Predictive validity of callous-unemotional traits measured in early adolescence with respect to multiple antisocial outcomes

This study investigated the predictive validity of youth callous-unemotional (CU) traits, as measured in early adolescence (Grade 7) by the Antisocial Process Screening Device (APSD; Frick & Hare, 2001), in a longitudinal sample (N = 754). Antisocial outcomes, assessed in adolescence and early adulthood, included self-reported general delinquency from 7th grade through 2 years post-high school, self-reported serious crimes through 2 years post-high school, juvenile and adult arrest records through 1 year post-high school, and antisocial personality disorder symptoms and diagnosis at 2 years post-high school. CU traits measured in 7th grade were highly predictive of 5 of the 6 antisocial outcomes-general delinquency, juvenile and adult arrests, and early adult antisocial personality disorder criterion count and diagnosis-over and above prior and concurrent conduct problem behavior (i.e., criterion counts of oppositional defiant disorder and conduct disorder) and attention-deficit/hyperactivity disorder (criterion count). Incorporating a CU traits specifier for those with a diagnosis of conduct disorder improved the positive prediction of antisocial outcomes, with a very low false-positive rate. There was minimal evidence of moderation by sex, race, or urban/rural status. Urban/rural status moderated one finding, with being from an urban area associated with stronger relations between CU traits and adult arrests. Findings clearly support the inclusion of CU traits as a specifier for the diagnosis of conduct disorder, at least with respect to predictive validity.     

Mirror neurons, the representation of word meaning, and the foot of the third left frontal convolution

Previous neuroimaging research has attempted to demonstrate a preferential involvement of the human mirror neuron system (MNS) in the comprehension of effector-related action word (verb) meanings. These studies have assumed that Broca's area (or Brodmann's area 44) is the homologue of a monkey premotor area (F5) containing mouth and hand mirror neurons, and that action word meanings are shared with the mirror system due to a proposed link between speech and gestural communication. In an fMRI experiment, we investigated whether Broca's area shows mirror activity solely for effectors implicated in the MNS. Next, we examined the responses of empirically determined mirror areas during a language perception task comprising effector-specific action words, unrelated words and nonwords. We found overlapping activity for observation and execution of actions with all effectors studied, i.e., including the foot, despite there being no evidence of foot mirror neurons in the monkey or human brain. These "mirror" areas showed equivalent responses for action words, unrelated words and nonwords, with all of these stimuli showing increased responses relative to visual character strings. Our results support alternative explanations attributing mirror activity in Broca's area to covert verbalisation or hierarchical linearisation, and provide no evidence that the MNS makes a preferential contribution to comprehending action word meanings.     

Violence prevention: Program effects on urban preschool and kindergarten children

This study compares the effectiveness of a violence prevention program with young, at-risk children in two settings. Preschool and kindergarten students, residing in Chicago public-housing developments, participated in a 28-session intervention. Knowledge, behavior problems, and social skills were assessed at pretest and posttest, based on child interviews, teacher ratings, and behavioral observations. Findings suggest that both preschool and kindergarten children demonstrated significant gains in knowledge, based on interview scores, and significant decreases in problem behaviors, based on behavioral observations; however, teacher ratings did not change significantly across time. The discrepancy in findings is explored and implications are discussed.     

The Long and Winding Road: An Autobiographic Study of an Elite Athlete Mother’s Journey to Winning Gold

Within sport psychology, researchers have explored elite athlete mothers’ experiences. More work is needed to understand the nuanced psychosocial aspects of their athletic journeys. Studying autobiographical narratives is useful toward understanding the psychosocial nuances of motherhood and athletics in sociocultural context. Within the present study we sought to extend this understanding through studying one elite athlete’s—British runner Jo Pavey—journey as an athlete mother within her autobiography This Mum Runs (26 chapters totaling 253 pages). Thematic narrative analysis of key chapters focusing on pregnancy and motherhood in relation to training and competition allowed for the identification of a central theme—discovery narrative–reconfiguring the performance narrative—along with two subthemes: go with the flow and best of both worlds. The subthemes are used to illustrate the navigation of tensions in relation to an athlete mother identity grounded in family relationships to facilitate training and competition goals, within a discovery narrative. Applied sport psychology recommendations are made using narrative theory in relation to key findings. Recommendations focused on athlete stories and narrative resources as concrete entry points to encourage compatible athlete mother identities and sport career engagement. This study adds to sport psychology work that has used autobiography as theoretical, analytical, and applied resources to expand understanding of marginalized and/or hard to access topics in elite sport. This is the first autobiographic study to focus on elite athlete mother identities, furthering understanding of nuanced identity negotiation and experiences over time.

Lay Summary: Understanding of elite athlete mother's negotiation of identity and athletic career is expanded through studying published/public autobiographical narratives. A discovery narrative grounded in personal growth and family relationships facilitates strategies that facilitate training and competition goals.     

