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1.
School Ment Health ; 2(1): 23-35, 2010 Mar.
Article in English | MEDLINE | ID: mdl-20234765

ABSTRACT

A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

2.
Eur J Dev Sci ; 2(1-2): 120-135, 2008 Jun.
Article in English | MEDLINE | ID: mdl-20354571

ABSTRACT

The purpose of this paper is to discuss how recent advances in the temperament field have contributed to the scientific foundation of temperament-based intervention. A presentation of the historical origins of temperament-based intervention is followed by examples of recent studies that add to its empirical support. Guidelines for developing and adapting temperament-based interventions are offered. The goodness of fit model, frequently used as a basis for temperament-based intervention, is re-examined through the lens of self-regulation.

3.
Nurs Res ; 52(3): 176-82, 2003.
Article in English | MEDLINE | ID: mdl-12792258

ABSTRACT

BACKGROUND: As a construct, temperament provides a framework for understanding differences among individuals in reaction to their life experiences. The measurement of the construct concerns both researchers and clinicians. OBJECTIVE: The purpose of this study was to examine whether the School-Age Temperament Inventory continued to demonstrate reliability and validity when retested with three existent samples of parent respondents. METHOD: Sample 1 was a sociodemographically and racially heterogeneous group of 200 children from New England in the United States. Data for Sample 2 was provided by 589 mothers and fathers from the state of Georgia in the United States. In Sample 3, data was provided by parents (principally, mothers) of 1,391 adolescents from Australia. Orthogonal Procrustes rotations were conducted to examine the underlying structure of the inventory when it was contrasted with the results obtained in the original standardization of the tool. RESULTS: The total coefficients of congruence for the samples were .88 to .97, while those of the four factors ranged from .84 to .98. Across the samples, Cronbach alphas for the dimensions ranged from .80 to .92. Independent t-tests identified that boys were significantly more active and less task persistent than girls. However, regression analyses revealed that sex accounted for only 5% of the variance in task persistence and activity. DISCUSSION: The results provide substantial additional support for the reliability and validity of the School-Age Temperament Inventory. Recommendations for future research are offered which include exploring the role of temperament in contributing to developmental outcomes in children and examining cross-cultural samples.


Subject(s)
Child Behavior , Personality Inventory/standards , Psychology, Child , Surveys and Questionnaires/standards , Temperament , Adolescent , Analysis of Variance , Australia , Child , Child Behavior/psychology , Cross-Cultural Comparison , Factor Analysis, Statistical , Female , Georgia , Humans , Male , New England , Parents/psychology , Psychometrics , Regression Analysis , Sex Factors
4.
J Pediatr Nurs ; 17(1): 3-10, 2002 Feb.
Article in English | MEDLINE | ID: mdl-11891489

ABSTRACT

Maternal reports of child temperament were used to develop temperament profiles of school-age children. The subjects were 883 children who were between 4 and 12 years of age. The children's families varied substantially in their socioeconomic status and race/ethnicity. To develop the profiles, the dimensions derived from the School-Age Temperament Inventory were subjected to a second order principal factor analysis with varimax rotation. Pearson chi-squares were used to determine whether sociodemographic variables were proportionally represented among the profiles. Forty-two percent of the children were classified into four temperament profiles. High maintenance and cautious/slow to warm up were deemed as challenging temperaments. Industrious and social/eager to try were mirror images of those profiles and were labeled easy. Some children were both types of challenging or easy profiles. The generalizability of the profiles in relation to the sociodemographic variables of gender, age, race/ethnicity, and socioeconomic status was also examined. Challenging temperament profiles were disproportionately represented by boys, Hispanic children, and those from lower socioeconomic families. Girls were over represented in the group that included both types of easy temperaments. Social/eager to try children were more often from higher rather than lower socioeconomic status families. Clinical applications and research implications for the profiles are discussed. The profiles can be used as exemplars that parents can use to recognize their child's temperament. Further research is needed to explore whether different developmental outcomes are associated with the profiles.


Subject(s)
Parent-Child Relations , Temperament , Age Distribution , Chi-Square Distribution , Child , Child, Preschool , Cultural Characteristics , Factor Analysis, Statistical , Female , Humans , Male , Sex Distribution , Socioeconomic Factors , Temperament/classification , United States
5.
J Pediatr Nurs ; 17(1): 11-7, 2002 Feb.
Article in English | MEDLINE | ID: mdl-11891490

ABSTRACT

This article describes the evolution of visual media that was developed to enhance a clinical intervention called INSIGHTS into Children's Temperament. First, the theoretical and research studies that supported the intervention are presented. Then the iterative steps used to transform the statistical data that identified common school-age children's temperament profiles into puppets and other visual media are enumerated. Finally, the implications of conducting a theory-based intervention within a school environment are discussed.


Subject(s)
Motion Pictures , Personality Development , Play and Playthings , Psychology, Child , Temperament , Audiovisual Aids , Child , Child, Preschool , Female , Humans , Male , Motion Pictures/instrumentation , Psychology, Child/classification
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