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Research JAMA Pediatrics | Original Investigation Population vs Individual Prediction of Poor Health From Results of Adverse Childhood Experiences Screening Jessie R. Baldwin, PhD; Avshalom Caspi, PhD; Alan J. Meehan, PhD; Antony Ambler, MSc; Louise Arseneault, PhD; Helen L. Fisher, PhD; HonaLee Harrington, BA; Timothy Matthews, PhD; Candice L. Odgers, PhD; Richie Poulton, PhD; Sandhya Ramrakha, PhD; Terrie E. Moffitt, PhD; Andrea Danese, MD, PhD Supplemental content IMPORTANCE Adverse childhood experiences (ACEs) are well-established risk factors for health problems in a population. However, it is not known whether screening for ACEs can accurately identify individuals who develop later health problems. OBJECTIVE To test the predictive accuracy of ACE screening for later health problems. DESIGN, SETTING, AND PARTICIPANTS This study comprised 2 birth cohorts: the Environmental Risk (E-Risk) Longitudinal Twin Study observed 2232 participants born during the period from 1994 to 1995 until they were aged 18 years (2012-2014); the Dunedin Multidisciplinary Health and Development Study observed 1037 participants born during the period from 1972 to 1973 until they were aged 45 years (2017-2019). Statistical analysis was performed from May 28, 2018, to July 29, 2020. EXPOSURES ACEs were measured prospectively in childhood through repeated interviews and observations in both cohorts. ACEs were also measured retrospectively in the Dunedin cohort through interviews at 38 years. MAIN OUTCOMES AND MEASURES Health outcomes were assessed at 18 years in E-Risk and at 45 years in the Dunedin cohort. Mental health problems were assessed through clinical interviews using the Diagnostic Interview Schedule. Physical health problems were assessed through interviews, anthropometric measurements, and blood collection. -
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018 Developmental Psychologist APA Division 7 Winter 2018 Presidential Column: Michael E. Lamb..................................................................................2 Call for “Research in the News”………………….....................................................................3 Mentor Award Winners: Alison Gopnik and Michael Chandler........................................4-5 Dissertation Grant Winner: April Gile Thomas ..................................................................6-7 Early Career Research Grant Winner: Allison A. DiBianca Fasoli.......................................8-9 Early Career Outstanding Paper Award Winner: Traci Kennedy....................................10-11 Early Career Outstanding Paper Award Winner: Cecilia Cheung............................. ......12-13 Dissertation Award Winner: Jessica Lougheed.......................................... .....................14-15 Dissertation Award Winner: Mark Wade…………………………………………………………………..16-17 Photos of Division 7 at APA 2017....................................................................................18-19 Boyd McCandless Award Nomination Information………………………………………………………..20 Division 7 Awards:Application and Nomination Information…….……………………………..21-23 Division 7 Funding Opportunities……………………………………………………………………………...….24 Contribute to the Young Scholars Fund…………………………………………………………………………25 APA 2018 Division 7 Program Preview…………………………….............................................26-29 Become a Division -
What Current Research Says to the Middle Level Practitioner. INSTITUTION National Middle School Association, Columbus, OH
