Introducing the Collective Action Recursive Empowerment (CARE) Model: How Small-Scale Protests Led to Large-Scale Collective Action in Armenia's Velvet Revolution

The current study examined the motivations and outcomes of the Armenian Velvet Revolution through the voice of 18 protesters with qualitative interviews, exploring their motivations for joining the collective action, their perceptions of its implementation, and resultant psychological changes. Participants distinguished between individual- and group-level processes and bypassed social divisions through a shared belief in the value of “Rejecting Serzh” (i.e., opposing then President Serzh Sargsyan). Results also illustrated a recursive process of collective action supporting the development of a new theoretical CARE (collective action recursive empowerment) model. The model understands successful social change as a function of both individual and group identity informing collective-action processes: Smaller acts of protest increase individual feelings of shared group identity and empowerment/efficacy beliefs, thus strengthening motivations for continued protest and making large-scale collective action achievable. By linking together multiple time points of a collective-action process in one recursive model, the current work maps out one specific case of successful collective action in recent history, which serves as a basis for broader theoretical generalization and future empirical research.     

Moderators of sex- and race-based subgroup differences in assessment center ratings: A meta-analysis

This meta-analysis tested a series of moderators of sex- and race-based subgroup differences using assessment center (AC) field data. We found that sex-based subgroup differences favoring female assessees were smaller among studies that reported: combining AC scores with other tests to compute overall assessment ratings, lower mean correlations between rating dimensions, using more than one assessor to rate assessees in exercises, and providing assessor training. In contrast, we found larger sex-based subgroup differences favoring female assessees among studies that reported: lower proportions of females in assessee pools, conducting a job analysis to design the AC, and using multiple observations of AC dimensions across exercises. We also observed a polynomial effect showing that subgroup differences most strongly favored female assessees in jobs with the highest and lowest rates of female incumbents. We found race-based subgroup differences favoring White assessees were smaller on less cognitively loaded rating dimensions and for jobs with lower rates of Black incumbents. Studies reporting greater overall methodological rigor also showed smaller subgroup differences favoring White assessees. Regarding specific rigor features, studies reporting use of highly qualified assessors and integrating dimension ratings from separate exercises into overall dimension scores showed significantly lower differences favoring White assessees.     

“Can We Say the N-word?”: Exploring Psychological Safety During Race Talk

Classroom interactions that engender psychologically safe climates have rich developmental potential; these interactions often facilitate engagement in academic risk-taking and exploration (Cooper, 2013). On the contrary, classroom interactions that are threatening to adolescents’ identities send messages of devaluation and can negatively impact feelings of belonging and academic achievement, particularly for youth of color (Sherman et al., 2013). In efforts to help explicate the interrelations between racial-identity linked risks and threats and psychological safety in classroom learning contexts, this exploratory case study examined two 9th grade English Language Arts teachers’ negotiation of attunement, authenticity, and power sharing during race talk. Our in-depth analysis of these classrooms suggested the following teacher moves may be particularly important for psychological safety during race talk: teacher moves that (a) support or inhibit power sharing, (b) indicate high or low levels of teacher attunement, and (c) demonstrate or mask the teacher’s authenticity. These results have implications for understanding the co-construction of psychological safety in classrooms during identity-salient and racialized interactions.     

MTHFR: Addressing Genetic Counseling Dilemmas Using Evidence-Based Literature

The 5, 10 methylenetetrahydrofolate reductase (MTHFR) enzyme is a catalyst in the folate metabolism pathway, the byproducts of which are involved in the remethylation of homocysteine to methionine. Methionine is a precursor for a major DNA methyl donor and is important for DNA methylation and gene regulation. Rare mutations in the MTHFR gene have been associated with autosomal recessive MTHFR deficiency leading to homocystinuria. In addition, two polymorphic variants in this gene (C677T and A1298C) have been implicated in a mild form of MTHFR deficiency associated with hyperhomocysteinemia. Mild to moderate hyperhomocysteinemia has been previously implicated as a risk factor for cardiovascular disease. Further, the presence of these variants, with and without mildly elevated levels of homocysteine, has been studied in relation to several multifactorial disorders including recurrent pregnancy loss, neural tube defects and congenital anomalies, cancer, and neurodevelopmental disorders. Given this wide spectrum of purported clinical implications and the prevalence of these polymorphisms, genetic counselors may encounter questions regarding the significance of MTHFR polymorphisms in a variety of settings. Here we present a brief background of the MTHFR polymorphisms, review of the literature regarding clinical considerations, and discussion of relevant genetic counseling aspects through case vignettes. Educational resources for patients and providers are also included.     

