Do you really expect me to apologize? The impact of status and gender on the effectiveness of an apology in the workplace

We examine the effectiveness of apology following a workplace offense, as influenced by the achieved or ascribed status (i.e., professional status or gender) of the parties involved. A total of 780 undergraduates participated in a scenario experiment. The results demonstrate that apologizing is more effective than not apologizing. Yet apology is most effective when the apologizer is a male, a manager or is a male apologizing to a female. Moreover, apology expectancy mediates the relationships between the apologizer's status and the apology's effectiveness: Apologies are less expected from managers and males than from subordinates and females, and the less expected they are, the greater their effectiveness. Apology expectancy has a unique effect unrelated to the apologizer's sincerity and perceived motive.     

What does it mean to belong? Interpersonal bonds and intragroup similarities as predictors of felt belonging in different types of groups

Belonging is a fundamental human need, deemed essential for optimal psychological functioning. There is, however, little consensus about how people gain feelings of belonging from social groups, with theories suggesting different antecedents depending upon how groups are conceptualised. The social identity perspective conceptualises groups as social categories and proposes that feelings of group belonging arise from perceived intragroup similarity. However, if groups are construed as interpersonal networks, feelings of belonging would be expected to arise from the quality of relationships and interactions among members. We tested these predictions using multilevel structural equation modelling of longitudinal data from 113 participants. We found that perceived intragroup similarity prospectively predicted feelings of belonging within groups perceived as social categories but not within those perceived as networks, whereas the quality of interpersonal bonds predicted feelings of belonging to both kinds of groups. We discuss the importance of distinguishing types of groups and suggest implications for research into group membership and well‐being. Copyright © 2013 John Wiley & Sons, Ltd.     

Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by three paraprofessionals working in inclusive classrooms. Results suggested the brief coaching intervention was effective for improving target behaviors. In addition, generalized use of behaviors and child outcomes were positive. In situ feedback is a promising practice for improving use of evidence-based practices by non-certified personnel in early childhood settings.     

Strong memories are hard to scale

People are generally skilled at using a confidence scale to rate the strength of their memories over a wide range. Specifically, low-confidence recognition decisions are often associated with close-to-chance accuracy, whereas high-confidence recognition decisions can be associated with close-to-perfect accuracy. However, using a 20-point rating scale, the authors found that the ability to scale memory strength had its limitations in that a high proportion of list items received the highest rating of 20. Efforts to induce participants to differentiate between these strong memories using emphatic instructions and alternative scales were not successful. Remember/know judgments indicated that these strong and hard-to-scale memories were often based on familiarity (not just recollection). Providing error feedback on a plurals discrimination task finally produced a high-confidence criterion shift. The authors suggest that the ability to scale strong (and almost perfectly accurate) memories may be limited because of the absence of differential error feedback for very strong memories in the past (the kind of differential error feedback that may account for the memory-scaling expertise that participants otherwise exhibit).     

The effect of a non-steroidal anti-inflammatory drug on two important predictors for accidental falls: Postural balance and manual reaction time. A randomized, controlled pilot study

Accidental falls in older individuals are a major health and research topic. Increased reaction time and impaired postural balance have been determined as reliable predictors for those at risk of falling and are important functions of the central nervous system (CNS). An essential risk factor for falls is medication exposure. Amongst the medications related to accidental falls are the non-steroidal anti-inflammatory drugs (NSAIDs). About 1-10% of all users experience CNS side effects. These side effects, such as dizziness, headaches, drowsiness, mood alteration, and confusion, seem to be more common during treatment with indomethacin. Hence, it is possible that maintenance of (static) postural balance and swift reactions to stimuli are affected by exposure to NSAIDs, indomethacin in particular, consequently putting older individuals at a greater risk for accidental falls. The present study investigated the effect of a high indomethacin dose in healthy middle-aged individuals on two important predictors of falls: postural balance and reaction time. Twenty-two healthy middle-aged individuals (59.5 ± 4.7 years) participated in this double-blind, placebo-controlled, randomized crossover trial. Three measurements were conducted with a week interval each. A measurement consisted of postural balance as a single task and while concurrently performing a secondary cognitive task and reaction time tasks. For the first measurement indomethacin 75 mg (slow-release) or a visually identical placebo was randomly assigned. In total, five capsules were taken orally in the 2.5 days preceding assessment. The second measurement was without intervention, for the final one the first placebo group got indomethacin and vice versa. Repeated measures GLM revealed no significant differences between indomethacin, placebo, and baseline in any of the balance tasks. No differences in postural balance were found between the single and dual task conditions, or on the performance of the dual task itself. Similarly, no differences were found on the manual reaction time tasks. The present study showed that a high indomethacin dose does not negatively affect postural balance and manual reaction time in this healthy middle-aged population. Although the relatively small and young sample limits the direct ability to generalize the results to a population at risk of falling, the results indicate that indomethacin alone is not likely to increase fall risk, as far as this risk is related to abovementioned important functions of the CNS, and not affected by comorbidities.     

Being excluded by one means being excluded by all: Perceiving exclusion from inclusive others during one-person social exclusion

Although research has shown that social exclusion undermines well-being, past work has focused primarily on complete and unambiguous social exclusion in which all people in a situation exclude one individual. Might the presence of an inclusive other buffer individuals against the deleterious consequences of social exclusion? The present research investigates a novel situation, one-person exclusion, in which one person includes while another excludes. Participants played a virtual ball-tossing game in which they experienced two-person exclusion, one-person exclusion, or inclusion. Inclusive others did not buffer against the consequences of exclusion; experiencing one-person exclusion (vs. inclusion) led to perceived exclusion and lessened belongingness, similar to two-person exclusion. Moreover, instead of perceiving includers as a form of support, paradoxically, participants inaccurately believed that inclusive others had engaged in exclusion. These findings suggest that one-person exclusion is sufficient to elicit negative outcomes and that inclusive bystanders may be perceived as part of the exclusion.     

Increasing the vocal responses of children with autism and developmental disabilities using manual sign mand training and prompt delay

The purpose of this study was to determine the effect of manual sign mand training combined with prompt delay and vocal prompting on the production of vocal responses in nonvocal children with developmental disabilities. A multiple baseline design across participants verified the effectiveness of this intervention. All participants showed increases in vocal responses following the implementation of the independent variables.     

Messages about the uniqueness and similarities of people: Impact on U.S. Black and Latino youth

This experiment examined the impact of messages about uniqueness and similarity between groups of people on Black and Latino children's social attitudes. Children (ages 11–14) read two brief science books embedded with a similarities message (“all people are basically the same”), unique message (“each person is unique”), combined similar-unique message (“all people are the same in a way, but each person is also unique”), or no additional message (control). Relative to the other conditions, the combined condition increased general social tolerance and decreased desired social distance from White children. No message appeared to negatively impact participants' attitudes toward their own group. Implications of these results for basic and applied anti-bias work on promoting similarities, differences, or both are discussed.     

Having Our Say: African American Women,Diversity, and Counseling

African American female counseling professionals contribute greatly to the multicultural growth of the counseling profession by spurring the profession's evolution and defining new paradigms and counseling activities. Despite their contributions, they face serious organizational, intrapersonal, and interpersonal challenges to their success in academia. This article seeks to elucidate the challenges to African American female counseling professionals and offers systemic and personal strategies that will facilitate the profession's evolution to culturally competent, ethical, and intentional helping orientations and worldviews.