Toddlers’ joint engagement experience facilitates preschoolers’ acquisition of theory of mind

Forty‐two children participated in a longitudinal study that investigated the relationship between their joint engagement experience when toddlers and their development of theory of mind when preschoolers. Controlling for language comprehension at 30 months, higher preschool false belief scores were associated with more time in coordinated joint engagement earlier (18–21 mo, β= .34) and in symbol‐infused joint engagement later (27–30 mo, β= .35) in toddlerhood. Findings suggest that the early foundation of theory of mind development is laid as toddlers attend to both social‐emotional and symbolic aspects of shared events.     

Personality and gender differences in global perspective

Men's and women's personalities appear to differ in several respects. Social role theories of development assume gender differences result primarily from perceived gender roles, gender socialization and sociostructural power differentials. As a consequence, social role theorists expect gender differences in personality to be smaller in cultures with more gender egalitarianism. Several large cross‐cultural studies have generated sufficient data for evaluating these global personality predictions. Empirically, evidence suggests gender differences in most aspects of personality—Big Five traits, Dark Triad traits, self‐esteem, subjective well‐being, depression and values—are conspicuously larger in cultures with more egalitarian gender roles, gender socialization and sociopolitical gender equity. Similar patterns are evident when examining objectively measured attributes such as tested cognitive abilities and physical traits such as height and blood pressure. Social role theory appears inadequate for explaining some of the observed cultural variations in men's and women's personalities. Evolutionary theories regarding ecologically‐evoked gender differences are described that may prove more useful in explaining global variation in human personality.     

Service Delivery Outcomes in ASD: Role of Parent Education,Empowerment, and Professional Partnerships

Children with Autism Spectrum Disorder (ASD) utilize a greater number of healthcare services compared to children with other developmental disabilities. Despite this, children with ASD remain at high risk for unmet service needs, which are compounded by differences in socioeconomic status (SES). Both empowerment and parent-professional partnership play a role in service outcomes and may be especially important in understanding these service disparities. Our goal was to better understand the contributions of these variables to service disparities in families of children with ASD. Two-hundred forty-nine parents of children with ASD between the ages of 3 and 20 participated in this online survey. Results support previous research highlighting high levels of unmet needs that are exacerbated by differences in parent education, a common indicator of SES. Empowerment and parent-professional partnership also predicted service delivery outcomes. While high quality partnership predicted greater service adequacy, empowerment was inversely related to services. Furthermore, an interaction found that highly empowered families experiencing poor quality partnerships reported worse service delivery outcomes, while empowerment was not a factor in services for families experiencing high quality partnerships. Parent-professional partnership partially mediated the relationship between parent education and service delivery outcomes. As such, increasing parent-professional partnerships through family-centered care and professional training may help to reduce education-related service disparities and improve satisfaction with care for families and children with ASD.     

Using Web-Based Instruction,Brief Workshops,and Remote Consultation to Teach Community-Based Providers a Parent-Mediated Intervention

Parent-mediated interventions for young children with autism spectrum disorder (ASD) are highly under-utilized in community settings. A challenge to the dissemination of these programs is that provider training protocols must teach both the intervention techniques, and the parent coaching strategies. The current study assesses the feasibility an innovative multimodal training protocol to teach community-based intervention providers Project ImPACT (Improving Parents as Communication Teachers). A total of 30 providers (90% female; 76% Caucasian, 13.3% Multiracial/Other, 3.3% Hispanic/Latino, and 3.3% Asian/Pacific Islander) participated in Phase 1, and 15 of these participants (80% female; 60% Caucasian, 33.3% multiracial, and 6.6% Hispanic/Latino) participated in Phase 2. In Phase 1, providers completed questionnaires and videotaped interactions before and after a web-based tutorial and interactive workshop focused on intervention techniques. In Phase 2, providers completed questionnaires and videotaped interactions before and after a second interactive workshop focused on parent coaching. Results from Phase 1 indicate that the addition of the workshop resulted in higher ratings of training satisfaction (p?<?.01), training adequacy (p?<?.01), and self-efficacy (p?<?.01) of the intervention techniques. Results from Phase 2 indicate the addition of the second workshop resulted in greater training adequacy of the parent coaching strategies, p?<?.01. These results suggest that use of this training protocol is a feasible way to increase access to high quality training in evidence-based intervention for providers working with children with ASD in the community; however, larger scale community-based trials of the training protocol are an important next step.     

