Papers by Peggy Brady-Amoon
Preschoolers' Sleep Sleep is a critically important yet understudied phenomenon in psychology... more Preschoolers' Sleep Sleep is a critically important yet understudied phenomenon in psychology and education. Parents and others often talk about preschoolers' sleep. They express concerns ranging from how much sleep is appropriate to difficulties with night awakenings. Many a visit with the pediatrician involves a discussion about sleep patterns. However, suggestions offered by clinicians, grandparents, and family friends are often based on personal experience or generally accepted yet unexamined and unsupported guidelines (US Department of Health and Human Services; HHS, 2003). Despite the attention given to sleep disorders in the medical and medically-related literature, little is known about normal human sleep (HHS, 2003) including typically-developing preschool children's sleep patterns (Bates, Viken, Alexander, Beyers, & Stockton, 2002). Sleep accounts for 40% of the daily life of children and adolescents (Mindell & Owens, 2003) and is central to the preschool child's development and growth (HHS, 2003). More specifically, sleep is associated with preschoolers' behavior and cognitive readiness for learning (Bates et al., 2002). A more regular sleep schedule is also associated with preschool adjustment. Children with a regular sleep schedule adjust better to preschool than their peers with more disrupted sleep patterns (Bates et al., 2002). Regular and earlier bedtimes are also associated with fewer behavioral difficulties (Hale, Berger, LeBourgeois, & Brooks-Gunn, 2010). Conversely, less sleep at night and during a 24 hour period has been linked with a higher number of externalizing behavior problems such as defiance (Lavigne et al., 1999). Consistent with this line of inquiry, a regular bedtime was found to be the greatest predictor of a developmentally appropriate outcome at age 4, with less hyperactivity, inattention, and impulsivity manifested (Gaylor, 2010). For all of these reasons, sleep is an important area for psychologists to consider. Although the National Sleep Foundation (NSF, 2011) recommends preschoolers get between 11-13 hours of sleep per night, there is no evidence to show this has been or continues to be normative or optimal in any setting. Overall, despite its limitations, sleep research shows wide variation in preschoolers' normative sleep patterns, some of which are associated with demographic differences (Hale et al., 2009; HHS, 2003). Preschool children's sleep patterns are important to study given their association with daily behaviors, adjustment, and learning (Bates et al. 2002; Hale et al., 2009; Lavigne et al., 1999). In addition to filling a much needed gap, the study of sleep patterns has the potential to contribute to the school readiness, early identification of developmental concerns, and an intervention knowledge-base. Furthermore, the identification of current sleep patterns for a typically- developing sample would provide additional evidence about current sleep guidelines (NSF, 2011) and foundational biological aspects of normative functioning. Third, given the long, intermittent interest in sleep research (Matricciani, Olds, & Petkov, 2011), we posited that looking at current data within a historical context would provide information about preschool children's sleep patterns over time. The next section offers a review of published research focused on preschoolers' sleep over the last century. The Historical Context of Sleep The first known large-scale observational studies of preschooler sleep were published primarily by women in the 1920s (Chant & Blatz, 1928; Flemming, 1925; Foster, Goodenough, & Anderson, 1928). For example, Flemming discovered the recommended but unnamed schedules for sleep provided by pediatricians and child-care specialists to be vastly different than her findings. Experts recommended sleep allotments for 3-4 year olds of 12-14 hours per night as reported by Foster et al. (1928). …
The Journal of Humanistic Counseling, 2014
Humanistic approaches to counseling are particularly concerned with process, emphasizing the pers... more Humanistic approaches to counseling are particularly concerned with process, emphasizing the person of the client, the person of the counselor, and the therapeutic relationship. outcomes tend to focus on generalizable results. When considering process, outcomes, or research, the humanistic counselor seeks to integrate the principles of humanism into all aspects of practice.
Psychology teaching review, Jun 1, 2024
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Requirements for the Bachelor of Science (BS) degree in University College represent both breadth... more Requirements for the Bachelor of Science (BS) degree in University College represent both breadth and depth of study. Admission requirements for the Bachelor of Science degree include a high school diploma or its equivalent; at least 12 units of transferable college-level course work with a minimum grade point average of 2.7 taken at another accredited institution; or at least 12 units of course work taken at University College with a minimum grade point average of 2.7.
Building Your Career in Psychology, 2021
Journal for Social Action in Counseling & Psychology, 2018
This article explores definitions and integration of social justice in graduate training in couns... more This article explores definitions and integration of social justice in graduate training in counseling and psychology. We examine both the professional literature and our own process in pushing past curricular and administrative boundaries by establishing an extra- or co-curricular component to graduate training that supports the further infusion of social justice principles in graduate training. We conclude with a call for further dialogue and action.
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Building Your Career in Psychology, 2021
Building Your Career in Psychology
Building Your Career in Psychology
Encyclopedia of the History of Psychological Theories, 2012
Encyclopedia of the History of Psychological Theories, 2012
Early Education and Development
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Papers by Peggy Brady-Amoon