Sustainability of Daily Routines as a Family Outcome

Weisner, Thomas S.; Matheson, Catherine; Coots, Jennifer J.; Bernheimer, Lucinda P.

doi:10.1007/0-387-27550-9_3

Cited by 86 publications

(88 citation statements)

References 25 publications

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“…Participating in a daily routine, such as family assistance, that is meaningful with respect to group goals and values builds confidence and leads to enhanced well being (Weisner, Matheson, Coots, & Bernheimer, 2005). Indeed, we have found that adolescents who assist their family and feel that they are fulfilling important roles within their family, such as that of a good family member, have better physical and psychological well being (Fuligni et al, 2009; Telzer & Fuligni, 2009).…”

mentioning

confidence: 99%

Ventral striatum activation to prosocial rewards predicts longitudinal declines in adolescent risk taking

Telzer

Fuligni

Lieberman

et al. 2013

Developmental Cognitive Neuroscience

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Adolescence is a period of intensified emotions and an increase in motivated behaviors and passions. Evidence from developmental neuroscience suggests that this heightened emotionality occurs, in part, due to a peak in functional reactivity to rewarding stimuli, which renders adolescents more oriented towards reward-seeking behaviors. Most prior work has focused on how reward sensitivity may create vulnerabilities, leading to increases in risk taking. Here, we test whether heightened reward sensitivity may potentially be an asset for adolescents when engaged in prosocial activities. Thirty-two adolescents were followed over a one-year period to examine whether ventral striatum activation to prosocial rewards predicts decreases in risk taking over a year. Results show that heightened ventral striatum activation to prosocial stimuli relates to longitudinal declines in risk taking. Therefore, the very same neural region that has conferred vulnerability for adolescent risk taking may also be protective against risk taking.

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mentioning

confidence: 99%

Ventral striatum activation to prosocial rewards predicts longitudinal declines in adolescent risk taking

Telzer

Fuligni

Lieberman

et al. 2013

Developmental Cognitive Neuroscience

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“…Under what conditions can professional development programmes create sustainable communities of practice that will extend and support the professional development beyond a particular programme into the dynamic, daily practice of providers? ECT suggests that individuals strive to organise daily life in ways that provide meaning, are sustainable, and fit within their ecology (Weisner, Matheson, Coots, & Bernheimer, 2005). The more organisers of professional development for the ECCE workforce can learn about the participants' different meaning systems and ecologies, the more they may meet the needs of diverse providers enacting complex cultural models in diverse ecologies.…”

Section: Discussionmentioning

confidence: 99%

Do they practice what they preach? An ecocultural, multidimensional, group-based examination of the relationship between beliefs and behaviours among child care providers

Tonyan

Mamikonian-Zarpas

Chien

2013

Early Child Development and Care

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“…Within a sociocultural perspective, development occurs along pathways provided by culture and society, and actively chosen and engaged in by participants within some particular cultural ecology. These pathways or cultural practices are meaningful actions that occur routinely in everyday life, are widely shared by members of a group, and carry with them normative expectations about how things should be 'done' (Gauvain, 2005;Tellevik and Elmerskog, 2001;Weisner et al, 2005).…”

Section: Review Of Literaturementioning

confidence: 99%

Activity-based intervention for multiple-disabled visually impaired people

Tellevik

Elmerskog²

2009

British Journal of Visual Impairment

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A B S T R AC T The article describes assessment, planning and training for people with multiple disabilities and visual impairment (MDVI). The ImPAct MDVI project, an EU Comenius programme, addressed concerns expressed by teachers of children and young people with MDVI as to how they are expected to integrate the diverse curriculum elements and particular skills they have been taught into a meaningful educational process. The aim of the project was to develop a holistic teaching approach, based on activities, participation and involvement in real life situations, aiming at involving people with MDVI in their social and physical context. This was achieved by applying a 5-step working model (Tellevik and Elmerskog, 2001), which sought to support the development of assessment and planning intervention strategies. K E Y WO R D S activity assessment, implementation and training, MDVI

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Sustainability of Daily Routines as a Family Outcome

Cited by 86 publications

References 25 publications

Ventral striatum activation to prosocial rewards predicts longitudinal declines in adolescent risk taking

Ventral striatum activation to prosocial rewards predicts longitudinal declines in adolescent risk taking

Do they practice what they preach? An ecocultural, multidimensional, group-based examination of the relationship between beliefs and behaviours among child care providers

Activity-based intervention for multiple-disabled visually impaired people

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