CD 450 - Exam 2 Questions and
Answers 100% Correct
How does the risk and resilience framework help to identify risks and potential
intervention/policies to protect children and promote resilience? - ANSWER - - helps
us identify protective and risk factors to target for children and youth
- promoting resilience is possible for all children -> they just need support
What are some ways to protect children against mental health disorders? Juvenile
delinquency? Common health problems? [textbook and lecture] - ANSWER - - mental
health: SEL, systems of care, SE skills
- juvenile: female, high IQ, Social problem solving skills, relationships, prosocial
peers, academic achievement, community
health: medical homes, healthy eating, exercise, self regulation
What core social and emotional competencies do children need to develop in
effective prevention programs? (CASEL) - ANSWER - - relationship skills, self
awareness, social awareness, self management, responsible decision making
What are examples of effective programs? (eg PATHS) ^ - ANSWER - - PATHS is a
violence based prevention program, incorporate into the daily day, teacher leads
discussions, helps children control emotions, conflict resolution, and increase social
competency, express emotions
- SEL programs teach children skills to manage their emotions and how to deal with
them
-mindfulness pracices in schools can help too, yoga, etc
Describe 3 core skills to target in prevention/intervention programs geared toward
preventing (or stopping) externalizing problems in adolescence. (modecki) -
ANSWER - - coping: part of emotion regulation, but how you manage your emotions,
know how to deal with your emotions -> problem solving
- decision making: paying attention to clues, flexible, making effective choices to
deal with one's emotions
, -emotion regulation: learn how to regulate emotions, organizing skills, influences
other emotions (what, when, how), scaffolds psych processes
- all three fall under regulation of action
What are some characteristics of successful interventions and recommendations for
improving programs? (modecki) - ANSWER - - interventions that also target the
adults in a child's daily life to teach them
- parent and family -> teach parents how to model and scafffold skills to children ->
can rely on modeling and role playing
- school and community-> teachers teach children
- target elementary and middle school
- take into account developmental needs
- children: stronger relationships with adults
- adolescents: emphasis on personal skills
How does research on children's social/moral reasoning and peer experiences
influence recommendations for interventions to promote acceptance of others and
reduce prejudice? (killen) - ANSWER - - children see ingroup loyalty and outgroup
distrust
- more emphasis on intergroup contact
- children's developmental reasoning makes them think that to be loyal to your
group you need to be untrusting of the other group
-more interventions that promote inclusion
How does developing inclusive youth intervention operate? (killen) - ANSWER - -
web based curriuclum and teahcer led discussion
- watch scenarios of diverse people similar to their peers
- try to understand the situation (why did they do that? how did they feel?)
What evidence suggests that observing violence promotes aggression? (huesmann,
video) - ANSWER - - chidlren who were exposed to violence in the previous year
showed more aggressive behavior the year after
-genetic, physical, and environmental factors all contribute
-equally impactful if at distance or up close
Answers 100% Correct
How does the risk and resilience framework help to identify risks and potential
intervention/policies to protect children and promote resilience? - ANSWER - - helps
us identify protective and risk factors to target for children and youth
- promoting resilience is possible for all children -> they just need support
What are some ways to protect children against mental health disorders? Juvenile
delinquency? Common health problems? [textbook and lecture] - ANSWER - - mental
health: SEL, systems of care, SE skills
- juvenile: female, high IQ, Social problem solving skills, relationships, prosocial
peers, academic achievement, community
health: medical homes, healthy eating, exercise, self regulation
What core social and emotional competencies do children need to develop in
effective prevention programs? (CASEL) - ANSWER - - relationship skills, self
awareness, social awareness, self management, responsible decision making
What are examples of effective programs? (eg PATHS) ^ - ANSWER - - PATHS is a
violence based prevention program, incorporate into the daily day, teacher leads
discussions, helps children control emotions, conflict resolution, and increase social
competency, express emotions
- SEL programs teach children skills to manage their emotions and how to deal with
them
-mindfulness pracices in schools can help too, yoga, etc
Describe 3 core skills to target in prevention/intervention programs geared toward
preventing (or stopping) externalizing problems in adolescence. (modecki) -
ANSWER - - coping: part of emotion regulation, but how you manage your emotions,
know how to deal with your emotions -> problem solving
- decision making: paying attention to clues, flexible, making effective choices to
deal with one's emotions
, -emotion regulation: learn how to regulate emotions, organizing skills, influences
other emotions (what, when, how), scaffolds psych processes
- all three fall under regulation of action
What are some characteristics of successful interventions and recommendations for
improving programs? (modecki) - ANSWER - - interventions that also target the
adults in a child's daily life to teach them
- parent and family -> teach parents how to model and scafffold skills to children ->
can rely on modeling and role playing
- school and community-> teachers teach children
- target elementary and middle school
- take into account developmental needs
- children: stronger relationships with adults
- adolescents: emphasis on personal skills
How does research on children's social/moral reasoning and peer experiences
influence recommendations for interventions to promote acceptance of others and
reduce prejudice? (killen) - ANSWER - - children see ingroup loyalty and outgroup
distrust
- more emphasis on intergroup contact
- children's developmental reasoning makes them think that to be loyal to your
group you need to be untrusting of the other group
-more interventions that promote inclusion
How does developing inclusive youth intervention operate? (killen) - ANSWER - -
web based curriuclum and teahcer led discussion
- watch scenarios of diverse people similar to their peers
- try to understand the situation (why did they do that? how did they feel?)
What evidence suggests that observing violence promotes aggression? (huesmann,
video) - ANSWER - - chidlren who were exposed to violence in the previous year
showed more aggressive behavior the year after
-genetic, physical, and environmental factors all contribute
-equally impactful if at distance or up close
