Minding the ($500,000) Gap: Accounting for the Gender-Driven Gap in Executive Severance Agreements

Journal of Business and Psychology - As the number of women in leadership positions continues to rise, it is important to closely examine the gender pay gap at the executive level. Prior studies...     

Strengthening Communities: A Qualitative Assessment of Opportunities for the Prevention of Adverse Childhood Experiences in the Wake of the Opioid Crisis

Journal of Child and Family Studies - The opioid crisis is a significant challenge for health and human service systems that serve children, youth, and families across the United States. Between...     

Responding to the Psychological Needs of Health-Care Workers During the COVID-19 Pandemic: Case Study from the Medical College of Wisconsin

With the advent of the novel coronavirus (COVID-19) pandemic, health-care workers have been faced with an inordinately high level of trauma as frontline providers. The Medical College of Wisconsin (MCW) partnered with affiliate hospitals and community partners to mobilize a matrix of available support and interventions to deliver psychological services to reach all levels of health-care providers in timely, accessible formats. While virtual peer support groups were the most utilized resource among the support group options, other opportunities also provided unique benefits to learners whose education had been disrupted by the pandemic. Mental health must be prioritized for health-care workers in the event of future public health crises. Lessons learned from this pandemic indicate that it is critical to involve learners early on in the process in order to meet their educational needs and to increase access to evidence-based care.

     

Paternal Positivity and Child Mental Health: A Meta-Analysis

Journal of Child and Family Studies - Children whose mothers display more positivity during interactions tend to have better mental health. Some studies investigating associations between...     

Networks of happiness: applying a Network Approach to Well-Being in the General Population

Journal of Happiness Studies - Even though well-being can be seen as a multidimensional construct, made up of a variety of interacting aspects, most studies examine total scores on well-being...     

The Influence of Secular and Theological Education on Pastors’ Depression Intervention Decisions

Will a pastor refer to a mental health center? If they feel qualified to intervene themselves, they may not. Because pastors often provide grief counseling, it is important to understand the decisions they make when intervening with depressed individuals. A random sample of 204 Protestant pastors completed surveys about their treatment practices for depression. Fisher’s exact analyses revealed that more pastors with some secular education yet no degree felt that they were the best person to treat depression than pastors who had no secular education or pastors who had at least a secular bachelor’s degree. However, the level of theological education did not influence beliefs about the pastor being the best person to treat depression. In addition, neither secular nor theological education level influenced pastors’ views on referring people to mental health centers for depression treatment. Based on findings, this paper discusses implications for best practices in training pastors on depression and other mental health topics.     

The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

We investigated the role of three beliefs in predicting teachers’ motivating style toward students—namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism–individualism as a predictor of individual teachers’ motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism–individualism. All three teacher beliefs explained independent and substantial variance in teachers’ self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism–individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers’ motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs—namely, normalcy.     

It’s a Bird! It’s a Plane! It’s a Gender Stereotype!: Longitudinal Associations Between Superhero Viewing and Gender Stereotyped Play

Although content analyses have found that superhero programs in the media portray strong gender stereotypes of masculinity, little research has examined the effects of viewing such programs. In the current study, 134 mothers of preschool children (from the Western and Northwestern United States) reported their child’s superhero exposure in the media, male-stereotyped play, weapon play, and parental active mediation of the media at two time points (1 year apart). Results revealed that boys viewed superhero programs more frequently than girls, with nearly a quarter of boys viewing superhero programs at least weekly. Analyses revealed that superhero exposure was related to higher levels of male-stereotyped play for boys and higher levels of weapon play for both boys and girls from Time 1 to Time 2, even after controlling for initial levels. Parental active mediation did not negate these effects, and even served to strengthen one finding for girls. Specifically, among girls with high superhero exposure, weapon play was highest for girls who received frequent active mediation. Implications of the results are discussed with a focus on whether such programs are developmentally appropriate for preschool children.