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Samson, Andrea C.; van den Bedem, Neeltje P.; Dukes, Daniel; Rieffe, Carolien – Journal of Autism and Developmental Disorders, 2020
In order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported…
Descriptors: Emotional Response, Communication Skills, Anxiety, Psychosomatic Disorders
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Fino, E.; Martoni, M.; Russo, P. M. – Advances in Health Sciences Education, 2021
Medical education is highly demanding and evidence shows that medical students are three times more susceptible to deteriorating physical and mental health than the average college student. While trait anxiety may further increase such risk, little is known about the role of trait mindfulness in mitigating these effects. Here we examine the…
Descriptors: Medical Students, Stress Management, Anxiety, Stress Variables
Thomas J. Kehle; Melissa A. Bray; Melissa M. Root; Lea A. Theodore; Marisa A. del Campo – Sage Research Methods Cases, 2016
Shortly after accepting my current position as a professor at the University of Connecticut in 1987, I was asked to meet a third-grade student who had not spoken a word in an educational setting for nearly 5 years. During preschool, kindergarten, and in the elementary grades, he was mute. However, in non-educational settings, although shy, he…
Descriptors: Children, Anxiety, Psychosomatic Disorders, Communication Problems
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Fiat, Aria E.; Cook, Clayton R.; Zhang, Yanchen; Renshaw, Tyler L.; DeCano, Polocarpio; Merrick, Jillian S. – Journal of Applied School Psychology, 2017
There is a paucity of selective, Tier 2 interventions that educators can implement for students with internalizing problems as part of their schools' Multi-Tiered Systems of Supports. To fill this void, the authors' purpose was to evaluate the efficacy, acceptability, and integrity of a structured school-based mentoring program, the Courage and…
Descriptors: Elementary School Students, Self Esteem, Psychological Patterns, Intervention
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Holley, Mary; Johnson, Ashli; Herzberg, Tina – Journal of Special Education Apprenticeship, 2014
This case study was designed to measure the response of one student with blindness and selective mutism to the intervention of voice-output devices across two years and two different teachers in two instructional settings. Before the introduction of the voice output devices, the student did not choose to communicate using spoken language or…
Descriptors: Case Studies, Blindness, Children, Anxiety