Callous-unemotional features, behavioral inhibition, and parenting: independent predictors of aggression in a high-risk preschool sample

A behaviorally-uninhibited temperament, callous-unemotional (CU) features, and harsh parenting have been associated with specific patterns of aggressive behavior in older children and adolescents. We tested the additive and interactive effects of these factors in predicting different types of aggressive behavior in a high-risk preschool sample. Forty-nine preschoolers and their parents registering for Head Start programs were recruited for participation. Behavioral inhibition, CU features, and attitudes toward various types of parenting were assessed through parent rating scales completed at the time of registration. Behavioral inhibition, CU features, and aggression were assessed by teacher ratings approximately six months later. Analyses revealed that behavioral inhibition, CU features, and harsh parental attitudes all contributed independently to the prediction of aggressive behavior. These associations were strongest for proactive types of aggression. Our results suggest that a behaviorally uninhibited temperament, CU features, and attitudes favoring harsh parenting are all important for understanding the development of aggression in preschool children.     

Constructed‐response spelling and literacy development: an application in an urban classroom

The purpose of this study was to examine the effectiveness of constructed‐response spelling procedures with disadvantaged children attending a public inner‐city elementary school. Ten students of primarily Cape Verdean descent participated in the study as part of a classroom‐wide implementation of constructed‐response procedures. A multiple‐treatment design was used to assess the effectiveness of the constructed‐response strategy versus traditional spelling instruction. The dependent variable was the percent of words spelled correctly on weekly spelling tests. Results indicated that mean spelling scores were higher during both constructed‐response conditions than during traditional instruction for 9 of the 10 students. The relationship between spelling proficiency and literacy development is discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Identity Cues: Evidence From and for Intra‐Individual Perspectives on Positive and Negative Stereotyping1

Traditional stereotyping research has adopted an intergroup perspective: Comparisons are made between ways in which targets belonging to different social groups are stereotyped. We adopt an intra‐individual perspective and examine how a single target, belonging to multiple social groups, is stereotyped differently based on identity cues. Participants interacted with a partner (a research confederate) in a series of e‐mail exchanges. The partner used e‐mail addresses that subtly cued either the partner's gender identity, the partner's ethnic identity, or neither identity. This subtle identity cue led participants to stereotype their partners in very different ways, biasing recall in directions consistent with the positive and negative stereotypes associated with the different identities cued. Applications of the findings to the problems that stereotypes create are discussed.     

The role of identity and work-family support in work-family enrichment and its work-related consequences

Despite growing research on the positive connections between work and family, antecedents and consequences of work-family enrichment are understudied. Using a sample of employees from a major insurance company, we assessed the relationship of (i) individual (i.e., work and family identities), (ii) family (emotional and instrumental support), and (iii) organizational (benefit use and work-family culture) antecedents to work-family and family-work enrichment. We also examined whether enrichment predicted important work outcomes including organizational commitment and turnover intentions. The strength of an individual’s identity and informal or emotional support within a domain, rather than formal or instrumental support, were associated with greater enrichment. Work-family enrichment positively predicted affective organizational commitment, and family-work enrichment negatively predicted turnover intentions. Implications for individuals and organizations wanting to foster enrichment are discussed.     

Team adaptation: A fifteen-year synthesis (1998–2013) and framework for how this literature needs to “adapt” going forward

Organizations increasingly operate within dynamic environments that require them to adapt. To respond quickly and effectively to acute or on-going change, many organizations use teams to help them remain competitive. Accordingly, the topic of team adaptation has become more prominent within the broader organizational team literature. Given the wealth of knowledge that has been accumulated, we consider what has been learned to date. However, even with the increased attention to team adaptation within the literature, not all teams are created equal in terms of their capacity for adaptability. Thus, we review factors that serve as antecedents of team adaptation, the process of adaptation, and the resulting adaptive outcomes. Finally, we suggest future directions for research and practice as we introduce a conceptual framework, whereby the focus of a team’s adaptation process is impacted by the type and severity of the disruption or trigger that gives rise to the need for adaptation.