			Home About us Contact

Teaching Tasks (teaching + task)

Distribution by Scientific Domains

Humanities and Social Sciences	75%

Selected Abstracts

Putting the pieces together: Maternal depression, maternal behavior, and toddler helplessness

INFANT MENTAL HEALTH JOURNAL, Issue 1 2003
Sue A. Kelley
This study assessed relations between maternal depression, maternal behavior, and helplessness in toddlers. Helplessness was assessed behaviorally in 25- and 32-month-old toddlers while the toddlers were engaged with an impossible task. Maternal behavior (warmth, negativity, control, intrusiveness) was assessed during a mother,child teaching task when toddlers were 18 and 25 months of age. Mothers who reported more depressive symptoms on the BDI had 32-month-old toddlers who displayed more affect-related helplessness. No direct relations were found between maternal diagnosis of depression and helplessness in toddlers. Few differences emerged in the behavior of depressed and nondepressed mothers while interacting with their toddlers, and few relations were found between maternal behavior alone and toddlers' helplessness. However, results suggest that maternal behavior moderates the relation between maternal depression (diagnosis, recency, and symptoms) and helplessness. ©2003 Michigan Association for Infant Mental Health. [source]

Reflection in thought and action: Maternal parenting reflectivity predicts mind-minded comments and interactive behavior

INFANT MENTAL HEALTH JOURNAL, Issue 4 2008
Katherine L. Rosenblum
Recent research has identified mothers' mental reflective functioning and verbal mind-minded comments as important predictors of subsequent infant attachment security. In the present study, we examine associations between mothers' (N = 95) parenting reflectivity expressed in an interview and observed parenting behavior, including verbal mind-minded comments and interactive behavior during interaction with their 7-month-old infants. Parenting reflectivity was coded from the Working Model of the Child Interview. Maternal behavior was assessed via observations of mother,infant interaction during free play and structured teaching tasks. Both maternal appropriate mind-minded comments as well as other indicators of maternal interactive behavior were coded. Parenting reflectivity was positively correlated with mind-minded comments and behavioral sensitivity. Hierarchical multiple regression analyses indicated that parenting reflectivity contributed to maternal behavior beyond the contributions of mothers' educational status and depression symptoms. Discussion emphasizes the importance of individual differences in parental capacity to accurately perceive and mentalize their infants' experience, and the consequences of these differences for caregiving behavior. [source]

Work Situations Triggering Participation in Informal Learning in the Workplace: A Case Study of Public School Teachers

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2003
Margaret C. Lohman
ABSTRACT Interviews and site visits were conducted with 22 teachers to identify the work situations that trigger their engagement in informal learning and the personal characteristics that enhance their motivation to engage in informal learning when dealing with such situations. Analysis of the data found that three types of work situations triggered engagement in informal learning: new teaching tasks, new leadership roles, and adherence to policies and procedures. Motivation to engage in informal learning was enhanced by teachers' initiative, self-efficacy, commitment to life-long learning, and interest in their content area. Implications of the findings for theory, research, and the facilitation of informal learning are discussed. [source]

Towards Establishing School Social Work in Malaysia

ASIAN SOCIAL WORK AND POLICY REVIEW, Issue 3 2009
Zulkarnain A. Hatta
This paper calls for the introduction of school social work in Malaysia. Many industrialized countries have introduced school social work, partly because teachers are not able to tackle students' personal and social problems. Teachers are burdened with teaching tasks and are not trained to handle social problems. The introduction of school social work in these developed countries was an admission that there was only so much teachers could do in addressing the problems of school children. Even with school counselors, the problems have not decreased. Many parents in Malaysia perceive schools to be incapable of providing sufficient education to excel in the major exams. The existence of many private tuition institutions and private teachers is a testimony to that perception. If society has already deemed these teachers to be incapable of providing quality education, to expect them to look after students' social problems is presumptuous on society's part. The need for school personnel who understand the social ills of the community is urgently needed, and it is the contention of this paper that school social workers are best equipped for that responsibility. [source]