Children of the Garden Island

University of California, Davis.
Scientific American (Impact Factor: 1.07). 05/1989; 260(4):106-11. DOI: 10.1038/scientificamerican0489-106
Source: PubMed
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    • "The latter only impede psycho-physiological development when they are reinforced by deleterious experience. Werner (1989) found that the effect of perinatal stress on developmental quotient was modulated by socioeconomic status, as the following figure depicts. "
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    ABSTRACT: This article critiques the way that news articles report the relationship between genes and psychological processes. The news frequently reports that genes cause various psychological processes. However, these claims rest upon unscientific data; selective use of data (ignoring contradictory data); failure to consider just how the physical properties of genes and their by-products (e.g., neurotransmitters) could or could not control psychological phenomena; misconstruing the nature of psychological phenomena; specious arguments; and unwarranted leaps of faith. Consequently, the causal conclusion is unwarranted, and news reports misinform the public about this vital issue. The author delineates an alternative theory of the relation between biology and psychology which explains why genes may correlate with psychological processes without causing, or predisposing, them.
    New Ideas in Psychology 04/2004; 22(1-22):29-47. DOI:10.1016/j.newideapsych.2004.05.001 · 0.86 Impact Factor
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    • "During periods of transition and change, individuals rely on their perceived resources to help them adjust and equilibrate (Caspi & Moffit, 1991). These resources are typically perceived as the social support (e.g., parents) available during periods of instability (Werner, 1989). Unfortunately, little research has conceptualized these resources as individual differences in youthsÕ abilities to cope with the vast developmental changes and challenging health issues unique to adolescence. "
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    ABSTRACT: Few studies have considered the importance of personality characteristics in influencing young girls’ tendency to participate in health-compromising behaviors. The present study examined relations between 60 fifth grade girls’ ( years) self-reports and maternal reports of the Five-Factor Model of personality (FFM), pubertal development, and girls’ participation in risky behaviors one year later ( years). Results indicated that unconscientious and disagreeable girls were susceptible to participation in risky behaviors. These relations remained significant even after controlling for assessments of girls’ pubertal development. An interaction between girls’ openness to experience and pubertal development was found; girls who were open and who developed early were at risk for engaging in health-compromising behaviors. Findings are discussed in terms of their potential for helping health promotion efforts identify girls’ most at risk for adopting unhealthy behaviors.
    Journal of Research in Personality 10/2003; 37(5-37):405-419. DOI:10.1016/S0092-6566(03)00014-X · 2.00 Impact Factor
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    • "They concluded that positive development could be enhanced by the protective factors present in the lives of children and families (e.g., community centers, caring neighbors, and churches). They had an interest in fostering competencies that could lead to the resilience in children, youth, and families (Howard, Barton, Walsh, & Lerner, 1999; Werner, 1989, 1990). "
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    ABSTRACT: Over the last decade, universities have increasingly begun to recognize their responsibility to address the issues and problems confronting society. Many universities are responding to this challenge by developing formal partnerships with communities. This article describes a specific partnership between Boston College and its local contiguous community. It outlines the development of the partnership from a simple school-university engagement between a school principal and a school of education faculty member to a complex set of relationships involving (a) multiple disciplines and professions; (b) a set of complicated projects; (c) multiple funders; (d) a large number of faculty, students, practitioners, and community members; (e) multiple institutions interacting at multiple levels; and (f) many kinds and levels of outcomes. The centrality of the processes of colearning and interprofessional collaboration is highlighted. The factors contributing to the success of the partnership, as well as the ongoing challenges it faces, are examined. The partnership has led to a deepened understanding on the part of both the university and community regarding the research-practice relation.
    Peabody Journal of Education 07/2000; 75(3-3):6-32. DOI:10.1207/S15327930PJE7503_2
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