The Role of Public Education in Place-Remaking: From a Retrospective Walk Through my Hometown to a Call to Action

ABSTRACT

This essay examines the role of public education in the process of place-remaking that relies on a false separation between teaching and issues of race, politics, and power. I construct a historical case study of my hometown that presents a counter narrative, presented by students, of race and legacy in the context of a public school and the surrounding community. Building upon a walk-as-method approach, I illustrate the confluence of historical, racialized narratives that are discoverable at the scale of the city but invisible within the walls of the school. I conclude with an in-progress professional code of ethical teaching and research practice for the learning sciences. These commitments are intended to support and protect students (and all young people in our communities) from bearing sole responsibility for critical stances based on their identities and histories-in-place.     

Child maltreatment as a global phenomenon: From trauma to prevention

Past studies have clearly showed the negative impact of neglect and abuse on child development at both the psychological and neurobiological levels. To date, many studies have focused on identifying risk and protective factors occurring at all levels of the ecology. However, more distal‐level variables, such as culture and ethnicity, have not been studied as much as those of more proximal levels; yet studies in Western countries have consistently found an overrepresentation of child maltreatment reports among ethnic minority groups. In this commentary, we reflect on a series of articles examining maltreatment from a crosscultural perspective and using samples of diverse countries. Taken together, studies in this special section document the terrible fact that maltreatment is a global phenomenon. Through a summary of these studies’ main findings and concerns, we highlight four key points that we believe are important to consider for future research and intervention efforts.     

The Personal and the (Inter-)Disciplinary: Reflections on Larry Kohlberg as my Mentor

Boyd, a philosopher, describes how he came to collaborate with the psychologist Kohlberg, whose theorizing framed problems at the interface between the two disciplines.     

乐商:一个比智商和情商更能决定命运的因素

乐商(或乐观智力)是指人乐观的能力,它既包括一个人乐观水平的高低,也包括个体从所经历的消极事件中获取积极成分的能力,以及影响或感染他人的能力.“杜乡微笑”是高乐商的一种主要外在表现形式.心理学过去的有关研究证实,高乐商不仅有利于个体的社会性发展、获得稳定的幸福婚姻、提高人的生理健康水平、提高学业成绩和减少坏事情的发生,而且高乐商还有利于促使个体寻求社会支持和社会交往.这些研究结果表明,乐商可能是一个比智商和情商更能决定人未来发展命运的因素.     

The Role of the Child in Adult Development

This paper provides theoretical and empirical support for the view that children play a large and often underappreciated role in adult development. Fifty parents and teachers were asked to discuss occasions when they learned something valuable from a child or when a child changed them in some significant way. Adults reported that children can cause them to (a) shift their values or priorities, (b) integrate memories or experiences previously disowned or repressed, (c) become more creative and cognitively flexible, or (d) look at the world with more wonder, awe, or curiosity. Werner's concept of genetic stratification (H. Werner, 1957) and Labouvie-Vief, Chiodo, Goguen, Diehl, and Orwoll's concept of dynamic intersubjectivity (G. Labouvie-Vief, L. M. Chiodo, L. A. Goquen, M. Diehl, & L. Orwoll, 1995) are used to explain the results.     

Parental Distress Tolerance in Three Periods of Child Development: The Moderating Role of Child Temperament

Emotion regulation (ER) is essential to everyday, normative functioning. One aspect of ER is distress tolerance—the ability to persist in goal-directed activities when experiencing aversive states. Despite an assumption that ER improves with age, very little is known about ER across parenthood. Emotion regulation may be taxed by parenthood with implications for negativity in the family environment. The purpose of the current study was to describe levels of distress tolerance across periods of parenthood and to evaluate child temperament as a moderator of the relationship between child’s age and parents’ distress tolerance. A total of 602 parents (66.3% female, M _age ? =?32.31 years, SD?=?7.07) whose eldest child belonged to one of three developmental periods (i.e., infancy, n?=?187; early childhood, n?=?214; late childhood, n?=?201) completed an online survey. While we found no evidence for a main effect of child’s age on parent distress tolerance, children’s negative affectivity moderated the association between period of parenthood and parent distress tolerance. Specifically, children who were higher in negative affectivity had parents who reported less distress tolerance between the developmental periods. The implications of the current study are discussed in the context of current and future research on emotional regulation among parents.     

The Role of Psychological Safety in Human Development

The degree to which individuals feel comfortable taking positive interpersonal risks (such as trying something new) is known as psychological safety. When individuals feel psychologically safe, they can exercise their agency to engage in experiences and interactions throughout life. This article describes existing research on psychological safety and situate it in the field of human development. Examples are presented that highlight the ways that individuals and their contexts come together to mutually create moments that may or may not be perceived as psychologically safe. By considering psychological safety’s role in developmental research, we may gain new insights about ways to create contexts that increase the likelihood that individuals feel psychologically safe to engage, learn, and develop.     

布朗芬布伦纳从襁褓走向成熟的人类发展观

布朗芬布伦纳的思想在人类发展理论中占有着举足轻重的地位,这个一直处于演进之中的理论实现了人类发展观从静到动的转变,开创性的提出了一个全新的视角与理论框架.文章沿着历史的轨迹,完整记述了布朗芬布伦纳思想的起源与演进,重点关注了生态学视角中全新的人与环境关系、发展中人的概念和环境的概念,以及生物生态学模型中过程、人、环境、时间概念和相关应用中存在的问题.     

Scientist-administrators at the National Institute of Child Health and Human Development as contributors to the scientific enterprise

At the National Institute of Child Health and Human Development (NICHD), as in other government research supporting agencies, scientist-administrators who are "program staff" work to accomplish their organization's set of research priorities using established mechanisms for supporting research. At the same time, the definition of their work is given to their interpretation, which, in turn, is guided by their understanding of their scientific discipline and their commitment to it. The tension that may arise between the organization-guided role and the science-guided role is more apparent than real because the major responsibility of "program staff" within the Institute is to cultivate a grant portfolio addressing scientific issues relevant to the mission of the Institute and exemplifying the most advanced research concepts and methodologies. When the overlap between the mission of the Institute and the direction of science is small, the push to increase it leads to new and imaginative solutions that benefit both the Institute and the science.     

Rorschach Content as a Means of Studying Child Development

The qualitative aspects of the content of Rorschach responses of normal 10-and 13-year-old boys have been analysed in order to determine whether significant changes occur between the two age levels. The results show that such changes do occur, and an attempt was made to relate the changes in response content to theories of child development. It was argued that the material is of value not only in corroborating present theory, but also in illustrating areas of development which have so far received limited attention.     

教育水平在认知老化中的作用

为考察教育水平在认知老化中的作用,分别使用横断数据和干预数据分析教育水平对认知老化的影响模式。对51名58～83岁的城市社区老年人实施加工速度测验和基本心理能力测验。随机选取25名被试作为干预组接受加工速度训练。被试在前测后第8周接受与前测内容相同的后测。横断分析的结果显示,在特定的认知测验中,教育水平对认知能力的年龄差异有调节作用。干预数据的分析结果显示,加工速度干预效果显著,且对词汇流畅性有迁移作用。但相关分析和回归分析的结果则表明,教育水平在促进老年人干预收益和迁移方面的作用不显著。在获取和应用新知识方面,教育水平的作用并不显著,其在认知老化中的作用可能更多地表现为对固有认知功能的保护。     

Maternal Depression and Child Externalizing Behaviors: The Role of Attachment Across Development in Low-income Families

Research on Child and Adolescent Psychopathology - Early attachment quality may be a lasting source of vulnerability or protection in children’s development. In this study, we examine whether...     

The On‐Site Mentor of Counseling Interns: Perceptions of Ideal Role and Actual Role Performance

This study examined the role of the ideal on‐site mentor and the actual mentor's role performance, as perceived by 158 mentor counselors and 171 school counseling interns. Results indicated that the ideal mentor's professional traits were given priority by both groups and that the teacher role was the most salient among role domains. In the actual role performance, the 2 groups differed regarding the perceived contribution of the mentor‐specific behaviors in each examined role domain.     

Memoirs of a Mentor: Using Creativity for Counselors in Coping With the Loss of a Mentor

This article was inspired by my (S.S.) own personal loss. My mentor passed away during spring break of my 2nd year postgraduate school after a short battle with systemic lupus. I remember the deep sadness that I felt when it became apparent that she was coming home from the hospital for the last time. No words can describe the emotions; she had helped me through the toughest times in my academic life. How would I ever get the type of mentorship she provided again? She was there when I almost quit as a young student, back when my anger still got the best of me. She talked me down from the edge so many times; I never expected to be on this journey without her.

I dedicate this article to her and mentors like her. Equally, I dedicate this article to mentees who have lost their mentors. I offer my story (in italicized font) in the hopes that it will help others who are dealing with a similar loss. In this article, we attempt to illuminate the true power of mentorship, honor the significance of the relationship between mentor and mentee, and provide a tool useful to anyone who has lost their guide. I share my story in gratitude for my own mentor; I am so thankful that she was a part of my journey and that I can pass on to others the patience she had with me.