Social information processing and cardiac predictors of adolescent antisocial behavior

The relations among social information processing (SIP), cardiac activity, and antisocial behavior were investigated in adolescents over a 3-year period (from ages 16 to 18) in a community sample of 585 (48% female, 17% African American) participants. Antisocial behavior was assessed in all 3 years. Cardiac and SIP measures were collected between the first and second behavioral assessments. Cardiac measures assessed resting heart rate (RHR) and heart rate reactivity (HRR) as participants imagined themselves being victimized in hypothetical provocation situations portrayed via video vignettes. The findings were moderated by gender and supported a multiprocess model in which antisocial behavior is a function of trait-like low RHR (for male individuals only) and deviant SIP. In addition, deviant SIP mediated the effects of elevated HRR reactivity and elevated RHR on antisocial behavior (for male and female participants).     

Using Personality Constructs to Predict Performance: Narrow or Broad Bandwidth

One factor that can influence the magnitude of predictive validity of personality tests for selection is the bandwidth of the constructs measured (Ashton, Jackson, Paunonen, Helmes, & Rothstein, Journal of Research in Personality, 29, 432–442 (1995)). In addition, certain personality characteristics have been shown to be more prevalent in an occupational category (Barrick & Mount, Personnel Psychology, 44, 1–26 (1991)). The results of this study suggest the necessity to perform personality based job analysis within a specific occupational category to properly select a personality measure. Criterion validity coefficients of broad constructs were non significant. However, specific facets identified in a personality based job analysis demonstrated moderate significant correlations. In addition, applicants prefer a more narrowly defined selection test.     

Ineffective Schools as Organizational Reactions to Stress

Educational research has identified effective schools in terms of characteristics associated with high student achievement, and conversely, schools lacking these characteristics are often conceived as ineffective schools. In this article, I propose that organizational stress responses create the conditions that make schools effective or ineffective. In other words, low achievement does not make schools ineffective but rather organizational behavior associated with stress creates and perpetuates school ineffectiveness, including low achievement. Drawing on the threat-rigidity thesis and open systems theory, hypotheses regarding how groups and organizations respond to stress were tested using demographic and achievement data for students attending elementary schools, in addition to survey data obtained from students (N= 18,189), principals (N= 75), and parents (N= 13,768). Using cluster analysis, schools were grouped and described in terms of the schools stress level (student populations requiring more resources for learning), school adaptations to stress (emphases on varied school internal processes), and school output (student achievement). To lessen input from the external environment, schools experiencing more stress had less permeable bound- aries, as indicated by parent reports of less school involvement and less positive school climate. Schools experiencing more stress also had more internal disruption, as indicated by less consensus among parents and students regarding school internal processes and by more principal changes. However, in such schools, there was little evidence of more control over school internal processes in terms of principals self-reported behavior and student and parent perceptions of school order and discipline, and teacher support of learning. Results call for a better understanding of school ineffectiveness in terms of organizational adaptations to stress and points at which to intervene for more effective school adaptation and functioning.     

Dyadic Influence of Adverse Childhood Experiences: Counseling Implications for Mental and Relational Health

Adverse childhood experiences (ACEs) predict physical and mental health. We examined dyadic differences in intimate partner relationship health by ACE score among couples with low to moderate income enrolled in a relationship education program. Overall, we found a high prevalence of ACEs, disproportionate representation in the highest risk ACE group, and a significant effect between ACEs and indicators of mental and relational health. Implications for counselors include support for an ACE‐informed approach to couples counseling services, as well as a holistic and systemic view of mental and relational health.     

Evaluation of a mental skills program for serving for an intercollegiate volleyball team

A preseason mental skills program for serving was implemented for the 11 members of an intercollegiate volleyball team (M age = 20.0 yr.; SD = 1.1; years of intercollegiate volleyball experience M = 2.6; SD = 0.9). Key mental skills taught were relaxation, imagery, attentional focus, goal setting, behavioral modeling, and performance routine. A videotaped behavioral model articulated and demonstrated technical performance keys to effective serving. Players utilized a three-phase service routine to increase automaticity of performance and to incorporate key mental skills. End-of-season reported use of imagery was significantly correlated with Good Serve Percentage, as was reported use of a service routine. The mean Good Serve Percentage for the season was 49% (SD=7); the team goal was 50%. Serve-specific self-efficacy significantly increased from the pretraining program to the end of the season. Results indicated that implementing the mental skills training program was associated with enhanced service performance.     

Youth Departing from Residential Care: A Gender Comparison

Although females represent almost half of all youth involved in residential care in the US, very little is known about this population. In order to examine differences in characteristics of male (n = 308) and female (n = 180) youth departing from residential care, data were collected on 488 youth from a large residential treatment facility in the Midwest. Gender differences were assessed on 16 variables measured at the time of departure across family, education, behavior, and departure domains. Overall, male and female youth departing from residential care were very similar for measures collected at the time of departure. Only three variables (GPA at departure, number of school referrals during the previous 8 weeks, and planned departure) were found to be significantly different between males and females. Implications for future research and the provision of aftercare services are discussed.     

When Does Soldier Patriotism or Nationalism Matter? The Role of Transformational Small‐Unit Leaders

Patriotism and nationalism, 2 sets of attitudes often associated with the military, are examined in relation to perceived combat readiness and intention to remain in military service. Transformational leadership served as an intervening variable in these relationships. Survey data obtained from a sample of Army National Guard soldiers (N = 415) were used to examine relationships. Among junior‐ranking enlisted soldiers, both patriotism and nationalism showed significant, positive associations with perceived combat readiness and intention to remain in military service. The structural equation model fit soldiers' nationalistic attitudes best, having a considerable indirect effect through transformational leadership on perceived combat readiness. Implications of nationalistic and patriotic attitudes combined with charismatic leaders to benefit soldier readiness and retention are discussed.     

Media Effects and Communication Bias in Diverse Groups

This paper extends research on factors influencing effective communication in diverse groups. The effects of social group membership on attention and influence were examined using 17 groups of three men and three women. Each group discussed a controversial topic face-to-face or using either an anonymous or an identified group support system environment. Social group membership biased both attention and influence; these effects were eliminated when discussions were conducted electronically—even when social group membership of participants was identifiable in the electronic media.