Frank C. Worrell

University of California, Berkeley

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Rena F. Subotnik

University of California, Berkeley

Paula Olszewski‐Kubilius

Northwestern University

Zena R. Mello

San Francisco State University

Michael T. McKay

University of Ulster

Dante D. Dixson

Michigan State University

Jon C. Cole

University of Liverpool

Dorothy L. Espelage

University of North Carolina at Chapel Hill

Beverly J. Vandiver

The Ohio State University

Ron Avi Astor

University of California, Los Angeles

Susan D. McMahon

DePaul University

Cooperative Institutions

University of California, Berkeley

Institute for Culture and Ecology

Pennsylvania State University

University of North Carolina at Chapel Hill

Columbia University

University of Illinois Urbana-Champaign

University of Pennsylvania

Northwestern University

The Ohio State University

Stanford University

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Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago

International Journal of School & Educational Psychology (2016)

Anna Rhoad Drogalis Paul A. McDermott Marley W. Watkins Jessica Chao Frank C. Worrell

This article reports on the national standardization and psychometric properties of the Adjustment Scales for Children and Adolescents–Home Edition (ASCA-H) for use in Trinidad and Tobago. ASCA-H is a parent rating scale composed of behavioral indicators in play, social, and learning contexts. The sample was comprised of students (N = 780) attending government and assisted elementary schools. Exploratory and confirmatory factor analyses revealed two internally consistent dimensions, Problems in Contexts Requiring Disciplined Behavior (i.e., Indiscipline) and Problems in Contexts Requiring Engaged Behavior (i.e., Disengagement). Dimensions were scaled with IRT and Bayesian scoring methods, with Disengagement scores more strongly relating to clinical disturbances, peer contexts, and classroom learning contexts. The norming information on the ASCA-H will enable identification of at-risk students and allow resources to be targeted to specific situational contexts with parents and other adults.

Disengagement theory

Situational ethics

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Identification

Exploratory factor analysis

10.1080/21683603.2016.1191398

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Citations (7)

Prevention in School Psychology Practice

PsycEXTRA Dataset (2010)

Frank C. Worrell

10.1037/e614782010-001

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Citations (0)

From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future.

School Psychology (2020)

Tammy L. Hughes Robyn S. Hess Janine M. Jones Frank C. Worrell

In this article, we reflect on the evolution of school psychology practice from the past to the present, and share some thoughts about the future. Although school psychology programs provide training in consultation, prevention, social emotional development, counseling, and mental health interventions, school psychology practice is still dominated by assessment, and the specialty has yet to live up to its promise to address the multiple needs of an increasingly diverse student population. Today's practitioners need to be skilled in systems-level programing that is informed by cultural awareness, knowledge, and skills necessary to responsibly work toward the best outcomes for students and families from all cultural, ethnic, and racial backgrounds. As the demand for mental health and other services in schools continues to increase, we argue for a wholescale adoption of culturally adapted evidence-based practices to address the expanding role of school-based practice. Finally, we offer considerations from the social psychology literature that will help school psychologists prioritize behavioral health while also reducing disparities in educational attainment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

10.1037/spq0000410

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Citations (9)

Psychology in the Caribbean: Broadening Our Knowledge Base

Journal of Black Psychology (2019)

Frank C. Worrell

Base (topology)

10.1177/0095798419879218

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Citations (1)

The window, the river, and the novel: examining adolescents' conceptions of the past, the present, and the future.

PubMed (2009)

Zena R. Mello Dilrani Bhadare Emilene J. Fearn Michael M Galaviz Elizabeth Hartmann

Time perspective refers to thoughts and attitudes toward the past, the present, and the future and may underlie adolescents' decisions and behaviors about school and work. To develop a greater understanding of the topic we used focus group methodology to examine how adolescents conceptualized the past, the present, and the future. Nineteen adolescents aged 13 to 17 participated in six focus groups. Results from qualitative analyses suggested several patterns in adolescents' conceptualizations of the past, the present, and the future including absolute and fluid definitions, relations among temporal dimensions, and affective qualities. Further, responses were similar between genders, and included unsolicited mention of the relationship between socioeconomic status and time perspective. Findings are discussed in light of extant literature and directions are proposed for research on adolescent time perspective.

