The Diffusion of Youth-Led Participatory Research in Urban Schools: The Role of the Prevention Support System in Implementation and Sustainability

This article discusses the dissemination of a process of youth-led participatory research in urban secondary schools within the Interactive Systems Framework for Dissemination and Implementation (ISF) developed in collaboration with the CDC and its university partners (Wandersman et al. American Journal of Community Psychology, 41(3-4) 2008). The focus here is on the development of the Prevention Support System with respect to general and innovation-specific capacity building. The specific process under study involves youth-led needs assessment and research to inform the planning of prevention programs and policies to address students' health and developmental needs. The article first briefly describes the youth-led research process, its potential benefits, and a case example in two urban secondary schools. It then describes challenges and responses in providing support for the diffusion of this model in 6 secondary schools. The settings are urban public schools with a majority of students of color from diverse ethnic groups: Asian-American, Latino, and African-American. This project constitutes a collaborative partnership with a university school of public health and community-based organizations (CBOs) to build capacity for long-term, sustainable implementation of this innovative process within the local school system. The perspectives of the university-based researcher and the CBO partners on the development and effectiveness of the Prevention Support System are presented.     

THE IMPACT OF CHILDCARE RESPONSIBILITY AND SELF-EFFICACY ON THE PSYCHOLOGICAL HEALTH OF PROFESSIONAL WORKING MOTHERS

This study examined how childcare responsibility and self-efficacy to manage multiple role demands related to the psychological well-being and distress of 42 full-time professional women one month after they returned to their jobs after the birth of their first child. The results showed that greater childcare responsibility is associated with lower well-being and greater psychological distress. As predicted, perceived self-efficacy to cope with demands of occupational and familial roles appeared to mediate this relationship. A woman's belief in her capability to enlist the help of her spouse for childcare was the most consistent predictor of both well-being and distress.     

The moral compass and life skills in navigating radicalization processes: Examining the interplay among life skills,moral disengagement,and extremism

The present study investigated the interplay among deficient life skills, moral disengagement, and extremist attitude across two national contexts. Using a sample of young students in high school or college (N = 686), the present study found significant indirect effects between deficient life skills (agency and structure) and various aspects of an extremist mindset through moral disengagement. These findings suggest that these two psychological concepts of life skills and moral disengagement are relevant for understanding and countering violent radicalization processes; that is to say that morality can direct the life skills toward either violent extremism or nonviolent, legal civil participation. Furthermore, the development and empowerment of life skills could enhance individual resilience to morally disengaging narratives and radicalized ideologies.     

Personality, intelligence, and spatial visualization: correlates of mental rotations test performance

In the context of a longitudinal study of cognitive and personality development, I examined various correlates of spatial visualization ability, as measured by Vandenberg's Mental Rotations Test, in order to elaborate the meaning of the known sex difference on this factor. Spatial visualization ability in females was correlated with verbal IQ and various aspects of personality. These relations were absent in males. Within each sex, measures of cognitive abilities obtained in childhood predicted spatial visualization ability at age 18. Hypotheses designed to explain the sex difference in spatial visualization must be sensitive to the different implications of this factor in males and females.     

Shared experiences and the similarity of personalities: a longitudinal study of married couples.

Do spouses become more similar over time? What processes contribute to enduring similarities between them? Using the 20-year Kelly Longitudinal Study of couples, no support for the hypothesis that couples increasingly resemble each other with time was found. Rather, couples maintain the same degree of similarity across 20 years. Structural equation analyses suggest that the shared environmental experiences of couples play a significant role in maintaining these similarities over time. We distinguish the shared marital environment from the shared rearing environment and consider developmental and dynamic-relational factors that moderate the relative importance of nonshared and shared environmental experiences in life-span personality development. Whereas nonshared influences in one's family of origin contribute to development in childhood and adolescence, shared influences in one's family of destination may contribute a great deal to development in adulthood.     

Complementarity of interpersonal behaviors in dyadic interactions

An important assumption of interpersonal theory is that during social interactions the behavior of one person tends to invite complementary behavior from the other person. Past research examining complementarity has usually used either confederates or fictitious interaction partners in their designs and has produced inconsistent results. The current study used observational ratings of behaviors of 158 participants as they interacted with partners across three different dyadic social situations. Randomization tests of hypothesized order relations found that the behaviors exhibited during these interactions tended to occur in a circular pattern predicted by the interpersonal circumplex. These tests also indicated support for Leary's (1957) orientation of the control and affiliation dimensions of the interpersonal circumplex and Carson's (1969) notion that dominant behavior induces submissive responses and friendly behavior encourages friendly responses.     

Predictors of international students' psychological and sociocultural adjustment to the context of reception while studying at Aarhus University,Denmark

The number of international students engaging in intercultural education and thereby adjusting to cross‐cultural transition has risen conspicuously as a consequence of globalization and increased mobility. This process of acculturation has been associated with increased creativity as well as adaptation challenges. This paper investigates international students' psychological and sociocultural adjustment to studying at Aarhus University in Denmark. Both international students (n = 129) and domestic students (n = 111) participated in the study. The international students did not report impaired psychological conditions as compared to the control group of domestic students. However, the international students reported a significantly lower level of social support. Social support and perceived discrimination were significant predictors of both psychological and sociocultural adjustment. Additionally, the level of English proficiency alone predicted sociocultural adjustment. Values of vertical individualism and horizontal collectivism predicted psychological adjustment. Finally, integration was found to be a significantly more adaptive acculturation orientation than separation in regard to sociocultural adjustment. These findings were discussed in relation to relevant international research and it was concluded that international students comprise a resourceful student sample and that the international academic environment at Aarhus University appears to be an adequately cultural and value‐oriented good fit as a context of reception for the multicultural engagement of international students.