Rider University

About: Rider University is a education organization based out in Lawrenceville, New Jersey, United States. It is known for research contribution in the topics: Dosimetry & Creativity. The organization has 881 authors who have published 1934 publications receiving 50752 citations.

Infant Health and Future Childhood Adversity.

Abstract: Objective To investigate the extent to which disabling infant health conditions are associated with adverse childhood experiences at age 5. Methods We conducted a secondary analysis of data from the Fragile Families and Child Wellbeing Study, a national urban birth cohort. We estimated logistic regression models of associations between the presence of a disabling infant health condition and the child’s ACE exposures at age 5, controlling for factors that preceded the child’s birth, including the mother’s sociodemographic characteristics, physical health, mental illness, and substance abuse and the parents’ criminal justice system involvement and domestic violence or sexual abuse. ACEs included 4 categories of child maltreatment (physical, sexual, psychological abuse, neglect) and 5 categories of household dysfunction (father absence, substance use, mental illness, caregiver treated violently, incarceration). Results 3.3% of the children were characterized as having a disabling health condition that was likely present at birth. Logistic regression estimates indicate that having a disabling infant health condition was associated with 83% higher odds of the child experiencing 2 or more ACEs (AOR 1.83, CI 1.14–2.94) and 73% higher odds of the child experiencing 3 or more ACEs (AOR 1.73, CI 1.07–2.77) at age 5. Conclusions for Practice The finding of strong links between disabling infant health conditions and ACEs at age 5 suggests that child health and ACEs play intertwining and mutually reinforcing roles during the early lifecourse and highlights the critical importance of investing in systems that simultaneously promote optimal child development and address childhood adversity.

The Individual Regulation Component of Group Emotional Intelligence: Measure Development and Validation

Abstract: Counseling work is increasingly conducted in team format. The methods counseling teams use to manage the emotional component of their group life, or their group emotional intelligence, have been proposed as significantly contributing to group member trust, cooperation, and ultimate performance. Item development, exploratory factor analysis, and evidence of validity for the Group Emotional Intelligence Individual Regulation (GEIQ–IR) scale are described. Exploratory factor analysis yielded three factors to describe group emotional regulation of its members: Caring Orientation, Confronting Members, and Ground Rules. Reliability and evidence of validity were strong.

Content Matters: Why Nurturing Creativity Is So Different in Different Domains

Abstract: Creativity brings joy, wonder, efficiency, excitement, and pleasure into our lives. Although creativity can also be malevolent (see, e.g., Cropley et al., Creat Res J 20(2):105–115, 2008), for the most part creativity makes life better, and most of us would like to have and to experience more of it. Nurturing creativity is therefore something that many of us would like to do. We’d like to help our students, our colleagues, our employees (or employers), and of course ourselves be more creative.

The Effects of Group Free Improvisation Instruction on Improvisation Achievement and Improvisation Confidence.

Abstract: While improvisation in K-12 schools in the USA has gained some traction since the inception of the US National Standards in 1994, there is still a dearth of improvisation activities in schools because of the lack of music teacher preparation in improvisation. The purpose of this study was to determine if providing group free improvisation instruction and activities to collegiate non-music majors would help them become better and more confident improvisers. An additional purpose was to examine the relationship between improvisation achievement and selected variables. A repeated measures design was utilised to test improvisation achievement through solo improvisations of college non-music majors enrolled in a free improvisation class. There was no statistical difference in improvisation achievement by time of solo recording; however, improvisation confidence improved over time. Improvisation confidence was correlated with risk-taking personality as well as a pretest self-assessment of improvisation comfort....