Sex-related effects on clinicians' attributions of parental responsibility for child psychopathology

An attempt was made to reproduce and extend previously reported data suggesting the operation of sex-related bias in clinicians' attributions of parental involvement in children's psychopathologies. More and less sex-role traditional male and female family-oriented practitioners were shown contrived profiles in which a boy or girl was described as masculine or feminine role-deficient, and apportioned maternal versus paternal blame, treatment focus, adjunctive therapy need, and likelihood of sabotage. As in the previous study, mothers were implicated slightly more than fathers and also were viewed as requiring relatively greater therapeutic attention by female than by male clinicians. However, several earlier findings were not replicated. Overall, the results offer only marginal support for the notion of sex-related practitioner bias.     

THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH

Children worldwide experience mental and emotional disorders. Mental disorders occurring among young children, especially infants (birth –3 years), often go unrecognized. Prevalence rates are difficult to determine because of lack of awareness and difficulty assessing and diagnosing young children. Existing data, however, suggest that rates of disorders in young children are comparable to those of older children and adolescents (von Klitzing, Dohnert, Kroll, & Grube, 2015 ). The lack of widespread recognition of disorders of infancy is particularly concerning due to the unique positioning of infancy as foundational in the developmental process. Both the brain and behavior are in vulnerable states of development across the first 3 years of life, with potential for enduring deviations to occur in response to early trauma and deprivation. Intervention approaches for young children require sensitivity to their developmental needs within their families. The primacy of infancy as a time of unique foundational risks for disorder, the impact of trauma and violence on young children's development, the impact of family disruption on children's attachment, and existing literature on prevalence rates of early disorders are discussed. Finally, global priorities for addressing these disorders of infancy are highlighted to support prevention and intervention actions that may alleviate suffering among our youngest world citizens.     

Public acceptance of Covid-19 lockdown scenarios

By mid-March 2020, most countries had implemented nationwide lockdown policies aimed at decelerating the spread of SARS-CoV-2. At that time, nobody knew how long these policies would have to remain in force and whether they would have to be extended, intensified or made more flexible. The present study aimed to illuminate how the general public in Germany reacted to the prospect of increasing the length, the intensity and/or the flexibility of distancing rules implied by different lockdown scenarios. Endorsement of and compliance with five specific lockdown scenarios were assessed in a large (N = 14,433) German sample. Results showed that lockdown length affected respondents' reactions much more strongly than intensity or flexibility. Additional analyses (i.e., mixture distribution modelling) showed that half of the respondents rejected any further extensions or intensifications, while 20% would endorse long-term strategies if necessary. We argue that policy-makers and political communicators should take the public's endorsement of and compliance with such scenarios into account, as should simulations predicting the effects of different lockdown scenarios.     

Flourishing with Shared Vitality: Education based on Aesthetic Experience,with Performance for Meaning

Studies in Philosophy and Education - In this paper, I set an aspect of what it is to live a flourishing life against the backdrop of neo liberal trends that continue to influence educational...     

Using the teaching interaction procedure to train interventionists to implement the Cool versus Not CoolTM procedure

The teaching interaction procedure is a behavior analytic procedure that has been used to target the development of social skills. The teaching interaction procedure consists of labeling the target skill, providing a meaningful rationale, describing the steps of the target skill, modeling the skill, role‐play, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills for individuals diagnosed with autism spectrum disorder (ASD), it has only been used to train staff in two studies. The purpose of this study was to evaluate the use of the teaching interaction procedure to teach three interventionists to implement the Cool versus Not Cool? procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple baseline design demonstrated that the teaching interaction procedure was effective for all three interventionists. Results of the child participants' skill acquisition are also provided.     

Parenting Sensitivity,Parental Depression and Child Health: The Mediational Role of Parental Self-Efficacy

This paper discusses the theoretical role of parental self-efficacy, or parents' beliefs in their competence and effectiveness in the parental role, as a mediator of relations between parent–child risk and parental sensitivity. Evidence is marshalled from studies of parenting in the contexts of maternal depression and child health risk to support the premise that parent–child characteristics affect parental sensitivity indirectly via their more direct impact on parental feelings of efficacy, and that parenting efficacy represents the ‘final common pathway’ in the prediction of parenting sensitivity. Also considered in this working model are specific social-contextual factors as independent contributors to parenting efficacy and as possible moderators of relations between parent–child characteristics and self-efficacy. Implications for intervention are discussed. © 1996 John Wiley & Sons, Ltd.     

Temperamental Factors in the Execution of Interrupted Editing Tasks

The question investigated in this study is how the temperament traits of strength of excitation (SE), strength of inhibition (SI), and mobility (MO) affect behaviour during the execution of computer tasks and tasks interrupting them. Several hypotheses, partly derived from the regulative theory of temperament, were tested in an experiment in which the natural environment and the types of task commonly performed by secretaries were simulated. The sample consisted of 39 female secretaries (21–64 years old). It was found that individuals high on SE and MO needed less time to resume tasks after an interruption than individuals low on these temperament traits. Interruptions similar to the main task resulted in longer resumption times for low-SE individuals. MO was negatively related to the time needed to perform the main task. A model describing the relationship between the frequency of switches between tasks and the speed of task performance in low-MO and high-MO individuals is presented.     

Ethnic-racial identity,relatedness, and school belonging for adolescent New Zealanders: does student gender make a difference?

Social Psychology of Education - Attitudes toward ethnic and racial identity have been linked to both wellbeing and maladaptive outcomes that affect belonging at school. Further, relatedness (or...     

Just Because We Don't See It,Doesn't Mean It's Not There: Everyday Resistance in Psychology

This article outlines some contentions within conventional Western psychology and across the social sciences to define what counts as legitimate forms of “resistance” amongst members of historically marginalized groups (e.g. people of Color, working class/poor groups) in efforts to push back against injustice and foment social change. Without an expansion of what is understood as resistance, the discipline risks imposing narrow models and reifying deficit narratives about marginalized groups' capacity for resistance. In contexts where overt forms of resistance (e.g. marches), may lead to incarceration, deportation, death, or other egregious punishments, people located in “tight spaces” of oppression may engage in everyday off‐stage practices of resistance that are covert and not observable to those in positions of privilege or who exercise state power. This article encourages psychologists to take a political stance in solidarity with marginalized groups to acknowledge that not all forms of resistance are observable or measurable. This stance can allow psychologists to begin to dismantle deficit narratives of people mistakenly understood as being passive in the face of oppression and instead observe agency, aspirations for change, and resistance.