Advancing Our Knowledge of ADHD in Latino Children: Psychometric and Cultural Properties of Spanish-Versions of Parental/Family Functioning Measures

The lack of available Spanish versions of assessment measures contributes to insufficient research and underutilization of mental health services for Latino children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine the psychometric and cultural properties of several Spanish versions of parental/family functioning measures commonly used in comprehensive ADHD assessments (i.e., the Parenting Sense of Competence Scale, Alabama Parenting Questionnaire, and Confusion, Hubbub, and Order Scale). Participants included 68 Spanish-speaking, Latino parents in Southeast Wisconsin. In general, the Spanish translations of the measures demonstrated good reliability and validity. Furthermore, the psychometrically-sound measures were significantly related to acculturation as predicted, suggesting that the scales are not only psychometrically valid, but also culturally valid for use with Spanish-speaking, Latino families.     

Testing Multicultural Robustness of the Child Behavior Checklist in a National Epidemiological Sample in Uruguay

Comparisons of Child Behavior Checklist (CBCL) scores from 31 societies (Rescorla et al. Journal of Emotional and Behavioral Disorders 15:13–142 2007) supported the instrument’s multicultural robustness, but none of these societies was in South America. The present study tested the multicultural robustness of the 2001 CBCL using data from a national epidemiological survey in Uruguay. Participants were 1,374 6- to 11-year-olds recruited through 65 schools nationwide; 1,098 (80%) had received no mental health or special education services in the past year (non-referred group), whereas 276 (referred group) had been referred for mental health services, had repeated ≥2 grades, or had significant developmental disabilities. Mean item ratings, factor structure, and scale internal consistencies were very similar to findings reported by Rescorla et al. (Journal of Emotional and Behavioral Disorders 15:13–142 2007) and Ivanova et al. (Journal of Clinical Child and Adoloescent Psychology 36: 405–417 2007). Children from low SES school environments obtained higher problem scores, especially in the referred group. Gender, age, and referral status effects paralleled those in the U.S. Non-referred children obtained somewhat higher mean problem scores in Uruguay than in the U.S., but mean score differences between non-referred and referred children were smaller in Uruguay than the U.S. Findings supporting the CBCL’s multicultural robustness in a South American country extend the generalizability of findings reported by Rescorla et al. (Journal of Emotional and Behavioral Disorders 15:13–142 2007) for 31 societies.     

Functions of Nonsuicidal Self‐Injury Are Differentially Associated with Suicide Ideation and Past Attempts among Childhood Trauma Survivors

Research into factors for suicide has revealed relations between trauma exposure and suicidality (e.g., Bridge, Goldstein, & Brent, 2006 ; Joiner, Sachs‐Ericson, Wingate, Brown, Anestis, & Selby, 2007 ) wherein painful and provocative experiences (e.g., nonsuicidal self‐injury [NSSI]) are an important link (e.g., Van Orden, Witte, Cukrowicz, Braithwaite, Selby, & Joiner, 2010 ; Smith, 2013 ). No prior research has assessed the relationship between functions of NSSI and suicidality among childhood trauma survivors. Participants who endorsed childhood trauma exposure (N = 121; M_age = 18.69, range 18–22) completed measures of posttraumatic stress disorder (PTSD) symptoms, NSSI, and suicidality. Multiple regressions assessing whether the four functions of NSSI predicted suicide ideation and past attempts after controlling for PTSD symptom severity found that only social negative reinforcement was associated with SI ( = .304, SE = .243, t = 2.23, p = .028), while only automatic negative reinforcement was associated with past attempts ( = .470, SE = .066, t = 2.25, p = .028). Findings highlight the importance of assessing NSSI functions when assessing suicidality among trauma survivors.     

So much to do and so little time. Effort and perceived temporal distance

In a series of five experiments, we showed that the perception of temporal distance to a future event is shaped by the effort one must invest to realize the event. Studies 1a and 1b showed that when actors are faced with realizing an event by a certain deadline, more effortful events are perceived as closer in time, regardless of the objective temporal distance to the deadline. This negative relationship was reversed, however, when deadlines were absent (Study 2). Finally, priming high effort reduced perceived temporal distance to an event, whereas priming low effort increased perceived temporal distance to the event (Studies 3 and 4). The implications of these findings for models of temporal distance are discussed.     

Autonomy and interdependence: beliefs of Brazilian mothers from state capitals and small towns

This study aimed to investigate characteristics of Brazilian mothers' beliefs system, in the dimensions of autonomy and interdependence. A group of 600 women, half from state capitals and half from small towns, participated in the study. They were individually interviewed with Scales of Allocentrism, Beliefs about Parental Practices and Socialization Goals. Paired and Independent samples t tests and Multivariate GLM were performed. The results indicate that although mothers from both contexts value autonomy, mothers inhabiting small towns considered the relational dimension as the most important; whereas mothers inhabiting capitals valued equally both dimensions, either in their beliefs about practices or in the socialization goals for their children. Mothers from small towns have a higher mean score for allocentrism than mothers living in capitals. Thus, place of residence proved to be a relevant variable in the modulation of maternal beliefs. Educational level was not a significant factor in the variables considered and with this group of mothers. The study results are discussed in terms of their contribution to the understanding of the complex relationship between dimensions of autonomy and interdependence in mothers' beliefs system.     

Training improves inhibitory control in water rescue dogs

Animal Cognition - Inhibitory control is a collection of several processes that are aimed to refrain from any impulsive response in the subject during inappropriate situations. Evidence suggests...     

Mobbing: its relationships with organizational culture and personal outcomes

A study dealing with the effects of both organizational culture and mobbing on personal and organizational outcomes of a sample of Spanish emergency workers, is reported here. It was found that there is a strong impact of organizational culture dimensions on mobbing, and that mobbing affects job satisfaction, organizational commitment and organizational citizenship behaviour. Results concerning organizational commitment show that this variable is not a mere effect of mobbing in general, but rather that it is also a direct impact of culture on this outcome.     

“I definitely feel like a scientist”: Exploring science identity trajectories among Latinx students in a critical race theory-informed undergraduate research experience

The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M_age = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) consistent or fast achievement, (2) gradual achievement, (3) achievement adjustment, and (4) never reach achievement. The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are “a scientist”). Our results provide evidence of the positive, longitudinal impact that a CRT-informed curriculum has on the science identity development of Latinx students. Implications surrounding future research and strategies to facilitate long-term Latinx student participation in the biomedical sciences are discussed.