Stand Tall to Protect Students: School Counselors Strengthening School Connectedness

In an urban sample of 5,595 students in Grades 7–12, the authors found that (a) personalized counseling services that were responsive to student needs enhanced school connectedness, (b) risk factors (e.g., poverty, mobility rates, limited English proficiency) were associated with lower school connectedness scores, and (c) responsive counseling services acted as a protective factor that reduced some of the negative effects of risk factors on school connectedness, and consequently, student success in academic and nonacademic areas.     

Group‐level effects of forgiveness: Group cohesiveness and collective action in social dilemmas

Forgiveness research has predominately focused on individual/relational outcomes such as well‐being and closeness. Less research has examined group outcomes such as cohesiveness or collective action. Forgiveness studies have also emphasized the victim's or transgressor's perspective, neglecting the effects of forgiveness on ingroup members who have neither given nor received forgiveness. We theorize that forgiveness promotes collective action among ingroup members through group cohesiveness and that transgressors' apologetic reactions impact this process. In a laboratory experiment, 229 students (175 females) were led to believe they were in a social dilemma with three others. Some participants witnessed group members forgive an apologetic, obstinate, or neutral defector, whereas others witnessed an unforgiving response. Forgiveness of apologetic and neutral defectors increased later cooperation among ingroup members. This effect was generally mediated by group cohesiveness. Our findings suggest that forgiveness can impact cooperation on a group level, providing a path to successful resolutions to collective action problems. Copyright © 2014 John Wiley & Sons, Ltd.     

Coping with anxiety and rebuilding identity: A psychosynthesis approach to culture shock

As the number of international students continues to increase worldwide, their experience of culture shock has been well-researched. Missing, however, from the culture shock literature is the perspective of psychosynthesis psychology and its methodology to deal with the affective, behavioral, and cognitive (ABC) aspects of shock and adaptation. This article illustrates two psychosynthesis techniques that student sojourners found helpful in their acculturation process. Firstly, the self-identification exercise eased anxiety, an affective aspect of culture shock. Secondly, the subpersonality model aided students in their ability to integrate a new social identity, the cornerstone of the cognitive aspect. With a new integrated identity, students changed their behavior (the second ABC component) and new creative energies were released. These qualitative findings are supported by the testimonies of nine international student sojourners in the Netherlands who received psychosynthesis counseling. In addition, a case study demonstrates subpersonality integration and its role in helping students to come into relationship with themselves as well as others. The self-identification exercise and subpersonality model are not only effective tools for aiding sojourners in their adaptation to a host country, but viable methodologies for anyone searching to synthesize a new personal and social identity.     

Progress Toward Understanding the Structure and Determinants of Job Performance: A focus on task and citizenship performance

Job performance criterion models have become more popular and more often investigated. The current research adds to this literature by testing performance models focusing on ability and personality predictors of task and citizenship job performance. Air traffic controllers (N = 928) completed cognitive ability and personality predictor measures, were administered a performance test assessing two possible mediators, and were evaluated using supervisor and peer ratings of two task performance, one citizenship performance, and an overall performance dimension. Path analyses largely confirmed that ability predicts primarily task performance and personality predicts primarily citizenship performance. The mediation related to task knowledge and skill on the task performance side was confirmed, and the overall fit of the performance models was quite good. Discussion focuses on how the present research furthers progress toward mapping relations among individual differences and individual performance constructs, beyond using overall performance as the endogenous performance variable.     

Subjective Well-Being of Older African Americans with DSM IV Psychiatric Disorders

This study examined demographic and mental health correlates of subjective well-being (i.e., life satisfaction, happiness) using a national sample of older African Americans with psychiatric disorders. We used a subsample of 185 African Americans, 55 and older with at least one of thirteen lifetime psychiatric disorders from The National Survey of American Life: Coping with Stress in the Twenty-first Century. The findings indicated that among this population of older adults who had a lifetime psychiatric disorder, having a lifetime suicidal ideation was associated with life satisfaction but not happiness. Further, having a 12-month anxiety disorder or a lifetime suicidal ideation was not associated with happiness. Having a 12-month mood disorder, however, was negatively associated with an individual’s level of happiness, as well as their life satisfaction. Additionally, there were two significant interactions. Among men, employment was positively associated with life satisfaction, and marriage was associated with higher levels of happiness among men but not women. The overall pattern of findings reflects both similarities and departures from prior research confirming that well-being evaluations are associated with multiple factors.     

The Kalām Cosmological Argument and the Infinite God Objection

In this article, we evaluate various responses to a noteworthy objection, namely, the infinite God objection to the kalām cosmological argument. As regards this objection, the proponents of the kalām argument face a dilemma—either an actual infinite cannot exist or God cannot be infinite. More precisely, this objection claims that God’s omniscience entails the existence of an actual infinite with God knowing an actually infinite number of future events or abstract objects, such as mathematical truths. We argue, however, that the infinite God objection is based on two questionable assumptions, namely, (1) that it is possible for an omniscient being to know an actually infinite number of things and (2) that there exist an actually infinite number of abstract objects for God to know.     

The development of adaptive conformity in young children: effects of uncertainty and consensus

Human culture relies on extensive use of social transmission, which must be integrated with independently acquired (i.e. asocial) information for effective decision‐making. Formal evolutionary theory predicts that natural selection should favor adaptive learning strategies, including a bias to copy when uncertain, and a bias to disproportionately copy the majority (known as ‘conformist transmission’). Although the function and causation of these evolved strategies has been comparatively well studied, little is known of their development. We experimentally investigated the development of the bias to copy‐when‐uncertain and conformist transmission in children from the ages of 3 to 7, testing predictions derived from theoretical models. Children first attempted to solve a binary‐choice quantity discrimination task themselves using asocial information, but were then given the decisions of informants, and an opportunity to revise their answer. We investigated whether children's revised judgments were adaptively contingent on (i) the difficulty of the trial and (ii) the degree of consensus amongst informants. As predicted, older but not younger children copied others more on more difficult trials than on easier trials, even though older children also showed a tendency to stick with their initial, asocial decision. We also found that older children, like adults, were disproportionately receptive to non‐total majorities (i.e. were conformist) whereas younger children were receptive only to total (i.e. unanimous) majorities. We conclude that, whilst the mechanism for incorporating social information into decision‐making is initially very blunt, across the course of early childhood it converges on the adaptive learning mechanisms observed in adults and predicted by cultural evolutionary theory. A video abstract of this article can be viewed at http://youtu.be/Qb6JINGYqVk