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Aggression, antisocial behavior, and violence among girls [[electronic resource] ] : a developmental perspective / / edited by Martha Putallaz, Karen L. Bierman ; foreword by John B. Reid
| Aggression, antisocial behavior, and violence among girls [[electronic resource] ] : a developmental perspective / / edited by Martha Putallaz, Karen L. Bierman ; foreword by John B. Reid |
| Pubbl/distr/stampa | New York, : Guilford Press, c2004 |
| Descrizione fisica | 1 online resource (351 p.) |
| Disciplina | 305.23/082 |
| Altri autori (Persone) |
PutallazMartha
BiermanKaren L |
| Collana | Duke series in child development and public policy |
| Soggetto topico |
Girls - Psychology
Aggressiveness in children Aggressiveness in adolescence Conduct disorders in children Conduct disorders in adolescence Child psychopathology Developmental psychology |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-281-22785-4
9786611227852 1-59385-892-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preliminaries; Contents; 1 Aggression in the Context of Gender Development; 2 Biology Behavior Integration and Antisocial Behavior in Girls; 3 All Things Interpersonal Socialization and Female Aggression; 4 Relational Aggression in Early Childhood You Can't Come to My Birthday Party Unless; 5 Girls Who Bully A Developmental and Relational Perspective; 6 A Behavioral Analysis of Girls Aggression and Victimization; 7 Early Disruptive Behaviors Associated with Emerging Antisocial Behavior among Girls; 8 Aggression and Antisocial Behavior in Sexually Abused Females
9 A Long Term Follow Up of Serious Adolescent Female Offenders10 Trends in Delinquent Girls Aggression and Violent Behavior A Review of the Evidence; 11 Women's Involvement in Aggression in Young Adult Romantic Relationships A Developmental Systems Model; 12 Parenting as an Important Outcome of Conduct Disorder in Girls; 13 When Aggressive Girls Become Mothers Problems in Parenting Health and Development across Two Generations; Commentary 1 Future Directions and Priorities; Commentary 2 Public Policy and the Discovery of Girls Aggressive Behavior; Index |
| Record Nr. | UNINA-9910451973503321 |
| New York, : Guilford Press, c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Il bambino rifiutato dai compagni : cause, valutazione e interventi / Karen L. Bierman
| Il bambino rifiutato dai compagni : cause, valutazione e interventi / Karen L. Bierman |
| Autore | Bierman, Karen L. |
| Pubbl/distr/stampa | Gardolo (Trento) : Erickson, 2004 |
| Descrizione fisica | 314 p. ; 24 cm |
| Disciplina | 155 |
| Altri autori (Persone) | Lo Iacono, Gabriele |
| Collana | Guide per l'educazione |
| Soggetto topico | Fanciulli - Comportamento sociale - Aspetti psicologici |
| ISBN | 8879466674 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ita |
| Record Nr. | UNISALENTO-991001290919707536 |
Bierman, Karen L.
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| Gardolo (Trento) : Erickson, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. del Salento | ||
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Family-School Partnerships During the Early School Years : Advancing Science to Influence Practice
| Family-School Partnerships During the Early School Years : Advancing Science to Influence Practice |
| Autore | Bierman Karen L |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2022 |
| Descrizione fisica | 1 online resource (155 pages) |
| Altri autori (Persone) | SheridanSusan M |
| Collana | Research on Family-School Partnerships Ser. |
| Soggetto genere / forma | Electronic books. |
| ISBN |
9783030746179
9783030746162 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Editors -- Contributors -- Chapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action -- 1.1 Introduction -- 1.2 Parent Engagement and Family-School Partnerships -- 1.3 Family-School Partnerships at the Transition into Formal Schooling -- 1.4 Implications for Effective Intervention -- 1.5 Crosscutting Issues and Questions -- References -- Chapter 2: Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings -- 2.1 Introduction to the Getting Ready Approach -- 2.2 Getting Ready's Research Evidence -- 2.3 Implications of Getting Ready Findings for Future Intervention Design and Research -- 2.4 Conclusions -- References -- Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families -- 3.1 Developmental Research Informing the REDI-P Intervention Design -- 3.2 REDI-P Evaluation: Immediate and Longer-Term Outcomes -- 3.3 Exploring Potential Mechanisms of Action in the REDI-P Intervention -- 3.4 Implications of REDI-P Findings for Future Intervention Design and Research -- 3.5 Summary -- References -- Chapter 4: Understanding ParentCorps' Essential Elements for Building Adult Capacity to Support Young Children's Health and Development -- 4.1 ParentCorps Theory of Action -- 4.2 Program Components -- 4.3 Evidence of Impact -- 4.4 Priorities for Research to Understand Core Pathways to Impact -- 4.5 Priorities for Research to Support Impact at Scale -- 4.6 Conclusion -- References -- Chapter 5: Research on the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School -- 5.1 The Family Check-Up Model -- 5.2 Empirical Support -- 5.3 Adaptations for School Entry: The Family Check-Up for Kindergarteners -- 5.4 Mechanisms of Change.