DOCUMENT RESUME ED 427 847 PS 027 331 AUTHOR Irvin, Judith L., Ed. TITLE What Current Research Says to the Middle Level Practitioner. INSTITUTION National Middle School Association, Columbus, OH. ISBN ISBN-1-56090-120-9 PUB DATE 1997-00-00 NOTE 361p. AVAILABLE FROM National Middle School Association, 2600 Corporate Exchange Drive, Suite 370, Columbus, OH 43231; phone: 800-528-NMSA; fax: 614-895-4750 (NMSA Stock No. 1244). PUB TYPE Books (010)-- Information Analyses (070) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Ability Grouping; *Adolescent Development; Adolescents; Classroom Techniques; *Curriculum Development; Discipline Policy; Educational Environment; Educational Philosophy; Educational Research; Gifted; Higher Education; Inclusive Schools; Interdisciplinary Approach; Intermediate Grades; Junior High Schools; *Middle School Students; Middle School Teachers; *Middle Schools; Motivation; *School Organization; Self Esteem; Student Evaluation; *Teacher Education; Teaching Methods; Team Teaching; Urban Schools ABSTRACT This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); -
May 4 2020 Newsletter, Travel Plans Edition. Dear Grey
1 | P a g e May 4 2020 newsletter, travel plans edition. Dear Grey House team and esteemed colleagues, 61 days into our team-building adventure. We’re way past the stages of “oh boy, working from home!”, “horrors, working from home!”, “stimulation through cooking”, “what’s in my backyard?”, and even the stage of “stay-at-home DIY projects”. I got the sense this week that many team members are feeling a little bit ground down, and quite tired. Levity is becoming a bit less spontaneous. In normal times, we’d say we need a vacation! Perhaps the reality is starting to sink in about our cancelled summer trips. This newsletter shares our photos of “If I could go somewhere, where would it be?” As you can see below, we are not alone. Everyone has put their aspirations for a trip on hold. In the USA, the chart below shows, online searches for hotels are down 60% for a 2021 arrival at long-distance international destinations, and down even 30% for hotels in the USA not far from home. That’s an improvement over the down-100% levels for this summer; nobody is anticipating kipping in a delightful hotel before September 2020. 2 | P a g e Meanwhile, I will share news now and then to keep us all on the same page, approximately weekly-ish. Here is the all the news I have that’s fit to print since 27 April: FIRST, THE HAPPY NEWS! Dr. Stephanie Langevin from Universite’ de Montreal has been awarded a two-year FRQSC postdoctoral fellowship to join our Grey House team in September! Exactly how Stephanie will join is yet to be worked out. -
We Are Now 463 Days Into Our Team- Building Exercise, and I Think We Are Nearly Finished with It
1 | P a g e Hello darling Grey House team members and discerning quaran-teammates! We are now 463 days into our team- building exercise, and I think we are nearly finished with it. I started this newsletter in March 2020, to keep everyone in touch since we could not see each other at Grey House, or by travelling to share cocktails together, and erm….work together. But this week, dear old Grey House hosted me, Avshalom, Honalee, Line, Kyle, Stephanie, Jasmin, and Dina. So the office is all go again, or almost. And now, Avshalom and I are travelling, actually fair dinkum going inside a real-life airplane and flying overnight, clean to Israel. SOOOOOOOO….. LIBERATING! This will be another mini-newsletter, due to the fact that we just found out that our Israel trip is on, and it’s tomorrow morning! Gotta run and pack. Calendar of upcoming Grey House events: June: 4: Honalee’s birthday, Avshalom and Temi fly to Israel 11: Susan goes on a 2-week vacation, back at work 28 June 14: Jasmin’s birthday, 25: Aaron’s birthday 30: Neuroimaging renewal and DunedinPoAm4x applications both due at NIA 2 | P a g e July: 13: Aaron and Jessalee move to South Carolina 16: Temi and Avshalom back at work in North Carolina If you have events coming up, and would like to share them, do let me know. Temi TEAM MEETING SCHEDULE, SUMMER 2021 Tuesdays 9am-6pm, Farm Meetings with those who want to zoom 9:00-10:00 10:30-11:30 Renate zoom 12:00-1:00 Genomics group with David and Av zoom 1:00-2:00 Ben and Karen zoom 2:00-3:00 Maria and Ahmad zoom 3:00-4:00 Susan zoom 4:00-5:00 Leah, Barry, Steph D’S. -