The Better Beginnings,Better Futures Project: Long‐term Parent,Family, and Community Outcomes of a Universal,Comprehensive, Community‐Based Prevention Approach for Primary School Children and their Families

Better Beginnings, Better Futures is a large‐scale, multi‐year, longitudinal research‐demonstration project designed to reduce children's problems, promote healthy child development, and enhance family and community environments in three economically disadvantaged communities in the province of Ontario, Canada. The initial intervention was implemented from 1993 to 1997 and focused on families with children from 4 to 8 years of age in their first 4 years of schooling (from Junior Kindergarten to Grade 2). This study examined the long‐term parent, family and community programme outcomes, 15 years after the start of the intervention, when the young people who had participated in the intervention as young children were 18 to 19 years of age. Comparison of intervention communities with matched non‐intervention communities showed a mix of outcomes. Although few significant differences between intervention and comparison communities were found with regard to parents' health and family outcomes, there was evidence that parents in the intervention communities were engaging in fewer risk behaviours, had lower levels of depression and had more community involvement than parents in the comparison communities. These results suggest that the intervention did have some positive long‐term effects on youths' parents and on their community environments. Results are discussed with respect to the importance of considering family and neighbourhood contexts in the development and evaluation of prevention programmes. Copyright © 2012 John Wiley & Sons, Ltd.     

“My Culture, My Family, My School, Me”: Identifying Strengths and Challenges in the Lives and Communities of American Indian Youth

Historically, the majority of research with American Indian (AI) youth and communities has focused on vulnerabilities, problems, and needs rather than resilience, strengths, and assets. Adding to the limited research which has examined AI youth and communities using the strengths perspective, we examined community assets, personal strengths, community challenges, and personal hardships as perceived by reservation-based, Northern Plains AI youth via open-ended survey questions. The present study was conducted during the spring and fall of 2009 at a tribal school in the Northern Plains (N = 95; n = 37 males; n = 58 females; aged 14.4–20.95 years; M = 17.3, SD = 1.47 years). The majority of youth self-identified their ethnic background as solely AI (85.3 %), with small percentages reporting additional ethnic backgrounds. Analyses revealed that the people in their lives, especially their families, are significant sources of strength for AI youth. Findings also indicated that AI youth have a positive orientation toward themselves and their communities, which was evidenced by the fact that the youth identified more strengths than challenges in their lives. Somewhat unexpectedly, when asked what aspects of their lives and communities they would most like to change, a significant number of the youth identified they wanted to change “nothing” about their personal lives or their communities. Reasons for these responses are explored.     

Constance “Connie” Hanf (1917–2002): The Mentor and the Model

This article provides an account of the impact of Constance Hanf, Ph.D., developer of the well-known two-stage parent training model that bears her name. Past colleagues, interns, postdoctoral students, and undergraduate trainees reflect on their experiences with Dr. Hanf and comment on her influence on their careers, as well as the impact of the model on child behavior therapy. The paper first briefly describes child therapy as it existed before the advent of behavioral parent training, and subsequently describes Dr. Hanf's parent training model and career. Finally, we attempt to elucidate the personal side and professional impact of this very important figure in contemporary empirically based work with families.     

Imaginative Faith: Apocalyptic,Science Fiction Theory,and Theology

Abstract : Both pastors and academic theologians have struggled with the place of apocalyptic language and imagery within the modern worldview. Many have dismissed apocalyptic as escapist and have alleged that it is divorced from the political and social concerns at the heart of contemporary theology and practice. Yet, contemporary critical theorists have overcome similar suspicions about science‐fiction and now embrace it as a unique vehicle for thinking about the ills and the promise of contemporary culture. This essay suggests that within contemporary critical theory one finds useful tools for reading and using apocalyptic language and imagery as a means for engaging a world threatened by sin and violence.     

The relation of economic status to subjective well-being in developing countries: a meta-analysis

The current research synthesis integrates the findings of 111 independent samples from 54 economically developing countries that examined the relation between economic status and subjective well-being (SWB). The average economic status-SWB effect size was strongest among low-income developing economies (r = .28) and for samples that were least educated (r = .36). The relation was weakest among high-income developing economies (r = .10) and for highly educated samples (r = .13). Controlling for numerous covariates, the partial r effect size remained significant for the least-educated samples (pr = .18). Moderator analyses showed the economic status-SWB relation to be strongest when (a) economic status was defined as wealth (a stock variable), instead of as income (a flow variable), and (b) SWB was measured as life satisfaction (a cognitive assessment), instead of as happiness (an emotional assessment). Findings were replicated with a meta-analysis of the World Values Survey data. Discussion centers on the plausibility of need theory, alternative explanations of results, interpretation of moderators, and directions for future research.