Modeling and Testing Differential Item Functioning in Unidimensional Binary Item Response Models with a Single Continuous Covariate: A Functional Data Analysis Approach

Differential item functioning (DIF), referring to between-group variation in item characteristics above and beyond the group-level disparity in the latent variable of interest, has long been regarded as an important item-level diagnostic. The presence of DIF impairs the fit of the single-group item response model being used, and calls for either model modification or item deletion in practice, depending on the mode of analysis. Methods for testing DIF with continuous covariates, rather than categorical grouping variables, have been developed; however, they are restrictive in parametric forms, and thus are not sufficiently flexible to describe complex interaction among latent variables and covariates. In the current study, we formulate the probability of endorsing each test item as a general bivariate function of a unidimensional latent trait and a single covariate, which is then approximated by a two-dimensional smoothing spline. The accuracy and precision of the proposed procedure is evaluated via Monte Carlo simulations. If anchor items are available, we proposed an extended model that simultaneously estimates item characteristic functions (ICFs) for anchor items, ICFs conditional on the covariate for non-anchor items, and the latent variable density conditional on the covariate—all using regression splines. A permutation DIF test is developed, and its performance is compared to the conventional parametric approach in a simulation study. We also illustrate the proposed semiparametric DIF testing procedure with an empirical example.     

Jung in the academy: a response to David Tacey

It is argued that responsibility for academia's disdain for Jungian psychology needs to be accepted by the Jungian community to the extent that it remains unrelated to contemporary literature, academic concerns and modes of enquiry in the social sciences. Several illustrative examples are presented. Of special concern is that the most powerful marketing of the name of Jung comes from American publishing companies that produce New Age Jungian pop, which is, even in Jungian terms, theoretically weak and further damages the academic standing of Jung. Reasons for the relatively good standing of Jungian psychology in South Africa are discussed. Special mention is made of the contributions of Vera Buhrman and several other academics. It is argued, however, that the academic criticisms of Buhrman's cross-cultural writing have merit. In the current intellectual climate in South Africa, Jung's cultural essentialism is anachronistic, and to endorse it will be to forfeit credibility in South African academic circles. In contrast to Tacey it is argued that academic excellence is not to be equated with dispassionate, liberal objectivity and balance. Instead, I argue for the cultural and epistemological importance of our complexes, and for the transformative personal and intellectual significance of falling in love with Jung. This defence of the complexity of knowing and thinking leads into a discussion of the tricksterlike strategies involved in successfully teaching Jungian psychology, for both the sceptical intellectual elite and the star-struck Jungian lovers need to be seduced into richer, more informed thought. It is concluded that the tensions between analytical psychology and related fields in the social sciences need to be more centrally integrated into the Jungian field itself.     

An introductory statistics class and examination using SPSS/PC

SPSS/PC was integrated into lecture and an examination in introductory statistics. Students were given an anonymous questionnaire after a traditional examination and again after an examination with SPSS/PC. They wanted more theory and derivation and were ambivalent about SPSS/PC in lecture. The computer test decreased computational error fears. Students preferred the more realistic questions which the computer permitted. Test performance was not significantly different. The results suggest that statistical packages should be used in later courses rather than in introductory statistics.     

Error patterns in judgment and production of horizontal and vertical scale positions

Cyclic error curves are often found when people judge or set the position of a marker on a linear scale, but various different forms of cyclic pattern have been reported. Twelve subjects each made judgments and also made settings, both on a horizontal linear scale and on a vertical one. Analysis of their error patterns showed a strong tendency to generate the opposite pattern when the response mode changed from judgment to production of scale positions. This is interpreted as evidence that the errors arise from perceptual misjudgments rather than from response biases. Error patterns tended to remain constant for changes in scale orientation alone. Thus, the varying scale orientations do not seem to account for the reported discrepancies in pattern. However, it was found that different subjects could have opposite patterns in the same experimental condition. These were real individual differences because subjects’ patterns tended to persist across changes in orientation and to reverse with changes in response mode. It seems likely that the reported differences in pooled error trends reflect different assortments of subjects who differ fundamentally in their perception of linear scale positions.     

The Mrs. Lincoln Response

The observed inability of individuals to respond appropriately to persons in trauma is described. Nine different categories of inappropriate or Mrs. Lincoln responses are identified and discussed in terms of their effectiveness for the responder, who is protected by an inappropriate response. A discussion is presented of the counselor's responsibility to model appropriate responses and to educate others to respond appropriately to the public.