self‐funded leave and life role development

Self‐funded leave is an employee benefit that provides a time resource to those who wish to develop interests and other life roles. Semistructured interviews were used for this qualitative study to explore the motivations for enrolling in the self‐funded leave program, how the leave contributed to work‐life balance through development of other life roles, and the difficulties that arose during the program. Adult transition theory is used to conceptualize the process of participating in self‐funded leave programs and to suggest how employees who undertake self‐funded leave can be best supported by career counselors.     

The roots and branches of human altruism

The authors' rigorous and ingenious programme of work documents young humans' capacity for prosocial action ( Warneken & Tomasello, 2009 ). Their laboratory findings are corroborated by centuries of observational data, spanning cultures, and historical epochs. Two general questions are raised. Firstly, what are the rules of evidence needed in using comparative data to make claims about the evolution of human social behaviours? Secondly, what ontogenetic processes contribute to the transformation of toddlers' helpfulness into mature, cognitively informed and rule‐governed altruism? These findings alone do not provide complete evidence for the phylogenetic roots of altruism. I argue that selective pressures in human evolution have favoured sociability, which could lead to aggression or altruism, depending on context and the nature of the rearing environment. Any social behaviour shown in infancy may have multiple functions, at phylogenetic, ontogenetic and episodic levels of analysis.     

Precursors of language ability and academic performance: an inter‐generational,longitudinal study of at‐risk children

The current investigation examined whether inter‐generational transfer of risk could be revealed through mothers' and preschool‐aged children's expressive language, and whether continuity of risk persisted in these children's academic abilities, 3 years later. Participating families were drawn from the Concordia Longitudinal Risk Project, a prospective, longitudinal investigation of French‐speaking families from low‐SES Montreal neighbourhoods. At Time 1, mothers' history of childhood social withdrawal was shown to predict mothers' child‐directed language. Mothers' language complexity was also shown to be predictive of preschoolers' expressive language and was found to mediate the relationship between maternal social withdrawal and child language. At Time 2, children's language‐related academic abilities were predicted by their expressive language at preschool age. The findings support an inter‐generational continuity of risk operating through language complexity and extending to children's performance in language‐related academic abilities at school age. Copyright © 2009 John Wiley & Sons, Ltd.     

Aggression in British heterosexual relationships: A descriptive analysis

A 12-item scale, derived from the Conflict Tactics Scale, was administered to a representative sample of 1,978 heterosexual men and women in Great Britain in mid November 1994. Men and women were asked to identify conflict tactics sustained or inflicted in all past and present relationships and those sustained in current relationships. This paper reports results for physical victimization and also reports on two further questions asked to discern context and meaning ascribed to such sustained or inflicted victimization. Both sexes reported having experienced physical victimization with a higher percentage of men sustaining victimization, mainly as a result of minor acts of assault. Almost equal percentages of men and women reported inflicting victimization against partners. Additionally, incidence of physical victimization is presented according to relationship status, age, socioeconomic category, and by regional distribution. Both sexes reported a range of reasons or contexts ascribed to their sustained or inflicted victimization. © 1996 Wiley-Liss, Inc.     

Examining Self-Concealment within the Framework of Psychological Inflexibility and Mindfulness: A Preliminary Cross-Sectional Investigation

Although self-concealment has been a central topic in the field of personality and applied psychologies, it remains somewhat unclear how it should be conceptualized. The present study investigated self-concealment within the framework of psychological inflexibility and mindfulness, two major emotion/behavior regulation processes integrated into contemporary cognitive behavioral models of behavioral health. One-thousand sixty college undergraduates (77 % female; n = 816) completed a web-based survey that included the measures of interest. Results revealed that psychological inflexibility was positively and uniquely associated with self-concealment. The association between mindfulness and self-concealment was moderated by gender; higher levels of self-concealment predicted lower levels of mindfulness for women only and were associated with sexual-minority men, but self-concealment did not vary for women as a function of sexual orientation status. Additional results and future directions are also discussed.     

Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap

Early childhood experience is a social determinant of children’s health and well-being. The well-being of young children is founded on their relationships and interactions with parents and family members in the home, caregivers, and teachers in early education, and friends and families in the greater community. Unfortunately, the early language experience of infants and toddlers from low-income families is typically vastly different than children from middle- and higher-income families. Hart and Risley (Meaningful differences in the everyday experience of young American children. Brookes, Baltimore, 1995) described a “30 Million Word Gap” experienced by age four for children from poor families compared to economically advantaged families as measured by the number of words delivered by adults in the home to their children. This discrepancy between groups is associated with a deficit in vocabulary growth over time (Hart and Risley in Meaningful differences in the everyday experience of young American children. Brookes, Baltimore, 1995; in The social world of children learning to talk. Brookes, Baltimore, MD, 1999; in Am Educ (Spring), 1–9. http://isites.harvard.edu/fs/docs/icb.topic1317532.files/09-10/Hart-Risley-2003.pdf, 2003), and readiness when they enter preschool and kindergarten compared to their more advantaged classmates. The purpose of this paper is to conceptualize a population-level public health prevention approach to research addressing the harmful impacts of the Word Gap. The approach includes use of evidence-based practices to improve children’s language environments to foster their early language and literacy learning in early childhood. After a brief review of the Word Gap, we discuss four aspects: a conceptual framework, a community leadership team as driver of the local intervention, evidence-based language interventions for reducing the gap and promoting child language, and the measurements needed. Implications are discussed.     

A longitudinal study of lateral biases in parents' cradling and holding of infants

Lateral preferences in parents' cradling and holding of their infants were assessed in a longitudinal study commencing 1–3 days after birth and ending at 18 months. Right-handed parents showed a consistent left-side preference, which declined slightly as the infants grew older. Left-handed mothers showed an initial left-side preference and then more variable holding behavior, including right-side preferences, in some conditions. No relationship between the parents' holding behavior and two measures of infant head posture was found. It is suggested that parental side-holding preferences and infant head orientation biases are components of a biobehavioral system designed to enhance the organization of the caregiver-infant relationship.