Improving intergroup relations between Catholics and Protestants in Northern Ireland via E-contact

Northern Ireland is characterised by extensive segregation between its predominantly Catholic and Protestant communities. With the aim of overcoming this segregation, the current study experimentally evaluated the effectiveness of electronic or E-contact as a novel indirect contact and prejudice-reduction strategy. Here, Catholic and Protestant participants were not required to meet physically but were involved in a collaborative and goal-orientated online interaction with a member of the other community. As predicted, E-contact improved both Catholics’ and Protestants’ outgroup attitudes via improved contact expectancies and reduced intergroup anxiety. These findings provide support for the contemporary role of online interactions in actively overcoming the physical and psychological barriers that often prevent prejudice reduction in segregated communities.     

The development of spatial category representations from 4 to 7 years

Representation of spatial categories was assessed in 4‐ to 7‐year‐olds. Across nine spatial categories (In, On, Under, In Front, Behind, Above, Below, Left, and Right), children were asked to pick the odd‐one‐out from four images, three of which displayed the same spatial relationship between two objects, and one which showed a different spatial relationship. Results support our proposed model of spatial category representation. Children progressed through three levels of understanding: from rigid (level 1), to abstract (level 2) to broad (including non‐prototypical category exemplars) (level 3) understanding of spatial category membership. This developmental pattern was common to all spatial categories, and the ages at which children reached each level varied across categories, in line with the order in which category representations emerge in infancy.     

Causal explanation and the periodic table

Synthese - The periodic table represents and organizes all known chemical elements on the basis of their properties. While the importance of this table in chemistry is uncontroversial, the role...     

Development and Validation of an Instrument for the Assessment of Dependency Among Bereaved Persons

Dependency among bereaved individuals has been hypothesized to be an important predictor of severe and enduring grief reactions. However, although there are a number of instruments that assess interpersonal dependency as a personality trait or style, no scales are available to assess bereavement-related dependency. Data from 170 widowed participants in a community-based longitudinal investigation, who had been bereaved for an average of 10.8 months, were used to investigate the reliability and validity of the Bereavement Dependency Scale (BDS), an instrument that was developed to assess dependency on the deceased among bereaved persons. Results indicated that the BDS demonstrated acceptable internal reliability and satisfactory convergent, discriminant, and construct validity. The BDS may be a clinically useful predictor of enduring and complicated grief reactions, major depressive disorder, and suicidality among recently bereaved individuals.     

The Practical Work of <Coding>: An Ethnomethodological Inquiry

While previous methodological studies have suggested that coding is a useful technique for analyzing qualitative data, there is a stark lack of discussion about the incongruities that inevitably arise as researchers accomplish the actual work of coding. This article explores the complexities of the coding process, and how incongruities get resolved as researchers accomplish the practical work of coding. Three primary themes emerged from this study: <creating agreement>, <maintaining the integrity of the codes>, and <completing the work>. These three activities are grounded in the naturally evolving work of coding, and are rendered visible through an ethnomethodological investigation into this work.     

Development of the Diabetes Education, Counseling, Information Delivery and Evaluation (DECIDE) Program: A Health Promotion Intervention For Preadolescents with Type 1 Diabetes

Careful attention to self-care behaviors is crucial to achieving good health outcomes in children and adolescents with type 1 diabetes. Despite the unequivocal research findings that adolescence is a time of poor metabolic control among affected individuals, there have been few prevention efforts geared toward health promotion in this age group. The diabetes education, counseling and information delivery, and evaluation (DECIDE) Program is intended to prevent the deterioration of self-care behaviors often evident during adolescence by intervening during the earlier, more stable time period of preadolescence. This paper describes the foundation for the DECIDE Program and outlines intervention development, current study recruitment, and preliminary program evaluation data. Findings indicate that enrollment into the program is feasible among children and their parents; early feedback suggests that parents and children are also satisfied with their participation. The challenges of conducting randomized controlled trials in health promotion for childhood diabetes are discussed, and ideas are offered for future research directions to improve the integration of child health psychology with public health approaches in this population.     

Organizational learning and climate as predictors of self-efficacy

This study broadens organizational contextual considerations by examining organizational learning, participation in organizational learning activities and organizational climate as possible predictors of self-efficacy. As schools have been studied as organizations (Handy, 1986, Understanding schools as organizations, Harmondsworth: Penguin; Ostroff, 1993, Organization Behavior and Human Decision Process, 56, 56–90; Ostroff & Schmitt, 1993, Acadamy of Management Journal, 36(6), 1345–1361), this study provides regression results from n = 679 teachers and indicated that organizational climate and organizational learning were significant predictors of teacher self efficacy, controlling for several individual level variables (i.e., participation in organizational learning, personal self-efficacy, and teaching efficacy). Differences between results from the sample of teachers and n = 734 non-teachers (e.g., principals, assistant principals, administrators, counselors, paraprofessional, custodial, food service, and transportation staff) were examined with regard to predictor variables for teaching efficacy. For teachers, both organizational learning and personal self-efficacy were significant predictors of teaching efficacy, whereas for the group of non-teachers, they were not. In both groups, however, participation in organizational learning was a significant predictor, while organizational climate was not (contrary to Taylor & Tashakkori, 1995, Journal of Experimental Education, 63(3), 217–230). Overall, findings provide evidence for extending the research beyond schools and including organizational learning as a potentially important variable in further studying individual outcomes and organizational effectiveness. Dr. Timothy J. Tobin is Director of Training and Development at Beers & Cutler PLLC. He is responsible for designing, implementing, and evaluating the firm’s organizational climate and learning organization initiatives. He is also an adjunct professor at Trinity University and The George Washington University where he teaches organizational behavior, human resource management, and training courses among others. He is the recipient of Human Capital Magazine’s Future Human Capital Leader Award. His current research interests include the interplay between organizational culture, identity, and learning. Dr. Ralph O. Mueller is professor of educational research and of public policy and public administration at The George Washington University, Washington, DC, and former Chair of its Department of Educational Leadership. His scholarly interests include proper applications of and reliability assessment in structural equation modeling (SEM). He is the author/co-editor of two SEM textbooks, among other writings. Ralph is past chair of the American Educational Research Association’s special interest group on SEM, serves on the editorial boards of several methodological and applied research journals, and conducts regular SEM training sessions for national and international audiences. Dr. Lauren M. Turner is senior lecturer at Northeastern University in the College of Arts and Sciences and the School of Professional and Continuing Studies. Current teaching focuses on leadership studies. Lauren also facilitates in the Vogt Leadership Program with The Boston Consortium for Higher Education. Work-based learning, including action learning and facilitation, is at the core of her efforts to combine classroom and workplace learning. Research interests include self-directed learning and meaningful work, specifically the intersection of these two disciplines as they relate to a construct for meaningful work.