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Ecological Systems and Social-Cognitive Theory as a Basis for Building Resiliency |
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1 | (29) |
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The Ecological Systems Approach: Vital for Effective Prevention Programming |
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1 | (11) |
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The Individual Viewed through a Systems Lens |
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3 | (1) |
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Social Support Networks Link Individuals with Ecological Systems |
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4 | (1) |
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The Influences of Microsystems |
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5 | (5) |
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Culture and Community: Important Macrosystems |
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10 | (2) |
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Mesosystems: The Connections among Systems |
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12 | (1) |
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Key Resiliency Factors for Individuals, Families, Schools, Peers, and Community |
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12 | (17) |
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Efficacy Underlies Key Resiliency Factors |
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13 | (3) |
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The Role of Self-Esteem as a Resiliency Factor |
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16 | (1) |
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Several Resiliency Factors Are Incorporated into Self-Responsibility |
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17 | (4) |
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Decision-Making and Problem-Solving Skills Are Important to Resiliency |
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21 | (5) |
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Parent--Child Communication is a Key Resiliency Factor |
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26 | (3) |
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Ecological Systems and Social-Cognitive Development Theory Applied to Early Prevention Programming |
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29 | (12) |
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29 | (5) |
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The Individual Child Is Directly Involved |
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30 | (1) |
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The Family System Is Involved |
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30 | (1) |
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Support Systems Are Enhanced |
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31 | (1) |
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Effective Programs Maintain Continuity of Interactions with the Family |
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31 | (1) |
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Peer Support Systems Are Developed |
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32 | (1) |
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Training for Teachers Includes the School System |
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32 | (1) |
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Community Team Training Adds More Interconnections |
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33 | (1) |
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Cultural and Socioeconomic Macrosystems are Considered |
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33 | (1) |
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Social-Cognitive Theory Guides the Promotion of Resiliency and Risk Reduction |
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34 | (7) |
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Strategies to Enhance Efficacy Beliefs and Self-Esteem |
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35 | (1) |
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Development of Self-Responsibility Is a Major Component |
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35 | (2) |
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Families Learn Decision-Making and Problem-Solving Skills |
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37 | (1) |
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Social and Communication Skills Are Included in the Curriculum |
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38 | (3) |
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DARE to be You Children's Program |
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41 | (12) |
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Development of the Children's Component |
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41 | (1) |
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Program for 2-to 5-Year-Old Children |
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42 | (4) |
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Self-Esteem/Self-Efficacy |
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43 | (1) |
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Activities for Self-Responsibility |
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44 | (1) |
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Decision Making and Problem Solving |
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45 | (1) |
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Social and Communication Skills |
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46 | (1) |
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Early Childhood Curriculum |
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46 | (2) |
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Self-Efficacy/Self-Esteem |
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47 | (1) |
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47 | (1) |
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Decision-Making, Communication, and Social Skills and Substance Abuse Awareness |
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48 | (1) |
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Curriculum for Middle and Late Childhood (Grades 3-5) |
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48 | (1) |
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Curriculum for Early Adolescence (Grades 6-8) |
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49 | (1) |
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Program Component for Late Adolescence (Peer Curriculum) |
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50 | (3) |
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DARE to be You Family Program |
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53 | (14) |
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Recruitment of Target Population |
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53 | (2) |
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55 | (1) |
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56 | (1) |
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56 | (2) |
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58 | (1) |
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59 | (4) |
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Self-Efficacy/Self-Esteem |
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60 | (1) |
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61 | (1) |
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Decision-Making and Problem-Solving Skills |
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62 | (1) |
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Communication and Social Skill Development |
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63 | (2) |
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65 | (2) |
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DARE to be You Community Team and School Training |
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67 | (8) |
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Community Training to Support the DARE to be You Family/Preschool Program |
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67 | (2) |
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Community Team Training as Capacity Building for Working with Youth |
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68 | (1) |
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Educational Objectives of Community Team Training |
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68 | (1) |
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DARE to be You Strategies |
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69 | (3) |
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Ideas for Creating a Positive Environment |
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71 | (1) |
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72 | (3) |
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School Component to Support the DARE to be You Family Program |
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72 | (2) |
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School Components for Elementary, Middle, and High School Programs |
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74 | (1) |
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The Impact of DARE to be You |
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75 | (32) |
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Who Participated in the Program Evaluation? |
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76 | (3) |
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How Were Families Recruited into the Program? |
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76 | (1) |
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What Risk Factors Did the Families Have? |
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76 | (1) |
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How Did the Sites Differ? |
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77 | (1) |
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How Were Families Followed over Time? |
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78 | (1) |
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How Was DARE to be You Implemented? |
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79 | (6) |
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How Did Participants Perceive the Program? |
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80 | (1) |
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How Did the DTBY Staff View the Program? |
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81 | (1) |
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How Was the Program Perceived by Community Agencies? |
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82 | (1) |
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What Key DTBY Concepts Should Be Transmitted for Program Replication? |
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83 | (2) |
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Did DARE to be You Have an Impact on Families? |
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85 | (13) |
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Are the Measures Appropriate for Diverse Families? |
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85 | (1) |
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What Changes Occurred in Parents' Self-Appraisals? |
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86 | (1) |
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How Were Changes in Self-Responsibility Measured? |
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86 | (3) |
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Did the Program Affect Self-Responsibility? |
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89 | (1) |
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How Were Child-Rearing Practices Measured? |
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90 | (2) |
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Do Parents Actually Change the Way They Raise Their Children as a Result of DTBY? |
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92 | (1) |
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How Did Children Benefit? |
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92 | (3) |
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How Did the Intervention Affect Stress and Social Support? |
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95 | (3) |
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Did DARE to be You Help Some Families More Than Others? |
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98 | (5) |
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How Well Does the Program Work for Families Who Vary in Risk? |
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99 | (1) |
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Does the Program Affect Family Processes? |
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100 | (1) |
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Do Variations in Implementation Alter Program Benefits? |
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101 | (2) |
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Do Interventionists and Evaluators Make Strange Bedfellows? |
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103 | (4) |
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What Activities Enhance this Relationship? |
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105 | (2) |
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How Can a Community or Agency Determine If it Can Successfully Implement the DARE to be You Program? |
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107 | (8) |
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Assessing the Resources Necessary to Implement the Program |
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107 | (1) |
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Who is Involved in the Program? |
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107 | (7) |
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The Sponsoring Agency or Organization |
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107 | (2) |
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109 | (3) |
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112 | (2) |
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114 | (1) |
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115 | (2) |
| References |
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117 | (14) |
| Index |
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131 | |
Biežāk uzdotie jautājumi par e-grāmatām