Feuerstein's (1979) mediated learning theory was applied to a deaf population for investigating the cognitive modiliability of this population. The Learning Potential Assessment Device (LPAD) was employed in a pretest-posttest design for determining transfer of learning along cognitive and behavioral dimensions. Severely to profoundly deaf children (N = 45) with hearing parents and between the ages of 9 and 13 years were randomly assigned to three groups-an experimental and two comparison groups. The subjects in the experimental group received examiner mediation as designed by Feuerstein. In one control condition (elaborated), the examiner provided limited feedback to the subjects, and in the other control condition (standard), the subjects performed the tasks following traditional psychometric procedures. The experimental group performed significantly better than the comparison groups on five of the six LPAD tasks, supporting the applicability of Feuerstein's theory of mediated learning. The experimental group also demonstrated significant transfer of learning on other cognitive and behavioral measures.

BACKGROUND Adverse childhood experiences (ACEs) are associated with poorer health and educational outcomes. With over 20% of children experiencing multiple ACEs, interventions must target protective factors to improve outcomes among these students. Teacher‐student relationships (TSRs) integrated with the Whole School, Whole Community, Whole Child (WSCC) are one promising approach to building resilience to overcome ACEs. METHODS A narrative literature review was conducted on ACEs, resilience, TSRs, and the WSCC model to explore the evidence and potential of TSR interventions integrated within the WSCC model to build resilience in students experiencing ACEs. RESULTS Supportive adult relationships are one of the strongest protective factors against ACEs. TSR interventions have improved student and relationship outcomes. Few studies have explored the relationship between TSRs and ACEs or TSR ACEs interventions. The WSCC model provides opportunities to integrate TSRs and other protective factors into a schoolwide health model to build resilience. CONCLUSIONS TSRs and the WSCC model are promising approaches to target protective factors to mitigate ACEs. Research is needed to further establish TSRs as a protective factor, explore TSR ACEs interventions, and determine best practices for integrating TSRs and resilience in the WSCC model.

This paper addresses the need for fathers of deaf children to be involved in a parent program. It describes an ongoing parent-education program specifically designed for fathers of young deaf children.

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Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaking behaviors. The sample included 288 sixth‐ and seventh‐grade students (Mage = 12.01; 54% females; 47% Black, 36% White, 9% Hispanic) and their parents and teachers. Student‐perceived stress and teacher‐reported teacher–student conflict were related to more aggressive and rule breaking behaviors at Wave 1; perceived stress also predicted more anxiety/depression symptoms at Wave 1. Further, teacher‐reported teacher–student closeness predicted less aggressive behaviors over time. The findings suggest that interventions that promote stress management and positive teacher–student relationships may reduce adjustment problems concurrently and over time among early adolescents.