BULLY PREVENTION IN POSITIVE BEHAVIOR SUPPORT

Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP‐PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single‐subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation was functionally related to decreased incidents of bullying for all 6 students observed. In addition, we observed a decrease in the social responses from victims and bystanders. Finally, school staff implemented the program with a high degree of fidelity and rated the program as effective and efficient. Limitations and implications of these results are discussed.     

Information–movement coupling in developing cricketers under changing ecological practice constraints

Changing informational constraints of practice, such as when using ball projection machines, has been shown to significantly affect movement coordination of skilled cricketers. To date, there has been no similar research on movement responses of developing batters, an important issue since ball projection machines are used heavily in cricket development programmes. Timing and coordination of young cricketers (n = 12, age = 15.6 ± 0.7 years) were analyzed during the forward defensive and forward drive strokes when facing a bowling machine and bowler (both with a delivery velocity of 28.14 ± 0.56 m s⁻¹). Significant group performance differences were observed between the practice task constraints, with earlier initiation of the backswing, front foot movement, downswing, and front foot placement when facing the bowler compared to the bowling machine. Peak height of the backswing was higher when facing the bowler, along with a significantly larger step length. Altering the informational constraints of practice caused major changes to the information–movement couplings of developing cricketers. Data from this study were interpreted to emanate from differences in available specifying variables under the distinct practice task constraints. Considered with previous findings, results confirmed the need to ensure representative batting task constraints in practice, cautioning against an over-reliance on ball projection machines in cricket development programmes.     

The open future: bivalence,determinism and ontology

In this paper we aim to disentangle the thesis that the future is open from theses that often get associated or even conflated with it. In particular, we argue that the open future thesis is compatible with both the unrestricted principle of bivalence and determinism with respect to the laws of nature. We also argue that whether or not the future (and indeed the past) is open has no consequences as to the existence of (past and) future ontology.     

Asian American Values as Predictors of Differentiation of Self in Asian and Caucasian College Students and Adults Living in North America: Examining for Ethnocultural Differences

The purpose of this study was to examine for ethnocultural differences in how adherence to a variety of Asian American values predict differentiation of self in a sample of 371 Asian and 164 Caucasian college students and adults living in North America. As a part of a larger project, participants completed both the Asian American Values Scale-Multidimensional and the Differentiation of Self Revised scale to assess levels of adherence to cultural values and differentiation of self, respectively. Results indicated that there were significant differences between the two cultural groups in the relationship between adherence to Asian American values and differentiation of self. Regression results further supported the hypothesis that specific Asian American values accounted for significant amount of variance in differentiation of self in Asian college students and adults living in North America. Implications for theory, clinical practice, and future research are included.     

Mothers of high-risk infants: Is their initial use of early intervention a predictor of later coping?

In a program for high-risk and handicapped infants that began at hospital discharge, mothers' initial use of intervention visits was investigated as a predictor of maternal functioning 9 months later. Measures included ventilation and advice seeking in the first month and 9-month maternal mood, coping, HOME scores, and use of intervention. Early ventilation and advice seeking were related significantly to mothers' self-reported confusion, but not to staff ratings of maternal mood. No significant relationships were found between early use of intervention and later coping, HOME scores, or use of intervention. Results are discussed in terms of mothers' generally good adaptation and the need for caution in drawing conclusions from their behavior soon after the birth of a high-risk or handicapped child.     

The Relativity Of Color

C. L. Hardin led a recent development in the philosophical literature on color in which research from visual science is used to argue that colors are not properties of physical objects, but rather are mental processes. I defend J. J. C. Smart's physicalism, which claims that colors are physical properties of objects, against this attack. Assuming that every object has a single veridical (that is, nonillusory) color, it seems that physicalism must give a specification of veridical color in terms natural to physics, independently of our interests. Hardin argues that since physicalism doesn't give us any such specification of veridical color, this view is false. However, this argument assumes a mistaken account of veridical color. I show physicalism can appeal to an alternative account, according to which veridical color is characterized in terms of favored conditions of perceptual access, independently of any specification of the physical nature of color.     

Towards a common ground in psychoanalysis and family therapy: on knowing not to know

In this paper a common ground between psychoanalysis and family therapy is discussed in terms of postmodern theorizing in both disciplines. Recent systemic, narrative or social constructionist thinking in psychoanalysis and a psychoanalytic turn in family therapy offers the possibility of a shared epistemology. This is described in terms of a critical not-knowing stance which allows for the therapist's/analyst's contribution of meaning, interpretation and knowledge in therapeutic conversation. Here the holding of not knowing and knowing together provides a narrative container for personal meaning and thinking to develop. This 'knowing not to know' is what a postmodern psychoanalysis has in common with family therapy: both are ways of being with persons to help them develop and hold their own knowing. This therapeutic process is illustrated in a clinical vignette of narrative child family therapy.
For what one knows does not belong to oneself.
(Marcel Proust, Remembrance of Things Past , p. 898)