Longer you play, the more hostile you feel: examination of first person shooter video games and aggression during video game play

This study investigated the effects of video game play on aggression. Using the General Aggression Model, as applied to video games by Anderson and Bushman, [2002] this study measured physiological arousal, state hostility, and how aggressively participants would respond to three hypothetical scenarios. In addition, this study measured each of these variables multiple times to gauge how aggression would change with increased video game play. Results showed a significant increase from baseline in hostility and aggression (based on two of the three story stems), which is consistent with the General Aggression Model. This study adds to the existing literature on video games and aggression by showing that increased play of a violent first person shooter video game can significantly increase aggression from baseline.     

Promoting Self‐Advocacy Among Minority Students in School Counseling

This article presents self‐advocacy competencies developed to promote the academic, career, and personal/social success of minority students. The authors discuss challenges faced by minority students in today's educational environment and review principles of self‐advocacy. Competencies for developing self‐advocacy awareness, knowledge, and skills are discussed along with school counseling strategies for promoting self‐advocacy among minority students.     

Re‐conceptualizing spirituality in the light of educating young children

What is meant by spirituality in relation to a young child? Palmer (2003 Palmer, P. J. 2003. “The heart of a teacher: identity and integrity”. In The Jossey‐Bass Reader on Teaching, Edited by: Lieberman, A. 3–25. San Francisco: Jossey‐Bass.  [Google Scholar]) asserted that spirituality is an elusive word with a variety of definitions—some compelling, some witty, some downright dangerous. The spirituality of a young child involves actively living by being connected to a natural source within the moral universe and affectively belonging with relationships that are interconnected within a child’s culture and community. Children’s spirituality is transformational by inspiring others and directive by facilitating and encouraging peers by connecting with others within a classroom community. This paper discusses a re‐conceptualization of children’s spirituality through autobiographical experiences and self‐reflection that embrace early childhood relationships and involve interconnected transformational and directive spiritual experiences. These spiritual experiences build trustful, moral, relational learning moments in an early childhood classroom with peers.     

An inheritance of terror: postmemory and transgenerational transmission of trauma in second generation jews after the holocaust

Postmemory, as Hirsch (1997) has defined it, describes the relationship of the second generation to powerful, often traumatic experiences that preceded their births, but that were nevertheless transmitted as to seem to constitute memories of their own. Although subsequent research has created a more complete picture of the interactions between parents and children, Hirsch’s definition has clear bearing on how descendants have attempted to commemorate the prior generation’s ordeals through various means, some narrative, some visual, while still qualifying those modes as acts of transfer or the resonant after-effects of trauma. Focusing on the Holocaust, this article examines certain lines of communication between survivors and their children as mediums of transgenerational transmission of trauma through both theoretical and experiential models of identification. It also attempts to signify how parenting styles contribute to children’s maladaptive behaviors if no intervention is staged. Additionally, I conclude that while second generation Jews may suffer negatively from intrapsychic and interpersonal problems observable by clinicians, they can also learn to integrate and understand their heritage through personal and therapeutic expression linked to the larger cultural context.

     

Gentle Nazarene or Failure?

This paper argues through three case studies that representations of Jesus by practitioners of other religious traditions, in this case Buddhists, are conditioned by historical and social factors. The first two cases, David Hewavitarne/Anagārika Dharmapāla (1864–1933) and Allan Bennett/Ananda Metteyya (1872–1923), demonstrate that negative experience of Christian theology and practice broadly resulted in the judgment that Jesus was a failure. The more conciliatory and exploratory approach of my third case study, convert to Buddhism Maurice O’Connell Walshe (1911–1998), illustrates the factors that have led to (1) socially engaged cooperation between Buddhists and Christians and (2) the respectful dialogue on Jesus and the Buddha in the 21st century.     

A longitudinal study of lateral biases in parents' cradling and holding of infants

Lateral preferences in parents' cradling and holding of their infants were assessed in a longitudinal study commencing 1–3 days after birth and ending at 18 months. Right-handed parents showed a consistent left-side preference, which declined slightly as the infants grew older. Left-handed mothers showed an initial left-side preference and then more variable holding behavior, including right-side preferences, in some conditions. No relationship between the parents' holding behavior and two measures of infant head posture was found. It is suggested that parental side-holding preferences and infant head orientation biases are components of a biobehavioral system designed to enhance the organization of the caregiver-infant relationship.     

Stimulation of premature infants: The boundary between believing and knowing

Over the past two decades, technological and medical advances have resulted in increasing survival and decreasing morbidity for infants who are termed high risk due to prematurity and associated factors. As professionals began to turn their attention toward optimizing the long-term outcome for these infants, a number of pro̧grams collectively known as “infant stimulation” programs were developed. The design and implementation of these programs initially were based on findings from the basic sciences that indicated that environmental enrichment positively affected the immature nervous system, whereas environmental deprivation had adverse effects. Subsequent clinical research that analyzed the effects of stimulation programs for infants in high-risk nurseries has shown beneficial effects of varying types of stimulation on numerous dependent measures. Recently, however, some practitioners have cautioned against viewing these results as conclusive. This article is a review of multi-disciplinary research relevant to infant stimulation programs and includes a critical analysis of research findings and future needs. This analysis leads to the conclusion that many infant stimulation programs have been designed and implemented based on potentially invalid assumptions. Further research is needed prior to establishing what constitutes an optimal infant stimulation program.     

Neurobehavioral reorganization in early infancy: Patterns of head orientation following lateral and midline holds

Head orientation was investigated in a longitudinal study of 37 infants, who were observed at ages 2, 4, 8, and 12 weeks, during a 60-second period that followed each of four (60 second) midline or lateral holds. When newborn, the infants tended to lie with their heads to the right, but this bias weakened over the first 3 postnatal months. This rightward motor bias was constrained further by such factors as sex and holding position; both factors had their strongest effect at 8 weeks. Finally, evidence was found for behavioral reorganization of postural orientation such that head orientation was less influenced by prior head positioning after than prior to 8 weeks.     

Motor asymmetries in the human infant: Stepping movements

Stepping movements were investigated for evidence of early motor asymmetry in 24 familial right-handed infants and 14 familial left-handed infants at each of five ages: 2–3 days after birth, 14 days, and 1, 2, and 3 months of age. Results indicated a nonsignificant right leg advantage during the newborn period, with few significant lateral preferences evidenced in either direction at later testing ages. These results fail to indicate that a reliable leg preference persists beyond the newborn period, particularly among familial right-handed infants. Thus, it seems unlikely that an asymmetry in stepping movements during early infancy marks the beginning of a direct developmental path that culminates in a motor asymmetry in later childhood.     

On the state-dependent nature of infant head orientation

The relationship between infant state and head orientation after the head is held in a midline or lateral position was investigated longitudinally in infants 2, 4, 8, and 12 weeks of age. Across the four ages, there was a general decrease in the amount of time spent in an active-awake state, whereas the amount of time spent crying remained fairly stable. Overall, infants turned more often to the right than to the left, but this difference was more pronounced when the infants were quietly alert or active-awake than when they were crying. The results thus indicate that state variables influence the expression of headorientation biases in early infancy.