Yvette Harris
Miami University, Psychology, Faculty Member
Research Interests:
This special issue of The Open Family Studies Journal includes four varied articles selected for publication from several submissions that addressed many issues and challenges relevant to the lives of children of incarcerated parents. The... more
This special issue of The Open Family Studies Journal includes four varied articles selected for publication from several submissions that addressed many issues and challenges relevant to the lives of children of incarcerated parents. The four articles are as follows: Caregivers of Children with Incarcerated Parents; Intergenerational Transmission of Criminal Behavior and Children of Incarcerated Parents; Please Remember Me: Unintended Consequences Children of the Incarcerated; and the Relationship between Maternal Incarceration and Foster Care Placement. The challenges posed to children and families of the incarcerated are quite significant. This special issue would not have been possible without the services of the reviewers. We would like to thank Drs Kathryn Basham, James Drisko, Jerry Finn, Rich Furman, Sheri Hill, Peter Pecora, Starr Wood, and Diane Young. Finally, we would like to thank Nida Badar for her patience, understanding and technical assistance as we slowly addressed the requirements for this special issue. This special issue focuses on children who have a birth mother and/or father incarcerated.
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The focus of this chapter is to discuss the ways in which community violence exposure (CVE) impacts the developmental outcomes for young children of color. The chapter provides information about (1) a conceptual framework for... more
The focus of this chapter is to discuss the ways in which community violence exposure (CVE) impacts the developmental outcomes for young children of color. The chapter provides information about (1) a conceptual framework for understanding the impact of violence on children’s developmental outcomes; (2) statistics, with a specific focus on community or neighborhood violence; (3) the impact of violence on children’s physical development including brain development that accompany their exposure to violence; (4) how exposure to community violence influences children’s academic performance, with specific attention given to learning in the classroom, and social development with an emphasis on peer relations; (5) formal and informal intervention/prevention programs; and (6) practical suggestions for educators of young children as well as a list of web resources and suggestions for additional readings.
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The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers... more
The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers and their children were videotaped reading one of three books, Julius, Grandfather and I, or Somewhere in Africa. Both maternal and child behaviors were coded for the frequency of occurrence of story grammar elements contained in their stories and maternal behaviors were also coded for their use of narrative eliciting strategies. In addition, mothers were queried about the quality and quantity of book reading/story telling interactions in the home environment. The results suggest that there is a great deal of individual variation in how mothers use the story grammar elements and narrative eliciting strategies to engage their children in a shared book reading activity. Findings are discussed in terms of suggestions for additional research and practical...
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This focus of this paper is to present an overview of the current research which examines the language and literacy performance of African American children who speak African American Vernacular English (AAVE), as presented from a deficit... more
This focus of this paper is to present an overview of the current research which examines the language and literacy performance of African American children who speak African American Vernacular English (AAVE), as presented from a deficit versus difference perspective. Language and literacy and assessment and remediation of AAVE speakers are discussed in sections one and two. Section three of the paper provides theoretical and methodological suggestions to educational psychologists, speech pathologists and developmental psychologists investigating AAVE speakers, on ways to gain a better appreciation for, and understanding of, the intricacies associated with African American Vernacular English. The paper closes with a discussion of the litigation and controversies surrounding AAVE.
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EJ855166 - Working with Children Who Have Experienced War, Terrorism, and Disaster.
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This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an... more
This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally imposed delay of gratification situation, 30 mothers from a rural university community taught their children strategies that could help them refrain from touching a brightly wrapped present when the mothers left the room. Results showed that mothers of children who did not delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with a permissive parenting style, whereas mothers of children who did delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with an authoritative parenting style. The results of this study are discussed with respect to the development of children's self-control and self-regulatory abilities.
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Research Interests: Medicine and Interviews
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ABSTRACT Practical information about culturally appropriate interventions with children of incarcerated parents (CIPs) of color and their families is notably sparse. This study uses a cultural–ecological perspective to contextualize... more
ABSTRACT Practical information about culturally appropriate interventions with children of incarcerated parents (CIPs) of color and their families is notably sparse. This study uses a cultural–ecological perspective to contextualize individual, family, and legal issues inherent in many intervention programs for CIPs of color. The authors highlight demographic trends, review research limitations, and discuss ways that therapeutic models can help counselors address their clients' needs. Recommendations are provided for future interventions with this underserved population. La información práctica sobre intervenciones culturalmente apropiadas con hijos de personas de color encarceladas (CIPs) por sus siglas en inglés y sus familias es notablemente escasa. Este estudio usa una perspectiva cultural-ecológica para contextualizar los asuntos individuales, familiares y legales inherentes a muchos programas de intervención para CIPs. Los autores destacan las tendencias demográficas, las limitaciones en la investigación de reseñas, y discuten formas en las que los modelos terapéuticos pueden ayudar a los consejeros a abordar las necesidades de sus clientes. Se proporcionan recomendaciones para intervenciones futuras con esta población desatendida.
