Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts.     

Economic Impact of Third-Wave Cognitive Behavioral Therapies: A Systematic Review and Quality Assessment of Economic Evaluations in Randomized Controlled Trials

The term third-wave cognitive behavioral therapy (CBT) encompasses new forms of CBT that both extend and innovate within CBT. Most third-wave therapies have been subject to randomized controlled trials (RCTs) focused on clinical effectiveness; however, the number and quality of economic evaluations in these RCTs has been unknown and may be few. Evidence about efficiency of these therapies may help support decisions on efficient allocation of resources in health policies. The main aim of this study was to systematically review the economic impact of third-wave therapies in the treatment of patients with physical or mental conditions. We conducted a systematic literature search in PubMed, PsycINFO, EMBASE, and CINALH to identify economic evaluations of third-wave therapies. Quality and Risk of Bias (RoB) assessment of economic evaluations was also made using the Drummond 35-item checklist and the Cochrane Collaboration’s tool for assessing risk of bias, respectively. Eleven RCTs were included in this systematic review. Mindfulness-Based Cognitive Therapy (MBCT), Mindfulness-Based Stress Reduction (MBSR), Acceptance and Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT), and extended Behaviour Activation (eBA) showed acceptable cost-effectiveness and cost-utility ratios. No study employed a time horizon of more than 3 years. Quality and RoB assessments highlight some limitations that temper the findings. There is some evidence that MBCT, MBSR, ACT, DBT, and eBA are efficient from a societal or a third-party payer perspective. No economic analysis was found for many third-wave therapies. Therefore, more economic evaluations with high methodological quality are needed.     

Generalization of equivalence relations from photos to objects by preschool children

Generalized equivalence classes are stimulus classes that consist of equivalent stimuli and other physically similar class‐member stimuli. The present study evaluated whether preschool children would form equivalence classes among photos of abstract objects (2D) and show equivalence generalization to the corresponding objects (3D), printed photos (2D stimuli), and to black‐and‐white drawn pictures (2D stimuli). Six typically developing children were taught arbitrary relations to establish three 3‐member equivalence classes with 2D stimuli presented on a computer screen. AB‐AC baseline relations (for half of the participants) and AB‐BC relations (for the other half) were taught using a multiple‐probe design to assess taught and tested relations. After class formation, three types of generalization probes were conducted: generalization to 3D stimuli, generalization between 2D (printed photos) and 3D stimuli, and generalization to drawn pictures (2D). All of the participants formed the equivalence classes. Two participants met the criterion for all three generalization probe types. Two participants presented mixed results across tests, and two participants did not exhibit equivalence generalization. The results demonstrated equivalence generalization from 2D to 3D stimuli in preschool children, although the variability across participants suggests that such generalization cannot be assumed a priori.     

On S

The sentential logic S extends classical logic by an implication-like connective. The logic was first presented by Chellas as the smallest system modelled by contraining the Stalnaker-Lewis semantics for counterfactual conditionals such that the conditional is effectively evaluated as in the ternary relations semantics for relevant logics. The resulting logic occupies a key position among modal and substructural logics. We prove completeness results and study conditions for proceeding from one family of logics to another.We are grateful to Peter Apostoli, Kosta Doen, and anonymous referees for their comments on an earlier version of this paper. A.F.'s work has been supported by a grant from the Volkswagen-Stiftung.Presented byJan Zygmunt     

Why do superiors attend to negative stereotypic information about their subordinates? Effects of power legitimacy on social perception

Power can be defined as control over other people's outcomes. Using this definition, we explored the impact of power on attentional processes involved in impression formation. Because powerful individuals may want to maintain and justify their position, powerful participants should pay particular attention to negative stereotype‐consistent information about their subordinates. In contrast, powerless participants should devote their attention to stereotype‐inconsistent information in an attempt to increase their control over the social context. Study 1 directly manipulated control by assigning participants to the role of leader or subordinate in a task group. Results showed that, compared to subordinates, leaders devoted more attention to negative stereotypic attributes. Study 2 manipulated the legitimacy of power and replicated the pattern found in Study 1 but only when power was illegitimate. Our findings suggest that the experience of power can be associated with feelings of threat, especially when power is illegitimate, thereby orienting impression‐formation processes toward information likely to maintain the existing social structure. We discuss our results in the context of current work on motivated social cognition, social identity, and legitimisation. Copyright © 2000 John Wiley & Sons, Ltd.     

