Development of the comprehension and appreciation of fables

The authors proposed and tested a model of fable comprehension and appreciation. They proposed that fables are metaphoric in that they teach moral lessons about human activity, and that apprehension of the moral derives from a belief in a just world. In Study 1, children from kindergarten to 8th grade and college students received Aesop fables, reversed-outcome Aesop fables, and fable-like stories. As predicted, kindergartners and some 1st graders did not demonstrate a belief in a just world and did not differentiate between normal and reversed-outcome Aesop fables. Quality of morals provided by older participants was superior to that of younger participants. In Study 2, the quality of fable moral was found to be significantly correlated with quality of proverb and metaphor interpretation. Also, memory for goal or intention story elements was found to be related to quality of moral produced. Directions for future research are identified.     

“Battling something bigger than me”: A phenomenological investigation of generational trauma in African American women

The lived experiences of eight African American women college students were explored from an interpretive phenomenological analytic framework. The researchers identified six main themes about participants and their reported family dynamics: (a) collectivistic yet disconnected, (b) avoidance, (c) functioning in dysfunction, (d) gendered differences, (e) motivation to change the family's homeostasis, and (f) talking about generational trauma as a motivator to repair communication. Implications for culturally responsive counseling and generational trauma-informed counselor training are discussed.     

Three steps to open science for qualitative research in psychology

Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed-method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre-registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology.     

Effects of War-Induced Maternal Separation on Children's Adjustment During the Gulf War and Two Years Later1

Military personnel deployed to the Middle East included an unprecedented number of women, many of whom were mothers. Using a structural equation modeling approach, we examined the predictors of children's adjustment problems in data collected from a representative sample of 263 Air Force mothers 2 years after the Gulf War. Using a retrospective survey, we found that the main predictors of children's adjustment problems at the time of the war were mothers' difficulties in providing for the care of the children, mothers' deployment in the theater of the war (vs. deployment elsewhere), and degree of change in children's lives. Most important, war-related adjustment problems were not related to children's adjustment 2 years later, suggesting that the effects of maternal separation during the war were transient.     

Effects of Counseling and Ethnic Identity on Perceived Risk and Cancer Worry in African American Women

Improving breast screening behaviors in African American women is an important public health goal. To increase participation in screening, it is necessary to identify factors that contribute to reduced screening, including perceived risk and cancer worry. This paper presents predictors of changes perceived in risk and worry among African American women of differing ethnic identities as they undergo breast cancer risk counseling. Participants (n = 113) were recruited from community sources to a study of counseling for breast cancer risk. They completed a baseline assessment, randomly received breast cancer risk counseling or served as a control group, and completed a follow-up assessment. Counseling produced significant differences in perceived risk and cancer worry. Predictors of risk and worry changes, as a result of counseling, included income and ethnic identity. These data can guide better services for African American women and research into the complexity of the effects of ethnic identity on health.     

Chinese Dimensions of Parenting: Broadening Western Predictors and Outcomes

This study examined perceived parental styles and psychosocial adjustment in 97 Hong Kong Chinese late adolescent girls, using culturally sensitive measures of parenting (warmth, restrictive control, and attributes related to the Chinese philosophy of guan or “training”), and of adjustment. Parenting characteristics associated with guan showed coherence, correlated significantly with parental warmth, and predicted well-being. Contrary to the suggestions of other investigators, restrictive control related negatively to self-esteem and well-being. Maternal control and paternal warmth emerged as important parent style variables in relating to adaptation, and exercized their effects on well-being partly through the mediating agency of self-esteem and relationship harmony. This preliminary study provides an empirical investigation of the impact exercized by a culturally specific dimension proposed for Chinese parenting, and highlights the importance of using culturally sensitive measures of adaptation.     

启动效应与技能学习相互关系的实验研究

利用字母光点和追踪旋转任务,分别对３１名和３２名大学生进行启动和技能学习相互关系的研究。结果发现：在两种任务内,被试的启动和技能学习存在相互独立的关系;在追踪旋转任务中,练习的频率对启动和技能学习都会产生影响。     

A Cognitive-Skills Model for Counselor Training and Supervision

This article describes a model for training counselors in cognitive skills that can be used to supplement any systematic training approach to behavioral skills. The four phases of the training model are designed to teach counselor trainees cognitive skills and self-instructional strategies related to (a) attending to and seeking information, (b) forming hypotheses and conceptual models, and (c) intervention planning and self-instruction. Instructional techniques and exercises are described for each training phase.