Contributors
Contributors Numbers in parentheses indicate the pages on which the authors' contributions begin. Elliot Aronson (209), Distinguished Visiting Professor, Stanford University, Stanford, California 94305 Joshua Aronson (279), Department of Applied Psychology, New York Univer~ sity, New York, New York 10003 K. Denise Bradley (363), Department of Educational Psychology, University of Texas at Austin, Austin, Texas 78712 Geoffrey L. Cohen (303), Department of Psychology, Yale University, New Haven, Connecticut 06520-8205 Michelle Damiani (89), University of Virginia, Charlottesville, Virginia 22904 Edward L. Deci (61), Department of Psychology, University of Rochester, Rochester, New York 14627 Carol S. Dweck (37), Department of Psychology, Columbia University, New York, New York 10027 Jacquelynne Eccles (159), University of Michigan, Ann Arbor, Michigan 48109 Andrew J. Elliot (xix), Department of Clinical Social Sciences in Psychology, University of Rochester, Rochester, New York 14727 Pamela J. Gaskill (185), The Ohio State University, Columbus, Ohio 43210 Amanda W. Harrist (363), Oklahoma State University, Stillwater, Oklahoma 74078 X~ XVi Contributors Mark R. Lepper (135), Department of Psychology, Stanford University, Stan~ ford, California 94305-2130 Stanley B. Malos (329), Department of Organization and Management, San Jose State University, San Jose, California 95192 Frank Pajares (3), Division of Educational Studies, Emory University, Atlanta, Georgia 30322 David A. Pizarro (247), Department of Psychology, Yale University, New Haven, Connecticut 06511 Anthony R. Pratkanis (329), Department of Psychology, University of Califor~ nia, Santa Cruz, Santa Cruz, California 95064 Frances H. Rauscher (267), Department of Psychology, University of Wiscon~ sin Oshkosh, Oshkosh, Wisconsin 54901 Frederick Rhodewalt (109), Department of Psychology, University of Utah, Salt Lake City, Utah 84112 Robert Rosenthal (25), Department of Psychology, University of California, Riverside, Riverside, California 92521 Richard M. -
Running Head: PARENT BELIEFS and YOUTH CHOICES 1
Running head: PARENT BELIEFS AND YOUTH CHOICES 1 The Role of Parents in The Ontogeny of Achievement-related Motivation and Behavioral Choices Sandra D. Simpkins Arizona State University Jennifer A. Fredricks Connecticut College Jacquelynne S. Eccles University of Michigan and University of California at Irvine Author Note Sandra D. Simpkins, T. Denny Sanford School of Social and Family Dynamics, Arizona State University; Jennifer Fredricks, Department of Human Development, Connecticut College; and Jacquelynne S. Eccles, School of Education, University of California at Irvine. This research was supported by Grant HD17553 from the National Institute for Child Health and Human Development to Jacquelynne Eccles, Allan Wigfield, Phyllis Blumenfeld, and Rena Harold, Grant 0089972 from the National Science Foundation to Jacquelynne Eccles and Pamela Davis-Kean, and grants from the MacArthur Network on Successful Pathways through Middle Childhood to Eccles. We would like to thank the principals, teachers, students, and parents of the cooperating school districts for their participation in this project. We would also like to thank the following people for their work on the project: Amy Arbreton, Phyllis Blumenfeld, Carol Freedman-Doan, Rena Harold, Janis Jacobs, Toby Jayaratne, Mina Vida, Allan Wigfield, and Kwang Suk Yoon. Simpkins’ work on this monograph was also supported Running head: PARENT BELIEFS AND YOUTH CHOICES 2 by a William T. Grant Young Scholars Award (#7936) and a CAREER grant from the National Science Foundation (DRL-1054798). Correspondence concerning this article should be addressed to Sandra Simpkins, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, 85287. Email: [email protected]. -
Independent Research Group 234