5.5 Implementation of the FCU at School Entry in Real-World Settings -- 5.6 Future Research Directions -- 5.7 Conclusion -- References -- Chapter 6: Parental Involvement and Engagement in Early Education Contribute to Children's Success and Well-Being -- 6.1 Introduction -- 6.2 Parental Involvement in Early Education: The Child-Parent Center Model -- 6.2.1 The Child-Parent Center (CPC) Program -- 6.2.2 CPC Parent Engagement Component -- 6.2.3 Evidence Documenting the Positive Impact of the CPC Model on Child Outcomes -- 6.3 Parental Engagement as a Mechanism Promoting Long-Term Benefits -- 6.3.1 Contributions of the CPC Family Support Component to Children's Well-Being -- 6.3.2 Summary of CPC Processes of Influence on Youth and Adult Outcomes -- 6.3.3 Economic Impact of the CPC Program -- 6.4 Future Directions in Research on Parent Engagement and Long-Term Child Outcomes -- 6.4.1 Understanding Developmental Cycles and Cascades -- 6.4.2 Measurement Issues in the Study of Parent Engagement -- 6.4.3 Parent Engagement as a School-Level Versus Family-Level Variable -- 6.4.4 Understanding Links between Parent Engagement and Parent Academic Expectations -- 6.5 Conclusion and Future Research Directions -- References -- Chapter 7: Parent-School Partnerships: Accounting for Parents Facing Economic Hardship and Social Marginalization -- 7.1 Introduction -- 7.2 What Has Been Learned About the Impact of Parent Involvement in the Early School Years on Children's Learning Outcomes? -- 7.3 What Explains the Success of Family-School Partnership Programs? Design That Accounts for Families' Lives -- 7.4 How Do Family-School Partnership Programs Attend to the Contexts of Low-Income Families? -- 7.5 How Do Family-School Partnership Programs Change Teacher and School Practices? -- 7.6 Conclusion -- References. Chapter 8: Unleashing the Power of Family Engagement to Achieve Impact and Equity for All -- 8.1 Commentary -- 8.2 Bridging Research, Practice, and Policy: An Old Challenge -- 8.3 Frameworks for Scaling and Sustaining Programs and Practices -- 8.3.1 Diffusion of Innovation Framework -- 8.3.2 Population-Level Framework -- 8.3.3 Partnership Frameworks -- 8.4 Next Steps for the Family Engagement Field: A Call for Population Impact -- References -- Index. |
| Record Nr. | UNINA-9910510564803321 |
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Bierman Karen L
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| Cham : , : Springer International Publishing AG, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Promoting school readiness and early learning : implications of developmental research for practice / / edited by Michel Boivin, Karen L. Bierman
| Promoting school readiness and early learning : implications of developmental research for practice / / edited by Michel Boivin, Karen L. Bierman |
| Pubbl/distr/stampa | New York : , : The Guilford Press, , 2014 |
| Descrizione fisica | 1 online resource (418 p.) |
| Disciplina | 372.21 |
| Altri autori (Persone) |
BoivinMichel <1953->
BiermanKaren L |
| Soggetto topico |
Readiness for school
Education, Primary |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4625-1159-7
1-4625-1160-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright Page; About the Editors; Contributors; Preface; Contents; Part I. Setting the Stage: The Importance of School Readiness for School Success; 1. School Readiness: Introduction to a Multifaceted and Developmental Construct; School Readiness and School Achievement; The Relevance of School Readiness for School Achievement and Developmental Health; Interventions to Promote School Readiness and Early Learning; 2. Early Predictors of High School Completion: The Developmental Interplay between Behavior, Motivation, and Academic Performance
Children's AbilitiesIndirect Pathways; Directional and Bidirectional Effects; Sex as Possible Moderator and Control Variable; Method; Results; Discussion; 3. Assessing the Predictive Validity and Early Determinants of School Readiness Using a Population-Based Approach; School Readiness and School Achievement Trajectories; Goals of This Chapter; The Predictive Validity of School Readiness Assessment in the QLSCD; Environmental and Genetic Contributions to School Readiness; Family Risk, School Readiness, and School Achievement; Summary and Implications for Policy and Practice Part II. Determinants of School Readiness4. A Multilevel Approach to the Examination of Cognitive Skills in School Readiness; Sociodemographic Characteristics of Parents; Neighborhood Factors; Parenting; Previous Adaptation; Risk