Ellen S. Amatea

THE IMPACT OF ROLE STRESSORS AND PERSONAL RESOURCES ON THE STRESS EXPERIENCE OF PROFESSIONAL WOMEN

This study explored the contributions of role stressors and personal resources in predicting strain symptoms experienced by 117 professional women employed full-time in academia. Results of multiple regression analyses revealed that, while role stressors alone accounted for only a moderate amount of the variance in reported strain symptoms, 51% of the variance was explained when both stressors and personal resources were combined. Women who experienced higher levels of personal control and social support as well as a greater number of roles occupied reported lower levels of strain symptoms. These results support the use of a transactional model of stress in future multiple role research.

Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

Examining the Relational Processes of a Highly Successful Teacher of African American Children.

Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students’ academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her fifth grade African American students. A dimension that emerged from the data was emotional connectedness. It includes the connective interactions between the teacher and student, the connective interactions between the teacher and the whole class, and teacher transparency and joining. Rich descriptions of each theme are provided as well as implications for teacher practice and preparation.

Working with Families Living with Autism: Potential Contributions of Marriage and Family Therapists.

This article introduces marriage and family therapists (MFT) to some of the common issues faced by families that have a child with autism spectrum disorder (ASD). First, autism is defined and common myths surrounding it are discussed. Next, relational challenges are presented that families report experiencing during early childhood through the elementary school years, adolescence and the transition into adulthood, and the later years of the family life cycle. Real-life stories are included to illustrate the potential contributions that MFTs can make to families that have a child with ASD.

Through a different lens: Examining professional women's interrole coping by focus and mode

An alternative method for classifying womens interrole coping efforts is proposed based upon current stress and coping theory. This coping classification method is then used to examine the coping responses and reported satisfaction of a sample of 135 professional women employed full-time as college faculty. Distinctive patterns of coping response use emerged for this group of women when the coping response strategy was expanded to include whether the response was problem focused or emotion focused and active or passive. The women report greater use of problem-focused than emotion-focused coping responses across several different types of work role conflict situations. Differences in rated satisfaction were reported, with the highest satisfaction reported when active coping responses that involved others were used.

Creating School Change: Discovering a Choice of Lenses for the School Administrator.

Proposes a variety of different epistemological lenses for viewing the process of school change, for use by the school administrator. Applies these lenses in an actual case study depicting school change. Analyses the impact on administrative practice and training of using these lenses.

A Short-Term Training Program for Caseworkers in Family Counseling

To help train field service caseworkers in a more effective way, an in-service, short-term program was devised. It emphasizes use of videotaped modeling, family simulation, and in vivo tryout using a structured, five-session family counseling model for skill development; overall, the results have been favorable.

Preparing Future Teachers to Collaborate With Families Contributions of Family Systems Counselors to a Teacher Preparation Program

Systemically trained counselors have a distinctive set of skills that make them well suited to prepare teachers to work with students’ families. In this article, we discuss our experiences as family counselors in developing and teaching a required course in family–school collaboration to elementary teachers in training. We first describe the teacher dispositions that need to be developed to support such family–school relationships and the skills possessed by family systems counselors for promoting these dispositions. We then describe the course goals, instructional methods, and course activities, and report the impact of this course experience on our students and ourselves.

Brief systemic intervention with school behavior problems: A case of temper tantrums

This article describes an intervention employed in working with a 5-year-old girl who had frequent temper tantrums at school and at home. Using a brief systemic approach, the interactional cycle between the child and involved adults was assessed, and an intervention was developed and implemented to interrupt the tantrums. This involved prescribing the tantrum behavior. The tantrums disappeared after the third session. A follow-up three weeks later indicated there had been no further tantrums at home or at school.

Reversing the school's response: A New approach to resolving persistent school problems

Abstract This paper describes when and how reversal strategies can be used within the school setting to modify problematic student behavior. Three common problem situations are described in which reversal strategies might appropriately be applied. In addition, guidelines are provided for introducing school helping professionals to the use of this class of change tactics.