Disentangling the Effects of Self Leader Perceptions and Ideal Leader Prototypes on Leader Judgments Using Loglinear Modeling With Latent Variables

This study clarifies the relationships among self leader perceptions, ideal leader prototypes, and leader judgments among college students using latent profile analysis (LPA) and log-linear modeling. LPA was used to identify subgroups of individuals with unique patterns of attributes for self and ideal leaders, providing a holistic view of leadership and how multiple attributes work together within individuals. LPA was also used to identify subgroups of individuals with unique patterns of judgments of leader effectiveness. After identification of subgroups (i.e., profiles), log-linear modeling was used to test 1 baseline model and 5 sets of hypothesized associations among self leader profiles, ideal leader profiles, and leader judgment profiles. Results suggest that self leader profiles are related to ideal leader profiles, which in turn are related to leader judgment profiles, but that there is no direct relation between self leader profiles and leader judgment profiles.     

A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior

Few youths engage in the recommended amount of physical activity (PA). Many educators have concerns about increasing PA in schools, including taking time from academics, though studies show that school-based PA can be beneficial to academics. This study extends previous research on the relationship between school-based PA and time on task (TOT) by engaging students in teacher-led PA breaks in the classroom and observing students' on-task behavior for a longer period than previous studies. A third-grade class of 23 students from a rural New England public school was observed as part of a single-subject withdrawal design study. The class, therefore, served as its own control. Student on-task behavior was observed for 45 min following both inactive and active conditions using systematic direct observation procedures. The intervention consisted of 10 min of whole-body movement: 1–2 min of warm-ups, 6–8 min of moderate PA, and 1–2 min of cool-downs. Multiple measures of effect indicate that simple, 10-min, breaks for PA can improve TOT rates among elementary students. This study supports the use of brief breaks for PA to improve student TOT while also indicating that the effects persist for at least 45 min. This is valuable to educators who wish to increase TOT with a simple classroom intervention and for those who wish to help students meet the recommended amount of daily PA.     

Indigenous Healing Practices in Australia

ABSTRACT

Indigenous Australian women are among the most disadvantaged women in the world. Over two centuries of colonization have had a damaging impact on perceptions of their gender roles and status as well as many other consequential oppressions. These experiences have affected the social and emotional wellbeing of Indigenous women of all ages, resulting in socio-economic ghettoization, higher suicide rates, psychological distress, illness, and poverty. Generations of women have experienced the forced removal of their children, resulting in complex forms of historical trauma. Despite this, Indigenous women have also maintained strong leadership roles and have kept families and communities intact. In the last few decades, the Australian Indigenous mental health movement has emerged within the context of a broader self-determination movement, restoring and strengthening women’s traditional therapeutic practices. This article offers an overview of the social and emotional wellbeing of Indigenous women within neocolonial Australia and explores women’s relationship to traditional therapeutic practices. Future directions and key issues for the capacity building of Indigenous women’s healing are explored.     

Training Primary Care Psychologists

Primary care psychology is a new area that provides exciting opportunities for the field. This paper discusses the definition of primary care and the role of psychologists in primary health care. Educational programs developed by the author for pre- and postdoctoral training in primary care psychology are described.     

Psychophysical evidence for an extrastriate contribution to a pattern-selective motion aftereffect

A stationary vertical test grating appears to drift to the left after adaptation to an inducing grating drifting to the right, this being known as the motion aftereffect (MAE). Pattern-specific motion aftereffects (PSMAEs) induced by superimposed pairs of gratings in which the component gratings drift up and down but the observer sees a single coherent plaid drifting to the right have been investigated. Two experiments are reported in which it is demonstrated that the PSMAE is tuned more to the motion of the pattern than to the orientation and direction of motion of the component gratings. However, when subjects adapt to the component gratings in alternation, aftereffect magnitude is dependent upon the individual grating orientations and motion directions. These results can be interpreted in terms of extrastriate contributions to the PSMAE, possibly arising from the middle temporal area, where some cells, unlike those in striate cortex (V1), are tuned to pattern motion rather than to component motion.