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Page 1. Social Interaction Contributions to Visual Spatial Performance in Preschool Children Yvette R Harris Lin Ye Miami University Miami University Department of Psychology Department of Psychology harrisyr@muohio.edu yel@muohio.edu ...
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Using a Vygotskian theoretical framework and a social interaction design, we observed 30 middle-class North American mother–child dyads engaged in a location memory activity. The central aim of this investigation was to assess maternal... more
Using a Vygotskian theoretical framework and a social interaction design, we observed 30 middle-class North American mother–child dyads engaged in a location memory activity. The central aim of this investigation was to assess maternal and preschool strategy use employed during a memory for location task, and to determine which strategies are associated with preschooler accuracy of memory for location of objects. Results suggest that mothers are more apt to utilize labelling, encouragement, and guidance as opposed to location-specific assistance to their child during the task, and children are more apt to link the memory information to their real-life experiences, request help for assistance, and utilize self-regulatory speech. Implications of the research, suggestions for future research, and expansions of theoretical perspectives on the role of social interaction on preschool location memory performance, and educational implications are discussed.
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This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally... more
This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally imposed delay of gratification situation, 30 mothers from a rural university community taught their children strategies that could help them refrain from touching a brightly wrapped present when the mothers left the room. Results showed that mothers of children who did not delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with a permissive parenting style, whereas mothers of children who did delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with an authoritative parenting style. The results of this study are discussed with respect to the development of children's self-control and self-regulatory abilities.
Research Interests:
This study sought to determine whether children's adaptive functioning and maladaptive functioning, as measured by the Vineland Adaptive Behavior Scale, are significantly associated with their academic achievement (i.e., Metropolitan... more
This study sought to determine whether children's adaptive functioning and maladaptive functioning, as measured by the Vineland Adaptive Behavior Scale, are significantly associated with their academic achievement (i.e., Metropolitan Achievement Test [MAT] scores and grade point averages [GPAs]). Differences in the specified functioning and achievement variables resulting from children's grade level, gender, and family structure were also investigated. Subjects were 680 second-, fourth-, and eighth-grade students. Results indicated that several of the adaptive functioning and maladaptive behavior variables were significant predictors of GPAs and MAT scores for White students; only maladaptive behavior was predictive of MAT scores for Black students. Family structure influenced only White students' achievement. Eighth graders had significantly lower GPAs than did second or fourth graders. Implications for future research on children's achievement are discussed.
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This study sought to examine the mechanisms employed by mothers as they engage in teaching their children to remember the names of characters, how to wrap a gift, and the location of zoo animals. The specific relationships included an... more
This study sought to examine the mechanisms employed by mothers as they engage in teaching their children to remember the names of characters, how to wrap a gift, and the location of zoo animals. The specific relationships included an examination of mothers’ pre-teaching instructions, mothers’ use of memory strategies, child strategy use and the child’s correct performance. Participants were 25 mothers and their four-year-old preschoolers. Results suggest that maternal preteaching instructions vary in complexity depending on the nature of the information being taught. In addition, mothers employ a variety of task-dependent memory strategies. In contrast to mothers, the children use proportionately fewer strategies than their mothers. However, their use of strategies is effective in helping them recall names, order, and location. Implications for adult guidance in assisting preschoolers with developing regulatory memory skills are discussed.
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Page 1. Developmental Psychology 1988, Vol. 24, No. 5,628-633 Copyright 1988 by the American Psychological Association, Inc. 0012-1649/88/800.75 Preschoolers' Strategies of Attention on a Same-Different Task Patricia H. Miller and... more
Page 1. Developmental Psychology 1988, Vol. 24, No. 5,628-633 Copyright 1988 by the American Psychological Association, Inc. 0012-1649/88/800.75 Preschoolers' Strategies of Attention on a Same-Different Task Patricia H. Miller and Yvette R. Harris University of Florida ...
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Page 1. JOURNALOFBLACKPSYCHOLOGY/NOVEMBER1999 Harrisetal./ INFLUENCEOFEDUCATIONCONTEXT The Influence of Education Context and Beliefs on the Teaching Behavior of African American Mothers Yvette ...
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Page 1. Developmental Psychology 1988, Vol. 24, No. 5,628-633 Copyright 1988 by the American Psychological Association, Inc. 0012-1649/88/800.75 Preschoolers' Strategies of Attention on a Same-Different Task Patricia H. Miller and... more
Page 1. Developmental Psychology 1988, Vol. 24, No. 5,628-633 Copyright 1988 by the American Psychological Association, Inc. 0012-1649/88/800.75 Preschoolers' Strategies of Attention on a Same-Different Task Patricia H. Miller and Yvette R. Harris University of Florida ...
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Page 1. Journal of Research in Childhood Edu cati on 1999. Vol. 13. No. 2 Maternal Strategy Use and Preschool Categorization Abilities Yvette R. Harris K. Jeanine Krupinski Verda R. Johnson Miami University Co pyright 1999 ...
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EJ855166 - Working with Children Who Have Experienced War, Terrorism, and Disaster.
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