and Resilience in School Readiness; Research Questions; Method; Data Presentation; Results; Discussion; 5. The Role of Oral Language Development in Promoting School Readiness; Building a Conceptual Model: The Theoretical Framework; Continuities from Oral Language to Reading; The Developmental Story: Why Is There Continuity from Oral Language to Reading? Discontinuities from Oral Language to ReadingThe Role of Other Reading Readiness Skills/Knowledge; The Genetic Liability to Reading; The Role of Family Literacy in Reading Readiness; Implications for the Prevention of Reading Readiness Delays; Conclusion; 6. Early Child Care Experiences and School Readiness; Defining Concepts: Child Care and School Readiness; Does Use of Child Care Services Contribute to Children's Cognitive School Readiness?; Variations in Findings on Child Care and Cognitive Development; Does Quality of Child Care Matter? Methodological Problems in Child Care Research and Ways to Address ThemSummary and Conclusion; Services and Policy Implications; Part III. Supporting School Readiness with Evidence-BasedPrograms and Practices; 7. The Role of Language and Literacy Interventions in School Readiness; Theoretical and Empirical Foundations for Early Literacy Interventions; Language- and Vocabulary-Building Interventions; Effective Professional Development for Teachers around Vocabulary; Exceptional Coaching for Early Language and Literacy; Findings from ExCELL; Future Questions to Explore; Summary and Conclusions 8. Promoting Math Readiness through a Sustainable Prekindergarten Mathematics Intervention |
| Record Nr. | UNINA-9910453702203321 |
| New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting school readiness and early learning : implications of developmental research for practice / / edited by Michel Boivin, Karen L. Bierman
| Promoting school readiness and early learning : implications of developmental research for practice / / edited by Michel Boivin, Karen L. Bierman |
| Pubbl/distr/stampa | New York : , : The Guilford Press, , 2014 |
| Descrizione fisica | 1 online resource (418 p.) |
| Disciplina | 372.21 |
| Altri autori (Persone) |
BoivinMichel <1953->
BiermanKaren L |
| Soggetto topico |
Readiness for school
Education, Primary |
| ISBN |
1-4625-1159-7
1-4625-1160-0 |
| Classificazione | PSY004000EDU009000MED078000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright Page; About the Editors; Contributors; Preface; Contents; Part I. Setting the Stage: The Importance of School Readiness for School Success; 1. School Readiness: Introduction to a Multifaceted and Developmental Construct; School Readiness and School Achievement; The Relevance of School Readiness for School Achievement and Developmental Health; Interventions to Promote School Readiness and Early Learning; 2. Early Predictors of High School Completion: The Developmental Interplay between Behavior, Motivation, and Academic Performance
Children's AbilitiesIndirect Pathways; Directional and Bidirectional Effects; Sex as Possible Moderator and Control Variable; Method; Results; Discussion; 3. Assessing the Predictive Validity and Early Determinants of School Readiness Using a Population-Based Approach; School Readiness and School Achievement Trajectories; Goals of This Chapter; The Predictive Validity of School Readiness Assessment in the QLSCD; Environmental and Genetic Contributions to School Readiness; Family Risk, School Readiness, and School Achievement; Summary and Implications for Policy and Practice Part II. Determinants of School Readiness4. A Multilevel Approach to the Examination of Cognitive Skills in School Readiness; Sociodemographic Characteristics of Parents; Neighborhood Factors; Parenting; Previous Adaptation; Risk and Resilience in School Readiness; Research Questions; Method; Data Presentation; Results; Discussion; 5. The Role of Oral Language Development in Promoting School Readiness; Building a Conceptual Model: The Theoretical Framework; Continuities from Oral Language to Reading; The Developmental Story: Why Is There Continuity from Oral Language to Reading? Discontinuities from Oral Language to ReadingThe Role of Other Reading Readiness Skills/Knowledge; The Genetic Liability to Reading; The Role of Family Literacy in Reading Readiness; Implications for the Prevention of Reading Readiness Delays; Conclusion; 6. Early Child Care Experiences and School Readiness; Defining Concepts: Child Care and School Readiness; Does Use of Child Care Services Contribute to Children's Cognitive School Readiness?; Variations in Findings on Child Care and