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Brophy‐Herb, Holly E.; Honig, Alice Sterling

doi:10.1023/a:1022652011620

Cited by 19 publications

(3 citation statements)

References 8 publications

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“…As Brekelmans, Wubbels, and van Tartwijk (2005) stated, this is the reason why is important for teachers to reflect on their attachment experiences and the impacts on their interpersonal attitudes. Previous research has evidenced how the reflectivity can determine a change in the caregivers' negative pattern of behaviors with children from the negative experiences they themselves had had in their families (Brophy & Honig, 1999). So, during the continuing education courses, it would be useful to help teachers to reflect on both teacher-student relationships, and how teachers' attachment histories influence their attitudes toward students.…”

Section: Discussionmentioning

confidence: 99%

“Why Did You Want to See Me?”: Teachers’ Reactions to a Student's Request as a Function of Teachers' Personal Early Experiences of Attachment

Pallini

Baiocco

2015

The Journal of Genetic Psychology

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This study attempts to demonstrate the relationship between teachers' personal early experiences of attachment with their parents and their emotional, cognitive, and behavioral reactions to a hypothetical student's request to speak with them, expressed in short or detailed form. A similar procedure has been used by Perrine and Steele King for students, and now has been used for teachers. For this purpose, self-report questionnaires were administered to a sample of 395 female teachers. The results showed a significant relationship between parental bonding experiences and behavioral and emotional, but not cognitive, reactions to an hypothetical student's request. The optimal parenting group reported more positive emotional and behavioral reactions, while the affectionate control group reported more negative emotional reactions to the hypothetical student's request than the other groups. These results offer useful implications to be utilized in teachers' training programs.

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Section: Discussionmentioning

confidence: 99%

“Why Did You Want to See Me?”: Teachers’ Reactions to a Student's Request as a Function of Teachers' Personal Early Experiences of Attachment

Pallini

Baiocco

2015

The Journal of Genetic Psychology

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“…because they were not RCTs or did not use a control group (Badger 1981, Britner 1997, Butler et al 1993, Cook et al 1995, Dickenson 1992, Emmons & Nystul 1994, Fulton et al 1991, Kissman 1992, Roosa & Vaughn 1983, Roosa 1984, Treichel 1995, Weinman et al 1992. Five studies were excluded because they included a home visiting component (Brophy & Honig 1997, Field et al 1980, Field et al 1982, Koniak-Griffin 1999, Wagner&Clayton 1999. One study was excluded because no standardised outcome measures were used (Westney et al 1987) and a further study was excluded because the programme being evaluated included only a few psychosocial and parenting components in what was essentially a typical ante-natal programme (Porter 1984).…”

Section: Description Of Studiesmentioning

confidence: 99%

Individual and Group Based Parenting for Improving Psychosocial Outcomes for Teenage Parents and Their Children

Coren¹,

Barlow²

2004

Campbell Systematic Reviews

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The aim of this systematic review was to examine the effectiveness of individual and/or group based parenting programmes in improving psychosocial and developmental outcomes in teenage mothers and their children. The findings of the review are based on four randomised controlled trials, and are therefore limited. The results suggest, however, that parenting programmes may be effective in improving a range of psychosocial and developmental outcomes for teenage mothers and their children. Further research is needed, particularly that which includes long‐term follow‐up of the children of teen parents and the role of young fathers as well as young mothers. Synopsis There is evidence from a range of studies which suggests adverse child outcomes for the children of teenage parents. Parenting programmes are increasingly being used to promote the well‐being of parents and children, and this review aims to establish whether they can improve outcomes for teenage parents and their children. The findings of the review are based on a small number of studies, and are therefore limited. The results suggest, however, that parenting programmes may be effective in improving a range of psychosocial and developmental outcomes for teenage mothers and their children. Further research is needed, particularly that which includes long‐term follow‐up of the children of teen parents and the role of young fathers as well as young mothers. Abstract BackgroundThe rate of births to teenage parentsRates of births to teenage parents are high and there is also a high incidence of poor outcomes among the children of teenage parents including developmental and learning problems, and child maltreatment. Parenting programmes may have an important role to play in improving outcomes for both teenage parents and their children. ObjectivesThe aim of this review was to examine the effectiveness of individual and/or group based parenting programmes in improving psychosocial and developmental outcomes in teenage mothers and their children. Search strategyA range of biomedical and social science databases were searched including MEDLINE, EMBASE, CINAHL, PsychLIT, Sociofile, Social Science Citation Index, ASSIA, the Cochrane Library including SPECTR, CENTRAL, National Research Register (NRR) and ERIC. Selection criteriaOnly randomised controlled trials were included in which participants had been randomly allocated to an experimental and a control group, the latter being a waiting‐list, no‐treatment or a placebo control group. Studies had to include at least one standardised instrument measuring maternal psychosocial health or infant health and development. Data collection & analysisThe included studies were critically appraised using a number of criteria including the method of allocation concealment. The treatment effect for each outcome in each study was standardised by dividing the mean difference in post‐intervention scores for the intervention and treatment group, by the pooled standard deviation, to produce an effect size. Due to the presence of signif...

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“…Value affirmations capitalize on that motivation by allowing children to reflect on the core values that define them as a person. Reflectivity, or the ability to reflect on one's important values or life experiences, has been identified earlier as an important factor predicting intervention effectiveness among adolescents (Brophy-Herb & Honig, 1999). Value affirmations may be especially powerful when timed shortly after the transition to secondary school, a time when many children feel uncertain about who they are and how they will fit in with others (Cook et al, 2011; Eccles & Midgley, 1989; Kalakoski & Nurmi, 1998; Yeager & Walton, 2011).…”

mentioning

confidence: 99%

Arousing “gentle passions” in young adolescents: Sustained experimental effects of value affirmations on prosocial feelings and behaviors.

Thomaes¹,

Bushman²,

Castro³

et al. 2012

Developmental Psychology

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When people reflect on their important values, they may become more attuned to the needs of others. Two longitudinal field experiments examined whether a subtle value-affirmation manipulation can initiate relatively enduring increases in young adolescents' prosocial feelings (Study 1; Mage = 12.9) and prosocial behaviors (Study 2; Mage = 12.9). Participants completed a brief writing exercise that affirmed the values they deemed either most important (value-affirmation group) or unimportant (control group). As predicted, the value affirmation, coupled with a booster affirmation 6 weeks later, caused increases in prosocial feelings and behaviors over the 3-month study period. Antisocial students who were value-affirmed showed especially strong increases in prosocial behavior. These results suggest that "gentle passions" can be aroused in youth by cost- and time-efficient means. The practical utility of value affirmations will need to be evaluated in future work.

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Cited by 19 publications

References 8 publications

“Why Did You Want to See Me?”: Teachers’ Reactions to a Student's Request as a Function of Teachers' Personal Early Experiences of Attachment

“Why Did You Want to See Me?”: Teachers’ Reactions to a Student's Request as a Function of Teachers' Personal Early Experiences of Attachment

Individual and Group Based Parenting for Improving Psychosocial Outcomes for Teenage Parents and Their Children

Arousing “gentle passions” in young adolescents: Sustained experimental effects of value affirmations on prosocial feelings and behaviors.

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