies have taken a strength-based approach to examine attributes associated with bullies and victims of bullying. As such, we examined developmental trajectories of moral, performance, and civic character components, and their links to bully status using data from 713 youth (63% female) who participated in Wave 3 (approximately Grade 7) through Wave 6 (approximately Grade 10) of the 4-H Study of Positive Youth Development. Latent growth curve analyses indicated that moral character was stable across waves, whereas civic character increased slightly by Wave 6. Trajectories for performance character varied; some youth alternatively displayed positive versus negative growth. Youth who reported bullying behavior reported lower initial levels of moral, performance, and civic character as compared to youth not involved in bullying. Bully-victims reported lower initial levels of moral and civic character as compared to youth not involved in bullying. Implications for future work examining character-related components in the context of peer victimization are discussed.
PMID: 24531881
ISSN: 1573-6601
CID: 4534742
On a Pathway Towards Thriving: Evaluating the Effectiveness of Tools to Promote Positive Development and Intentional Self Regulation in Youth
Bowers, Edmond P.; Napolitano, Christopher M.; Arbeit, Miriam R.; Chase, Paul; Glickman, Samantha A.; Lerner, Richard M.; Lerner, Jacqueline V.
ISI:000409984600001
ISSN: 2325-4017
CID: 4534762