- Jun 2021
Read, K., Gaffney, G., Chen, A., & Imran, A. (2021). The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children. PsyArXiv. https://doi.org/10.31234/osf.io/dvcqm
- young children
- parent-child interaction
- early literacy development
- screen-mediated reading
- shared reading
- Oct 2020
Weisz, E., & Cikara, M. (2020, October 9). Strategic Regulation of Empathy. https://doi.org/10.31234/osf.io/2kr46
- Jun 2020
We need to find ways to build community among learners and build personal relationships with individual students even if we can’t see them. Or at least encourage young people to create their own.
- This is so important - showing students how to create autonomous, supportive spaces, especially for high school students who often don't see online spaces as safe or supportive.
- May 2020
Galandra, C., Cerami, C., Santi, G., Dodich, A., Cappa, S., Vecchi, T., & Crespi, C. (2020). Covid-19 in mind: How job loss and health threatening events modulate risk-taking behaviours in real-life contexts [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5n942
- Aug 2018
These social-emotional learning practices have been found in hundreds of studies to reduce negative behavior and violence in schools, making schools safer while also increasing academic achievement. The guidance builds on what we know about how to increase school safety through “conflict resolution, restorative practices, counseling and structured systems of positive interventions.” The guidance also provides research-based resources to address students’ mental health needs, as well as proven practices that make students feel more connected to school and part of a community, so they are less likely to engage in negative and harmful behavior.