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The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence
Results of the development of a theoretically focused, exploratory classification scheme indicated that adolescents classified as highly securely attached reported greater satisfaction with themselves, a higher likelihood of seeking social support, and less symptomatic response to stressful life events.
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.
Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes and systematic monitoring and evaluation to guide school improvement.
Minor parenting stresses with young children.
The results are discussed in relation to the potential for minor parenting stresses to influence microsocial processes within parent-child relationships and contribute to dysfunction in children and families.
A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research
This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the
Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth
Findings suggest the intervention was attractive to students, teachers, and school administrators and that it had a positive impact on problematic responses to stress including rumination, intrusive thoughts, and emotional arousal.
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework
A three-level framework for considering the implementation quality of school-based interventions is described, and future directions for research on implementation are discussed.
Promoting academic and social-emotional school readiness: the head start REDI program.
Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement.