Gender differences in preadolescent children's online interactions: Symbolic modes of self-presentation and self-expression

Preadolescent children who did not know one another interacted in a multiuser domain (MUD), an online site designed to facilitate identity exploration and peer interaction. Each child participated in two separate sessions, one with a same-sex and one with an opposite-sex peer. Children created characters that reflected real-life properties of themselves, such as gender and interests in popular culture. Boys in same-sex pairs interacted with one another through action, rapid changes, and playful exchanges. Girls in same-sex pairs interacted primarily through written dialogue. In mixed pairs, boys wrote more and engaged in less playful exchanges, and girls wrote fewer and increased their actions. The results suggest that boys and girls have their own unique play styles with same-sex peers, but will moderate those patterns during late childhood to communicate with peers of the opposite sex.     

Allergies and Anxiety in Children and Adolescents: A Review of the Literature

  There is an increasing prevalence of anxiety disorders and allergic conditions in children and adolescents, with previous research showing that these illnesses are often comorbid. Knowledge of the association between anxiety and allergies in children and adolescents is important because these comorbid disorders may negatively impact functioning and development. This research is necessary for identification of at risk children and to develop intervention and prevention programs. A review of studies examining comorbid anxiety and allergies in children and adolescents demonstrated a consistent association between these disorders despite differences in methodology. Several methodological limitations are presented, followed by a discussion of theories which may explain the association between these conditions. Implications of this work and suggestions for future research are provided.     

Work ethic and organizational commitment as conditions of unethical pro‐organizational behavior: Do engaged workers break the ethical rules?

Unethical pro‐organizational behaviors (UPB) are actions that break rules or established standards, but are undertaken for the purposes of helping the organization or coworkers. Although research has already examined the role of work ethic and organizational commitment in shaping employee behaviors, little is known about the reason for and antecedents of employees undertaking UPB. In a sample of 425 working adults from multiple industries, we tested whether work ethic and organizational commitment dimensions predict the readiness to undertake UPB. The time‐lagged study showed that the work ethics dimension “hard work,” and normative and affective organizational commitment, are positive predictors of UPB. The ethics dimensions “morality/ethics,” “delay of gratification,” “centrality of work” and “anti‐leisure attitudes” are negative predictors of UPB.     

Individual differences in valuing mates' physical attractiveness

To investigate correlates of valuing physical attractiveness in a mate, it was hypothesized that valuing physical attractiveness in a mate would correlate with sex and valuing promiscuous sex, status, personal physical attractiveness, beauty, and order. Men and women college students completed measures of the extent to which they valued physical attractiveness in a mate and other variables. Valuing physical attractiveness in a mate was correlated with sex (men valued physical attractiveness in a mate more than did women) and valuing promiscuous sex and status, and, for women, valuing personal physical attractiveness. The results were explained in terms of evolutionary theory.     

The Impact of Parent Empowerment in Children’s Mental Health Services on Parenting Stress

Emotional and behavioral (EB) problems in children are associated with increased perceptions of strain in parenting. Among children receiving services, parenting stress has been linked to initiating services for their children, and may strain the relationship between parent and child. In contrast, parental engagement and empowerment in services is an important quality indicator for positive treatment outcomes. However, no known studies have examined the association between parent empowerment in their child’s services and their perceptions of stress related to parenting a child with significant mental health needs. Further, no studies have explored whether empowerment moderates the relationship between the child’s symptoms and parental perceptions of stress. The current study examined the impact of child EB problems and parent empowerment on parenting stress. Among a sample of 525 parents of children receiving school-based services for disruptive behavior disorders, child EB problems significantly predicted parenting stress. Parent empowerment also correlated with lower parenting stress, as hypothesized. Although parent empowerment was not found to moderate the relationship between child symptomatology and parenting stress, the relationship between parent empowerment and parenting stress differed based on child gender and age. Parent empowerment was associated with lower parenting stress more for parents of females and younger children than for parents of males and older children.     

Preliminary Outcomes of a Multi-site,School-based Modular Intervention for Adolescents Experiencing Mood Difficulties

Many evidence-based programs to address the emotional needs of youth experiencing mood difficulties are based on implementing “manualized” interventions. This approach often presents feasibility challenges in the school setting. In contrast, modular strategies, which involve implementing the most effective practices for specific emotional/behavioral problems, may be more feasible. Research, however, on the feasibility, acceptability, and effectiveness of modular approaches in schools to address youth experiencing mood difficulties is lacking. The multi-site current study tested the effectiveness, feasibility, and acceptability of a modular intervention approach delivered in schools for youth presenting with mood disorder symptoms. The pilot study included 20 participants (ages 12–16) and parents/caregivers for each student. Data were collected at baseline, throughout treatment, and following intervention or end of school year. The intervention, called the Student Emotional and Educational Development (SEED) project, included a modularized manual of efficacious and common practice elements for the treatment of mood disorders among adolescents. Decision making protocols guided provision of specific modules based on baseline and treatment data. Statistically significant differences were found between pretest and posttest assessments with modest to large effect sizes for youth and/or parents’ report of mood-related symptoms, including reduced symptoms of depression, anxiety and inattention. Clinically significant findings were also detected with more than 50 % of participants demonstrating reliable improvement on a global assessment of mental health symptoms. With regards to feasibility, these results were achieved with an average of nine, 45-min sessions across 2–3 months, and a subsample of participants overwhelmingly supported the acceptability of SEED. Although limited by the lack of a controlled comparison and small sample size, findings from this pilot study suggest this modular intervention focused on internalizing symptoms in students can be feasibly implemented in the school setting, is acceptable to students, and holds promise for improving their psychosocial functioning.     

Contrast thresholds for identification of numeric characters in direct and eccentric view

Aubert and Foerster (1857) are frequently cited for having shown that the lower visual acuity of peripheral vision can be compensated for by increasing stimulus size. This result is seemingly consistent with the concept of cortical magnification, and it has been confirmed by many subsequent authors. Yet it is rarely noted that Aubert and Foerster also observed a loss of the "quality of form." We have studied the recognition of numeric characters in foveal and eccentric vision by determining the contrast required for 67% correct identification. At each eccentricity, the lowest contrast threshold is achieved with a specific stimulus size. But the contrast thresholds for these optimal stimuli are not independent of retinal eccentricity as cortical magnification scaling would predict. With high-contrast targets, however, threshold target sizes were consistent with cortical magnification out to 6 degrees eccentricity. Beyond 6 degrees, threshold target sizes were larger than cortical magnification predicted. We also investigated recognition performance in the presence of neighboring characters (crowding phenomenon). Target character size, distance of flanking characters, and precision of focusing of attention all affect recognition. The influence of these parameters is different in the fovea and in the periphery. Our findings confirm Aubert and Foester's original observation of a qualitative difference between foveal and peripheral vision.