CD 450 Exam 2 Daniels Questions
and Answers 100% Verified
What core social and emotional competencies do children need to develop in
effective prevention programs? (CASEL handout) - ANSWER - -Self-awareness
-Self-management
-Responsible decision making
-Relationship skills
-Social awareness
What are some examples of effective SEL programs? - ANSWER - PATHS
-a pre-K through grade 6 SEL curriculum program
evidence-based social and emotional learning (SEL) programs that cultivate a safer
and more positive learning environment, where both students and teachers can
thrive.
-PATHS includes digital copies of the curriculum manuals, additional bonus materials
and videos
a manualized programme for teachers designed to facilitate the development of SEL
skills in primary school aged children.
-The programme consists of a variety of lessons, additional materials and posters
which reinforce the core components of Sel.
Fast Track
-Kenneth dodge, former president of SRCD
-Program successful in reducing and preventing problems, particularly for children
at risk
Describe 3 core skills in prevention/intervention programs geared toward preventing
(or stopping) externalizing problems in adolescence - ANSWER - 1. emotional
regulation
2. coping
3. effective decision making
, What are some characteristics of successful interventions & recommendations for
improving programs? (Modecki et al) - ANSWER - -Target elementary & middle
school years
-Focus on primary development contexts (families, school, communities)
-Population-based/primary prevention programs for skill building
-Cater interventions to developmental needs
-Children: create stronger connections with positive adults
-Adolescence: emphasis on personal skills
Stimulate strategic thinking
-Cognitive reappraisal, problem solving, & acceptance
-Bring attention to how acting out is tied to boredom, anger, unregulated emotions,
and ineffective coping w/ stress
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 -
How does the Developing Inclusive Youth intervention operate (Killen)? - ANSWER - -
Promotes intergroup friendships and reduces prejudice
-Designed for 8-11 year olds (3rd-5th grade)
-Web based curriculum tool; teacher led classroom discussions to reduce prejudice
and social exclusion, support socioemotional well-being, promote friendships among
children from diverse groups, and increase children's motivation to succeed
academically.
What evidence suggests that observing violence promotes aggression? (Huesmann,
video) - ANSWER - -exposure to violence = risk factor for violence & delinquency
-equally as impactful if at distance or up close
-repeated exposure to 1+ violent person(s) -> increased risk
-direct contact w/ victimization -> increased risk
-some people have characteristics that ^ their susceptibility (youth, etc)
-can spontaneously develop from abnormalities, genetic predisposition,
environments, & physiology
and Answers 100% Verified
What core social and emotional competencies do children need to develop in
effective prevention programs? (CASEL handout) - ANSWER - -Self-awareness
-Self-management
-Responsible decision making
-Relationship skills
-Social awareness
What are some examples of effective SEL programs? - ANSWER - PATHS
-a pre-K through grade 6 SEL curriculum program
evidence-based social and emotional learning (SEL) programs that cultivate a safer
and more positive learning environment, where both students and teachers can
thrive.
-PATHS includes digital copies of the curriculum manuals, additional bonus materials
and videos
a manualized programme for teachers designed to facilitate the development of SEL
skills in primary school aged children.
-The programme consists of a variety of lessons, additional materials and posters
which reinforce the core components of Sel.
Fast Track
-Kenneth dodge, former president of SRCD
-Program successful in reducing and preventing problems, particularly for children
at risk
Describe 3 core skills in prevention/intervention programs geared toward preventing
(or stopping) externalizing problems in adolescence - ANSWER - 1. emotional
regulation
2. coping
3. effective decision making
, What are some characteristics of successful interventions & recommendations for
improving programs? (Modecki et al) - ANSWER - -Target elementary & middle
school years
-Focus on primary development contexts (families, school, communities)
-Population-based/primary prevention programs for skill building
-Cater interventions to developmental needs
-Children: create stronger connections with positive adults
-Adolescence: emphasis on personal skills
Stimulate strategic thinking
-Cognitive reappraisal, problem solving, & acceptance
-Bring attention to how acting out is tied to boredom, anger, unregulated emotions,
and ineffective coping w/ stress
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 -
How does the Developing Inclusive Youth intervention operate (Killen)? - ANSWER - -
Promotes intergroup friendships and reduces prejudice
-Designed for 8-11 year olds (3rd-5th grade)
-Web based curriculum tool; teacher led classroom discussions to reduce prejudice
and social exclusion, support socioemotional well-being, promote friendships among
children from diverse groups, and increase children's motivation to succeed
academically.
What evidence suggests that observing violence promotes aggression? (Huesmann,
video) - ANSWER - -exposure to violence = risk factor for violence & delinquency
-equally as impactful if at distance or up close
-repeated exposure to 1+ violent person(s) -> increased risk
-direct contact w/ victimization -> increased risk
-some people have characteristics that ^ their susceptibility (youth, etc)
-can spontaneously develop from abnormalities, genetic predisposition,
environments, & physiology
