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Teachers' Intentions to Implement Antibullying Practices: The Role of Social Dominance Orientation and Teaching for Creativity
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Rotem Maor – Psychology in the Schools, 2025
Teachers play an important role in treating and preventing school bullying; however, there are instances when they do not act to stop or prevent this phenomenon. There are multiple factors that predict whether and how teachers respond to school bullying. The current study focuses on teachers' Social Dominance Orientation (SDO) as a predictor of…
Descriptors: Foreign Countries, Teacher Attitudes, Intention, Prevention
Assessment of Intervention for Infant Night Waking: Parental Reports and Activity-Based Home Monitoring.
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Sadeh, Avi – Journal of Consulting and Clinical Psychology, 1994
Studied sleep patterns of 50 infants with sleep disturbances by using activity monitor (actigraph) and parental reports during baseline and intervention periods. Used two behavioral intervention methods to treat multiple or prolonged night-waking problems. Infant sleep significantly improved during intervention. Discrepancy between parental and…
Descriptors: Behavior Modification, Counseling Effectiveness, Foreign Countries, Infants
The Effect of HIV/AIDS Prevention Intervention for Israeli Adolescents in Residential Centers: Results at 12-Month Follow-Up.
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Slonim-Nevo, Vered – Social Work Research, 2001
Assessed effect of cognitive-behavioral program to prevent HIV/AIDS among 139 adolescents. Self-report instruments were used to assess participants' knowledge and behavior about HIV/AIDS. Intervention was found to have significant effect on knowledge about HIV/AIDS, attitudes toward prevention, and coping with high-risk situations. Changes were…
Descriptors: Acquired Immune Deficiency Syndrome, Adolescent Attitudes, Adolescents, Attitude Measures
The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes.
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Bauminger, Nirit – Journal of Autism and Developmental Disorders, 2002
A study evaluated a 7-month cognitive behavioral intervention for facilitating social-emotional understanding and social interaction of 15 high-functioning children (ages 8-17) with autism. Intervention focused on interpersonal problem solving, affective knowledge, and social interaction. After treatment, children were more likely to initiate…
Descriptors: Adolescents, Autism, Behavior Modification, Children