Suicide Intervention Training for K–12 Schools: A Quasi‐Experimental Study on ASIST

This quasi‐experimental study investigated differences between 104 school personnel who received a standardized suicide awareness and prevention training (i.e., Applied Suicide Intervention Skills Training) and 45 control group participants. Pre‐ and posttraining data included experimental and control group participants' (a) suicide intervention skills; (b) attitudes toward suicide; (c) knowledge of suicide; and (d) comfort, competence, and confidence in responding to individuals at risk of suicide. Results indicated a significant positive effect for training on all measures. Implications for training of school personnel and future research are discussed.     

A Cell Is Not Just a Cell

ABSTRACT

Two brief case reports are utilized to illustrate phenomena that arise as women seek known individuals to donate sperm cells for the purposes of assisted reproductive technology. Intrapsychic and interpersonal dynamics arise and, at times, collide. Close scrutiny reveals a number of fantasies on the part of all participants: those seeking a donor, potential donors, and the parents of women seeking a donor. These very human forces play out in the context of highly controlled biomedical procedures. I caution that human beings bring the depths of their very human minds to these procedures, and infuse cells with meaning far beyond the technical procedures involved in ART.     

Personality,self-regulated learning,and academic entitlement

The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell in J Indiv Diff 101(4): 982, 2009; Singleton-Jackson et al. in Innov Higher Educ, 2010. doi: 10.1007/s10755-010-9151-y). Academic entitlement is a pervasive problem in today’s university environment (Twenge and Campbell in The narcissism epidemic: living in the age of entitlement. Simon and Schuster, New York, 2009), making it important to understand risk factors for academic entitlement. Previous research on academic entitlement has reported a relation between personality factors and academic entitlement (Chowning and Campbell 2009), and between academic entitlement and self-regulated learning (Achacoso 2002). The current study explores the relations among these three constructs from a multivariate perspective using canonical correlation analysis. Results suggested two significant canonical correlations that accounted for approximately 48% of the variance in the academic entitlement subscales.     

Personal investment, culture and learning: insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia

Personal investment theory is a multifaceted theory of motivation, in which three key components: achievement goals (mastery, performance, social, and extrinsic), sense of self (sense of purpose, self-reliance, negative self-concept, positive self-concept), and facilitating conditions (parent support, teacher support, peer support), engage students in the process of learning. Four cultural groups (Anglo Australian, n = 852, Aboriginal Australian, n = 343, Lebanese Australian, n = 372, and Asian Australian, n = 283) of students were compared on these personal investment components and on several outcome measures (engagement, affect, achievement, participation). A series of MANOVAs, followed up by univariate tests, indicated ethnic differences and similarities in the endorsement of the personal investment theory components as well as in the outcome measures. Multiple regression analyses showed that each of the three sets of predictors (achievement goals, sense of self, facilitating conditions) explained a significant amount of the variance in almost all of the outcome measures. Across cultural groups, students' mastery goal and sense of purpose were consistently found to be significant predictors of their intention for further education, positive affect for schooling, and valuing of schooling.     

Evidence for a generic interceptive strategy

In the present work, we first clarify a more precise definition of instantaneous optical angles in control tasks such as interception. We then test how well two interceptive strategies that have been proposed for catching fly balls account for human Frisbee-catching behavior. The first strategy is to maintain the ball's image along a linear optical trajectory (LOT). The second is to keep vertical optical ball velocity decreasing while maintaining constant lateral optical velocity. We found that an LOT accounted for an average of over 96% of the variance in optical Frisbee movement, while maintenance of vertical and lateral optical velocities was random. This work confirms a common interception strategy used across interceptive tasks, extending to complex target trajectories.     

Williamson on justification

Timothy Williamson has a marvelously precise account of epistemic justification in terms of knowledge and probability. I argue that the account runs aground on certain cases involving the probability values 0 and 1.     

Conformity: moods matter

This study examined the hypotheses that positive mood enhances conformity and that negative mood reduces it. Participants were induced to feel positive, neutral, or negative moods and then answered, in private, six mathematical questions. They observed that wrong answers were unanimously given by five bogus participants for three of the questions. Conformity was measured by whether they indicated the erroneous answers given by these bogus participants in these three questions. The results were supportive of the hypothesis. The current results are consistent with past findings about mood differences in heuristic versus elaborative processing. Copyright © 2007 John Wiley & Sons, Ltd.     

Paternal influences in non-organic failure to thrive: Implications for psychosocial management

Clinical experience indicates that fathers have a salient influence on the development of non-organic failure to thrive (NOFT) infants and on the feeding and attachment disturbances that often accompany this pediatric condition. As shown in case examples, fathers influence the origins and outcomes of NOFT through their participation in maladaptive patterns of parenting and/or conflicts with the child's mother, which disrupt maternal emotional adjustment and maternal-child interactions. Clinical assessment of paternal influences through interview and observation can help formulate more realistic treatment planning and family-centered interventions for NOFT children.