Test-Retest Reliability of the Spanish Version of the Diagnostic Interview Schedule for Children (DISC-IV)

The test-retest reliability of the Spanish Diagnostic Interview Schedule for Children (DISC-IV) is presented. This version was developed in Puerto Rico in consultation with an international bilingual committee, sponsored by NIMH. The sample (N = 146) consisted of children recruited from outpatient mental health clinics and a drug residential treatment facility. Two different pairs of nonclinicians administered the DISC twice to the parent and child respondents. Results indicated fair to moderate agreement for parent reports on most diagnoses. Relatively similar agreement levels were observed for last month and last year time frames. Surprisingly, the inclusion of impairment as a criterion for diagnosis did not substantially change the pattern of results for specific disorders. Parents were more reliable when reporting on diagnoses of younger (4–10) than older children. Children 11–17 years old were reliable informants on disruptive and substance abuse/dependence disorders, but unreliable for anxiety and depressive disorders. Hence, parents were more reliable when reporting about anxiety and depressive disorders whereas children were more reliable than their parents when reporting about disruptive and substance disorders.     

On the dual nature of maternal aggression in rats

Presentation of a natural predator, a cat, was used to differentiate elements of maternal attack by female rats on a male intruder. Following exposure (without direct physical contact) of post-partum females to a cat or to a toy stuffed cat (control group), the females were replaced in their home cages and presented with a male intruder rat. Cat exposure reliably decreased lateral attack to the intruder, as well as locomotion, but had no effect on either jump attack or an upright defensive posture (boxing). Since predator exposure produces a somewhat durable increase in defense, along with inhibition of nondefensive behavior, these results suggest that maternal aggression represents a mixture of offensive, usually related to competition, and defensive (protective) behaviors. The results indicate that maternal aggression, as a parental care behavior, appears to be at least partially resistant to fear. © 1996 Wiley-Liss, Inc.     

Prejudice toward immigrant workers among Dutch employees: integrated threat theory revisited

Integrated Threat Theory (ITT) (Stephan & Stephan, 1993 , 1996 ) describes four types of threats as mediators in the relation between antecedent factors (previous intergroup conflict, intergroup contact, status inequalities, in‐group identification, knowledge about the out‐group, and intergroup contact) and prejudice. The four mediating types of threats, which influence prejudice according to ITT are: intergroup anxiety, negative stereotyping, realistic and symbolic threats. In this study, the ITT model was tested using structural equation modeling on data collected in sample of 187 Dutch employees. Two alternative explanatory models are proposed in which, first intergroup anxiety and then negative stereotyping mediate the relation between the other ITT threats and prejudice. The data show a good fit with the model in which negative stereotypes are considered as mediator variable. The implications of these findings for ITT are discussed in the context of recent theoretical developments in the study of stereotypes and prejudice. Copyright © 2006 John Wiley & Sons, Ltd.     

A teleological account of Cartesian sensations?

Alison Simmons, in Simmons (1999), argues that Descartes in Meditation Six offered a teleological account of sensory representation. According to Simmons, Descartes’ view is that the biological function of sensations explains both why sensations represent what they do (i.e., their referential content) and why they represent their objects the way they do (i.e., their presentational content). Moreover, Simmons claims that her account has several advantages over other currently available interpretations of Cartesian sensations. In this paper, I argue that Simmons’ teleological account cannot be sustained for both theoretical and textual reasons and that it does not have the advantages it is claimed to have.     

Perception of parental socialization strategies in adoptive and non-adoptive families

Although parental socialization styles have been investigated in recent years, little research has been carried out on the issue of parental styles in adoptive families. The aim of this research is to analyse parental styles both from the point of view of the parents and of adopted and non-adopted adolescents, taking as covariables the adolescents' sex and age. The sample was made up of 55 adopted adolescents (20 boys and 35 girls with an age range of 11-17 years) and their 55 adoptive parents, and 402 non-adopted adolescents (200 boys and 202 girls with an age range of 11-17 years), and their 258 parents. Two scales evaluated parental styles: the Affect Scale and the Rules and Demands Scale. The results showed that, both from the point of view of the parents and of the adolescents, adoptive families are more affective, communicative and inductive, and less critical and indulgent than non-adoptive families. No differences were found between adopted and non-adopted adolescents on the Parents' Rigidity Scale.