Impressum © 2003 Max Planck Institute for Human Development, Berlin Design: Grafisches Atelier Rudolf J. Schmitt, Berlin Realization: Jürgen Baumgarten, Ivonne Bratke, Renate Hoffmann, Ulrich Kuhnert, Yvonne Misun, Erna Schiwietz, Peter Wittek of the Max Planck Institute for Human Development Printed 2003 by DruckVerlag Kettler GmbH, Bönen/Westfalen, Germany Board of Directors Paul B. Baltes Jürgen Baumert Gerd Gigerenzer (Managing Director, January–December 2001) Karl Ulrich Mayer (Managing Director, January–December 2002) Board of External Scientific Advisers Marlis Buchmann Laura L. Carstensen Leda Cosmides Jacquelynne S. Eccles Klaus Fiedler Andreas Krapp Herbert W. Marsh Walter Müller Jürgen Oelkers Anik de Ribaupierre-Bobillier Contents Introduction 6 Highlights 12 Cooperation with Universities 16 Center for Adaptive Behavior and Cognition 24 Center for Educational Research 60 Center for Lifespan Psychology 128 Center for Sociology and the Study of the Life Course 188 Independent Research Group 234 Service Units 248 Appendix 256 Introduction 8 Introduction Introduction The Max Planck Institute for Human Development is a multidisciplinary re- search establishment dedicated to the study of human development and ed- ucation. Its inquiries are broadly defined, but concentrate on the evolution- ary, social, historical, and institutional contexts of human development, as well as examining it from life-span and life-course perspectives. The disci- plines of education, psychology, and sociology reflect the current directors’ backgrounds, but the Institute’s scholarly spectrum is enriched by the work of colleagues from such fields as mathematics, economics, computer sci- ence, evolutionary biology, and the humanities. The Institute is one of about 80 research facilities financed by the Max Planck Society for the Advancement of Science (Max-Planck-Gesellschaft zur Förderung der Wissenschaften e.V.), the core support for which is pro- vided by the Federal Republic of Germany and its 16 states. -
Annual Report 2015/16
ANNUAL REPORT 2015/16 1 2 CONTENTS INTRODUCTION 3 PROGRAMME ACTIVITIES & TESTIMONIALS 4 PROFILES 8 Post-doctoral fellows Jake Anders Hanna Gaspard Richard Göllner Soobin Kim Terry Ng-Knight Maria Pavlova Nayssan Safavian Florencia Sortheix Alumni Håkan Andersson Kathryn Duckworth Jaime Puccioni Julie Ashby John Jerrim Sanna Read Meeta Banerjee Dylan Kneale Jennifer Symonds Miia Bask Clemens Lechner Martin Tomasik Justin Bruner Sointu Leikas Yi-Miau Tsai Jenna Cambria Mark Lyons-Amos Heta Tuominen-Soini Anna Katyn Chmielewski Julia Moeller Justina Judy Spicer Angela Chow Martin Obschonka Katja Upadyaya Elizabeth Covay Philip Parker Jaana Viljaranta Anna-Lena Dicke Nicola Pensiero Ming-Te Wang Julia Dietrich Lara Perez-Felkner Principal investigators Jacque Eccles Katariina Salmela-Aro Barbara Schneider Ingrid Schoon Rainer K. Silbereisen Ulrich Trautwein 3 INTRODUCTION The major aim of the PATHWAYS Post-Doctoral Training and mentoring is provided to the Fellows to Fellowship Programme is to stimulate innovative, enhance understanding of diverse approaches to the interdisciplinary, and comparative research of productive study of productive youth development and to engage in youth development. Participating institutions include the constructive debates with colleagues from different UCL Institute of Education in London, the Universities of disciplines. The Programme helps to foster international Helsinki, Jena, Tübingen, Stockhom, University of and interdisciplinary research and exchange of ideas. It California, Irvine and Michigan State University. The enables the Fellows to gain up-to-date skills for mission of the programme is to promote the next addressing research and policy questions that require generation developmental scientists and to facilitate a combined approaches and a synergy of ideas. -
Curriculum Vitae
