Assessment of Behavioral and Emotional Problems in Infancy: A Systematic Review

Behavioral and emotional problems are highly prevalent in early childhood and represent an important focus of practice for clinical child and pediatric psychologists. Although psychological or psychiatric disorders are not typically diagnosed in children under the age of 2 years, recent research has demonstrated the appropriateness of assessing behavioral and emotional problems during the first 2 years of life (defined throughout as “infancy”). The current paper provides a systematic review of assessment procedures used to identify behavioral and emotional problems during infancy. Existing assessment procedures for infants take the form of parent- or caregiver-report questionnaires, observational coding procedures, and diagnostic classification systems. The questionnaires and observational coding procedures both had substantial psychometric evidence for use with infants, although observational coding may have limited utility in clinical practice. The classification systems have less empirical support for use with infants, and further research is necessary to demonstrate the appropriateness of these procedures with infants. Utilizing the reviewed procedures to assess behavioral and emotional problems in infants can have a substantial impact in research and practice settings, and further research is needed to determine the usefulness of these procedures in developing, testing, and implementing preventive and early intervention programs for infants and their families.     

The antisocial phenomenon in adolescence: What is literature telling us?

Our paper offers a reflection on the state of the art of antisocial behaviors in adolescence, seeking to review and synthesize relevant conclusions from developmental investigation on this subject. We begin by identifying the peculiarities of the antisocial phenomenon in adolescence, with particular focus on social and family aspects that may influence social behaviors at this stage, as well as on individual variables that undergo considerable development in adolescence and may play an important role in risk behaviors, such as psychosocial competence, personality, self-concept, and intelligence. The general conclusion points out questions that remain unanswered. Therefore, work seeking to address some of those questions is presented.     

Body appreciation in adult women: Relationships with age and body satisfaction

The major aim of the present study was to investigate the effect of age on positive body image (operationalized as body appreciation) across the female lifespan. A secondary aim was to examine the effect of age on the relationship between positive body image and body satisfaction. Participants were 158 women aged between 18 and 75 years who completed questionnaire measures of body appreciation and body dissatisfaction–satisfaction. A significant positive linear relationship was found between age and body appreciation; that is, older women had higher levels of body appreciation than their younger counterparts. Although body appreciation was positively correlated with body dissatisfaction–satisfaction across all age groups, the association was weaker for older women. The results contribute to a richer picture of women's body image across the lifespan, as well as confirming positive body image as something beyond the mere absence of body dissatisfaction.     

Extending Role Congruity Theory of Prejudice to Men and Women With Sex-Typed Mental Illnesses

We tested role congruity theory, which states that prejudice arises from an incongruity between group stereotypes and role characteristics, by assessing prejudice toward men and women with a masculine or feminine mental illness. Across two studies, participants acting as a vocational counselor rated the suitability of each target individual in each role. Men and individuals with a masculine sex-typed illness were more suitable for agentic roles, whereas women and individuals with a feminine sex-typed illness were more suitable for communal roles. In addition, sex and mental illness sex-type were better predictors of prejudice than evaluations of the group.     

Positive affect improves working memory: Implications for controlled cognitive processing

This study examined the effects of positive affect on working memory (WM) and short-term memory (STM). Given that WM involves both storage and controlled processing and that STM primarily involves storage processing, we hypothesised that if positive affect facilitates controlled processing, it should improve WM more than STM. The results demonstrated that positive affect, compared with neutral affect, significantly enhanced WM, as measured by the operation span task. The influence of positive affect on STM, however, was weaker. These results suggest that positive affect enhances WM, a task that involves controlled processing, not just storage processing. Additional analyses of recall and processing times and accuracy further suggest that improved WM under positive affect is not attributable to motivational differences, but results instead from improved controlled cognitive processing.     

METACOGNITIVE PROCESSES: TEACHING STRATEGIES IN LITERACY EDUCATION COURSES

This study chronicles 10 undergraduate university students and their understanding and application of metacognition and executive control in reading. Students from two undergraduate reading classes from two different states received intensive instruction in metacognitive strategies which highlighted metacognition and executive control in the reading process. To document their understanding and application, students engaged in: 1) think-aloud analyses; 2) sharing of metacognition journals of their outside reading habits; and 3) developing metacognitive strategies. Additionally, the university students tutored young readers in order to apply their knowledge of activities learned in class and they kept a journal for all sessions. Finally, the university students responded to a case study that recommended reading activities and diagnostic teaching strategies for the young reader profiled in the case study. Results from the above data sources indicated that while university students understood and applied metacognitive strategies in their personal reading and were aware of these strategies that made them strategic readers, they applied little of these strategies to the tutoring and case study situations. These students appeared to operate under two definitions of the reading process witnessed through what they did and what they attempted to teach their tutees.