Children’s Gender-Typed Activity Choices Across Preschool Social Contexts

Variability in children’s gender-typed activity preferences was examined across several preschool social contexts--solitary play, interactions with female peers, male peers, and both, and interactions with teachers. Participants were preschool children (N?=?264; 49?% girls, M age?=?52?months, range 37–60) attending Head Start classes in the Southwest United States. Seventy-three percent were Mexican/Mexican-American, and 82?% of families earned less than $30,000 per year. Children’s preferences for gender-typed activities varied as a function of their own gender and the identity of their interactional partners. Girls and boys preferred gender-typed activities (e.g., girls preferred feminine activities) when in solitary play but activity preferences changed across social contexts. Specifically, girls played significantly more with masculine activities when with male peers and boys played significantly more with feminine activities during interactions with teachers. Findings suggest that through social interactions with peers and teachers, children are exposed to a greater range of activities than what they experience when they play by themselves.     

Disengagement and Engagement Coping with HIV/AIDS Stigma and Psychological Well-Being of People with HIV/AIDS

The stigma associated with HIV/AIDS poses a psychological challenge to people living with HIV/AIDS. We hypothesized that that the consequences of stigma-related stressors on psychological well-being would depend on how people cope with the stress of HIV/AIDS stigma. Two hundred participants with HIV/AIDS completed a self-report measure of enacted stigma and felt stigma, a measure of how they coped with HIV/AIDS stigma, and measures of depression and anxiety, and self-esteem. In general, increases in felt stigma (concerns with public attitudes, negative self-image, and disclosure concerns) coupled with how participants reported coping with stigma (by disengaging from or engaging with the stigma stressor) predicted self-reported depression, anxiety, and self-esteem. Increases in felt stigma were associated with increases in anxiety and depression among participants who reported relatively high levels of disengagement coping compared to participants who reported relatively low levels of disengagement coping. Increases in felt stigma were associated with decreased self-esteem, but this association was attenuated among participants who reported relatively high levels of engagement control coping. The data also suggested a trend that increases in enacted stigma predicted increases in anxiety, but not depression, among participants who reported using more disengagement coping. Mental health professionals working with people who are HIV positive should consider how their clients cope with HIV/AIDS stigma and consider tailoring current therapies to address the relationship between stigma, coping, and psychological well-being.     

Emotional health predictors of substance use initiation during middle school

This study aimed to evaluate whether emotional health factors, including anxiety and depression, stress, and social support, are associated with earlier youth initiation of alcohol and illicit substances during middle school (from the sixth to the eighth grade). Data for this study were from the Developmental Pathways Project, a longitudinal study of 521 youth sampled from the Seattle Public Schools. Discrete time survival analyses were used to assess the effects of depression, anxiety, stress, and support on initiation of substance use, measured every 6 months at five time points between sixth and eighth grade. Youth who had initiated prior to sixth grade had significantly higher levels of depressive symptoms. In multivariate survival analyses controlling for child race/ethnicity, gender, and socioeconomic status, and accounting for conduct problems, youth who reported higher levels of separation anxiety/panic symptoms were at decreased risk for early alcohol initiation. Children with higher levels of perceived teacher support had a significantly lower risk of alcohol initiation during early follow-up periods. Recent stressful life events in Grade 6 were associated with significantly greater risk of initiating an illicit substance by Grade 8. The current findings highlight the role of stress in the initiation of illicit substance use and suggest that teacher support is associated with lower risk for very early alcohol use. Future research examining anxiety as a predictor of substance use should distinguish between subtypes of anxiety.     

Analysing the perceptions of pedestrians and drivers to shared space

Shared space is an approach to improving streets and places where both pedestrians and vehicles are present, with layouts related more to the pedestrian scale and with features encouraging drivers to assume priority having been reduced or removed. It creates a more pedestrian-friendly environment than conventional street layouts, which are based on greater segregation between pedestrians and vehicles, while at the same time introducing uncertainty, which makes drivers engage more fully with their surroundings, leading to lower vehicle speeds and improved safety. This paper investigates the importance of certain person-, context- and design-specific factors affecting the perceptions of pedestrians and drivers to shared space. Using two web-based stated-preference surveys, two sets of responses are collected from pedestrians and drivers, who are presented with different combinations of binary factors forming scenarios. Regression analysis is carried out with logit models for each survey. The results suggest that pedestrians feel most comfortable in shared space under conditions which ensure their presence is clear to other road users – these conditions include low vehicular traffic, high pedestrian traffic, good lighting and pedestrian-only facilities. Conversely, the presence of many pedestrians and, in particular, children and elderly, makes drivers feel uneasy and, therefore, enhances their alertness.