Time Perspective

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Citations (40)

The influence of time attitudes on adolescent alcohol use behaviours: a 33-month prospective study in the United Kingdom

Addiction Research & Theory (2018)

Michael T. McKay Grant B. Morgan Kevin E. Wells Frank C. Worrell Jon C. Cole

Time Perspective researchers are concerned with the way in which a combination of thoughts and feelings about the past, present and future influence behaviour. Time attitudes comprise a dimension of time perspective where the focus is narrowed to evaluative feelings about the three time periods. The present study included four waves of data gathered in the United Kingdom, and focused on time attitudes. Participants were adolescents in High schools who completed both the Adolescent and Adult Time Inventory-Time Attitudes Scale, at waves one to three (corresponding to High school years 1 to 3), and surveys of heavy episodic drinking (HED) and drunkenness at wave four (year 4 of High school). Four time attitudes profiles were identified (Positives, Negatives, Negative Futures, and Ambivalents), and the majority of adolescents (75.2%) transitioned between profiles at least once during the three waves of data collection. Fully adjusted analyses tentatively supported the relationship between having a positive time attitudes profile and reduced levels of HED, frequency of lifetime drunkenness, and age of first of drunkenness, with small to moderate effect sizes. Results suggested that the development and maintenance of a positive time attitudes profile might be protective against problematic drinking behaviour in adolescence. Consistent with related studies, it is clear that some time attitudes profiles are associated with less risky and healthier alcohol use behaviours than others, which has implications for possible intervention for problematic drinkers.

10.1080/16066359.2018.1478414

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Citations (10)

Stereotype Threat, Ethnicity, and Gender

Routledge eBooks (2023)

David Stevens Frank C. Worrell

In the United States, history, culture, and politics have privileged some groups over others, most prominently along ethnic-racial and gendered lines. One outcome of these differences in policy over time is a number of gaps in achievement between students from more and less privileged groups. These gaps, detached from the context of history, have contributed to stereotypes where group membership is associated with ability and achievement. Under both laboratory and real-world conditions, being conscious of negative stereotypes about an individual's group membership has been shown to depress performance. This phenomenon, termed stereotype threat, has been observed over a wide range of settings and outcomes and is frequently invoked as a major contributor to the achievement gaps in the United States. A full understanding of stereotype threat in the United States requires an understanding of the antecedents that both created and sustain it. This chapter begins with a review of the historical, political, and cultural origins of ethnic-racial and gender stereotypes and how they contribute to the modern perpetuation of gaps in both opportunity and achievement. It then summarises the literature on stereotype threat in American students and situates it within the diversity that characterises the U.S. student population. The chapter concludes with a review of several significant interventions that combine simplicity, low cost, and ease of implementation not only to counter the effects of stereotype threat, but also to help maximise students' performance.

Stereotype Threat

Stereotype (UML)

10.4324/9781003275763-15

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Citations (0)

Psychometric Properties of Scores on Three Black Racial Identity Scales

PsycEXTRA Dataset (2006)

Crystal M. Simmons Frank C. Worrell Jane M. Berry

10.1037/e539252007-001

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Citations (1)

Psychometric properties of time attitude scores in young, middle, and older adult samples

Personality and Individual Differences (2016)

Zena R. Mello Jia Wei Zhang Sarah J. Barber Victoria C. Paoloni Ryan T. Howell

Time Perspective

Measurement Invariance

Life span

10.1016/j.paid.2016.05.037

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Citations (45)

Talent management

Routledge eBooks (2021)

Paula Olszewski‐Kubilius Rena F. Subotnik Eduardo Salas Frank C. Worrell

Early conceptions of giftedness were situated strictly within cognition—as high intellectual ability or IQ and as an enduring trait of an individual. This chapter begins with a history of the study of giftedness, going back to the earliest studies of giftedness, and reviews periods of research of gifted and talented performance up to the current time. It discusses the research that leads to the megamodel of talent development, and describes that model. Then, the model is applied to the domain of business, and provides some recommendations regarding needed future research. The business domain consists of a variety of subfields, including accounting, business management, entrepreneurship, marketing and advertising, and finance. From the perspective of the megamodel, business is a late-starting domain, with formal training not beginning until post-secondary school and sometimes not until graduate school.

10.4324/9781003182788-4

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