William Work

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The concept of heightened resilience or invulnerability in young profoundly stressed children is developed in terms of its implications for a psychology of wellness and for primary prevention in mental health. Relevant literature is reviewed, a skeletal model for studying resilience is outlined, and needed research directions are considered. The latter(More)
Reports findings from interviews with parents of demographically-comparable groups of highly-stressed urban children with stress-resilient (SR) and stress-affected (SA) outcomes at ages 10-12. SR and SA children were compared on family milieu and child development variables assessed within a developmental framework. Compared to SAs, parents of SRs scored(More)
Demographically comparable groups of children exposed to major life-stress, with stress resilient (SR) and stress affected (SA) outcomes at ages 10 to 12, were interviewed to assess perceptions of their caregiving environments, peer relationships, and themselves. SR children compared with SA children reported more: (1) positive relationships with primary(More)
Separate in-depth interviews were conducted with two groups of highly stressed 4th-6th grade urban children classified as stress-affected (SA) and stress-resilient (SR), and their parents. Judges identified interview items reflecting three components of a good parent-child relationship, i.e. positive parental attitudes, involvement and guidance. SR parents(More)
Reports follow-up study of 181 young highly stressed urban children, classified as stress-resilient (SR) and stress-affected (SA) 1 1/2-2 years earlier. At follow-up (T2), children were retested on five initial (T1) test measures: self-rated adjustment, perceived competence, social problem solving, realistic control attributions, and empathy; parents and(More)
OBJECTIVE The study's main purpose was to assess the extent to which retrospective parent reports of the child's achievement of early developmental milestones predicted later (fourth to sixth grade) adaptation to stress, and school adjustment and achievement, in a highly stressed urban sample. METHOD Information about when children achieved key(More)
This study was conducted with a sample of highly stressed 4th-6th grade urban children consisting of matched subsamples previously classified as stress affected (SA) or stress resilient (SR). Separate in-depth interviews with parents and children provided objective self-ratings of a number of personal characteristics and expressive motor behavioral styles.(More)
For 131 highly stressed 4th- to 6th-grade urban children, retrospective parental reports of child temperament along an easy-difficult dimension, for the infancy (ages 0-2) and preschool (ages 2-5) periods, were obtained during in-depth interviews. Parent judgments of an easier temperament in each of the two age periods, and their sum, related consistently(More)
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