Testing the role of adolescent sexual initiation in later-life sexual risk behavior: a longitudinal twin design

The consistent association between adolescent sexual initiation (ASI) and risky adult sexual behavior (RASB) has generally been assumed to indicate that ASI has a causal effect on RASB; consequently, it is assumed that delaying ASI will reduce RASB. Yet the ASI-RASB association might be better accounted for by some third variable. We evaluated the causal role of ASI (initiation of oral, anal, or vaginal sex at or before age 16) in influencing RASB in a longitudinal sample of 2,173 twins (followed from ages 11 to 24 or from ages 17 to 29) using two methods: the discordant-twin design and the propensity-score design. The former controlled for unmeasured genetic and shared environmental factors, and the latter controlled for measured nonshared environmental factors. We replicated the link between ASI and RASB reported in previous research, but results from the discordant-twin and propensity-score analyses suggested that this association is better explained by common genetic or environmental risk factors than as a causal effect. These findings suggest that preventing ASI is unlikely to reduce RASB.     

Women with Childhood ADHD: Comparisons by Diagnostic Group and Gender

This study compared adult women with childhood ADHD to adult women without childhood ADHD and to adult men with childhood ADHD. The participants, all from a larger longitudinal study, included 30 women and 30 men (approximately age 23 to 24) with childhood ADHD, and 27 women without ADHD. Women with childhood ADHD were matched to comparison women on age, ethnicity, and parental education, and to men with childhood ADHD on age, ethnicity, and IQ. Self- and parent-reports of internalizing, interpersonal, academic, and job impairment, as well as substance use and delinquency indicated group differences on measures of self-esteem, interpersonal and vocational functioning, as well as substance use. Follow-up planned comparison tests revealed that almost all of these differences emerged by diagnostic status, and not by gender. This study adds to research on the negative adult outcomes of ADHD and demonstrates that the outcomes of men and women with childhood ADHD are relatively similar.     

The Role of Death Qualification in Venirepersons' Attitudes Toward the Insanity Defense1

Three hundred venirepersons from the 12^th Judicial Circuit in Florida completed a booklet of stimulus materials that contained the following: one question that specified participants' level of support for the death penalty; one Witt death‐qualification question; a case scenario that included a summary of the guilt and penalty phases of a capital case; verdict and sentencing preferences; a 16‐item measure that required participants to rate their receptiveness to the insanity defense on a 6‐point Likert scale; and standard demographic questions. Results indicated that death‐qualified venirepersons, when compared to excludables, were more likely to endorse certain insanity myths, find the defendant guilty, and sentence the defendant to death. Legal implications are discussed.     

Recognition and sex categorization of adults' and children's faces: examining performance in the absence of sex-stereotyped cues

The ability of children and adults to classify the sex of children's and adults' faces using only the biologically based internal facial structure was investigated. Face images of 7- to 10-year-old children and of adults in their 20s were edited digitally to eliminate hairstyle and clothing cues to sex. Seven-year-olds, nine-year-olds, and adults classified a subset of these faces by sex and were asked, subsequently, to recognize the faces from among the entire set of faces. This recognition task was designed to assess the relationship between categorization and recognition accuracy. Participants categorized the adult faces by sex at levels of accuracy varying from just above chance (7-year-olds) to nearly perfect (adults). All participant groups performed less accurately for children's faces than for adults' faces. The 7-year-olds were unable to classify the children's faces by sex at levels above chance. Finally, the faces of children and adults were equally recognizable--a finding that has theoretical implications for understanding the relationship between categorizing and identifying faces.     

How others respond to non‐suicidal self‐injury disclosure: A systematic review

Non‐suicidal self‐injury (NSSI) is an increasing health concern. Despite the potential benefits of disclosing the behaviour, many decide not to do so because of the fear of negative social reactions. In this review, we examined the existing research on reported and perceived reactions to NSSI disclosure with the aim of identifying how an individual who discloses their NSSI perceives others' responses to this disclosure, with the ultimate goal of understanding how these reactions may impact those who disclose their NSSI. Among the initial 275 studies, 10 fit the inclusion criteria. Three studies reported perceived responses by individuals who had disclosed their NSSI; six studies examined self‐reported responses by others; one study focused on disclosures online. Individuals who disclosed their NSSI often received negative responses, which caused them to withdraw from seeking further help. On the other hand, recipients' reactions to NSSI disclosure varied based on NSSI characteristics such as its perceived cause and/or underlying motivation. Results highlight the importance of providing support rather than searching for the underlying drives of NSSI.