Cognitive Development; Does Quality of Child Care Matter? Methodological Problems in Child Care Research and Ways to Address ThemSummary and Conclusion; Services and Policy Implications; Part III. Supporting School Readiness with Evidence-BasedPrograms and Practices; 7. The Role of Language and Literacy Interventions in School Readiness; Theoretical and Empirical Foundations for Early Literacy Interventions; Language- and Vocabulary-Building Interventions; Effective Professional Development for Teachers around Vocabulary; Exceptional Coaching for Early Language and Literacy; Findings from ExCELL; Future Questions to Explore; Summary and Conclusions 8. Promoting Math Readiness through a Sustainable Prekindergarten Mathematics Intervention |
| Record Nr. | UNINA-9910790879003321 |
| New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting school readiness and early learning : implications of developmental research for practice / / edited by Michel Boivin, Karen L. Bierman
| Promoting school readiness and early learning : implications of developmental research for practice / / edited by Michel Boivin, Karen L. Bierman |
| Pubbl/distr/stampa | New York : , : The Guilford Press, , 2014 |
| Descrizione fisica | 1 online resource (418 p.) |
| Disciplina | 372.21 |
| Altri autori (Persone) |
BoivinMichel <1953->
BiermanKaren L |
| Soggetto topico |
Readiness for school
Education, Primary |
| ISBN |
1-4625-1159-7
1-4625-1160-0 |
| Classificazione | PSY004000EDU009000MED078000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright Page; About the Editors; Contributors; Preface; Contents; Part I. Setting the Stage: The Importance of School Readiness for School Success; 1. School Readiness: Introduction to a Multifaceted and Developmental Construct; School Readiness and School Achievement; The Relevance of School Readiness for School Achievement and Developmental Health; Interventions to Promote School Readiness and Early Learning; 2. Early Predictors of High School Completion: The Developmental Interplay between Behavior, Motivation, and Academic Performance
Children's AbilitiesIndirect Pathways; Directional and Bidirectional Effects; Sex as Possible Moderator and Control Variable; Method; Results; Discussion; 3. Assessing the Predictive Validity and Early Determinants of School Readiness Using a Population-Based Approach; School Readiness and School Achievement Trajectories; Goals of This Chapter; The Predictive Validity of School Readiness Assessment in the QLSCD; Environmental and Genetic Contributions to School Readiness; Family Risk, School Readiness, and School Achievement; Summary and Implications for Policy and Practice Part II. Determinants of School Readiness4. A Multilevel Approach to the Examination of Cognitive Skills in School Readiness; Sociodemographic Characteristics of Parents; Neighborhood Factors; Parenting; Previous Adaptation; Risk and Resilience in School Readiness; Research Questions; Method; Data Presentation; Results; Discussion; 5. The Role of Oral Language Development in Promoting School Readiness; Building a Conceptual Model: The Theoretical Framework; Continuities from Oral Language to Reading; The Developmental Story: Why Is There Continuity from Oral Language to Reading? Discontinuities from Oral Language to ReadingThe Role of Other Reading Readiness Skills/Knowledge; The Genetic Liability to Reading; The Role of Family Literacy in Reading Readiness; Implications for the Prevention of Reading Readiness Delays; Conclusion; 6. Early Child Care Experiences and School Readiness; Defining Concepts: Child Care and School Readiness; Does Use of Child Care Services Contribute to Children's Cognitive School Readiness?; Variations in Findings on Child Care and Cognitive Development; Does Quality of Child Care Matter? Methodological Problems in Child Care Research and Ways to Address ThemSummary and Conclusion; Services and Policy Implications; Part III. Supporting School Readiness with Evidence-BasedPrograms and Practices; 7. The Role of Language and Literacy Interventions in School Readiness; Theoretical and Empirical Foundations for Early Literacy Interventions; Language- and Vocabulary-Building Interventions; Effective Professional Development for Teachers around Vocabulary; Exceptional Coaching for Early Language and Literacy; Findings from ExCELL; Future Questions to Explore; Summary and Conclusions 8. Promoting Math Readiness through a Sustainable Prekindergarten Mathematics Intervention |
| Record Nr. | UNINA-9910812472003321 |
| New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||