Idan Shalev, PhD March 2017 Address: Phone (office): (001) 814-865-5764 219 Biobehavioral Health Building Mobile: (001) 919-475-3166 The Pennsylvania State University Fax: (001) 814-863-7525 University Park, PA 16802, USA Email: [email protected] Office: 223 Biobehavioral Health Building Academic Positions: 2014-present: Pennsylvania State University Assistant Professor – Department of Biobehavioral Health, Pennsylvania State University, University Park, PA, USA. Education 2011-2013: Duke University Postdoctoral Associate – Department of Psychology and Neuroscience, Duke University, Durham, NC, USA. Advisors: Profs. Terrie Moffitt and Avshalom Caspi 2011: National University of Singapore Research Associate – Department of Psychology, National University of Singapore, Singapore. 2007-2010: Hebrew University PhD degree – Department of Neurobiology, Hadassah Medical School, Hebrew University, Jerusalem, Israel. Advisor: Prof. Richard Ebstein 2005-2007: Hebrew University MSc degree (magna cum laude) – Department of Brain and Behavior, Hebrew University Jerusalem, Israel. Advisor: Prof. Richard Ebstein 2000 -2004: Ben-Gurion University BSc degree – Department of Biology, Natural Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel. 1 Membership in Professional Societies 2006- 2011: Israel Society for Biological Psychiatry 2006- 2011: Israel Society for Neuroscience 2010- 2015: Associate Member- European College of Neuropsychopharmacology (ECNP) 2015- present: Association for Psychological Science (APS). Editorial Duties 2013: Guest -
The Effects of an Experiential Learning Course on Secondary Student Achievement and Motivation in Geometry
University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 3-19-2020 The Effects of an Experiential Learning Course on Secondary Student Achievement and Motivation in Geometry Chanua Ross University Missouri- St. Louis, [email protected] Ted Gray University Missouri- St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Educational Methods Commons, and the Secondary Education Commons Recommended Citation Ross, Chanua and Gray, Ted, "The Effects of an Experiential Learning Course on Secondary Student Achievement and Motivation in Geometry" (2020). Dissertations. 933. https://irl.umsl.edu/dissertation/933 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running head: EFFECTS OF AN EXPERIENTIAL GEOMETRY COURSE 1 The Effects of an Experiential Learning Course on Secondary Student Achievement and Motivation in Geometry Ted Gray M.Ed., Information Science and Learning Technologies, University of MO-Columbia, 2007 B.S., Biochemistry, University of MO-Columbia, 2001 Chanua Ross M.Ed., Educational Administration, Lindenwood University, 2000 B.S., Education, University of MO-St. Louis, 1998 A Co-Authored Dissertation submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Education -
Tanksley, J.C
Identifying psychological pathways to polyvictimization: evidence from a longitudinal cohort study of twins from the UK Peter T. Tanksley, J.C. Barnes, Brian B. Boutwell, Louise Arseneault, Avshalom Caspi, Andrea Danese, Helen L. Fisher, et al. Journal of Experimental Criminology ISSN 1573-3750 J Exp Criminol DOI 10.1007/s11292-020-09422-1 1 23 Your article is protected by copyright and all rights are held exclusively by Springer Nature B.V.. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com”. 1 23 Author's personal copy Journal of Experimental Criminology https://doi.org/10.1007/s11292-020-09422-1 Identifying psychological pathways to polyvictimization: evidence from a longitudinal cohort study of twins from the UK Peter T. Tanksley1 & J.C. Barnes1 & Brian B. Boutwell2,3 & Louise Arseneault4 & Avshalom Caspi4,5,6,7 & Andrea Danese4,8 & Helen L. Fisher4 & Terrie E. Moffitt4,5,6,7 # Springer Nature B.V. 2020 Abstract Objectives Examine the extent to which cognitive/psychological characteristics predict later polyvictimization. We employ a twin-based design that allows us to test the social neurocriminology hypothesis that environmental factors influence brain-based charac- teristics and influence behaviors like victimization.