Are high levels of religiosity inconsistent with a high valuation of science? Evidence from the United States,China and Iran

We asked whether high levels of religiosity are inconsistent with a high valuation of science. We explored this possibility in three countries that diverge markedly in the relation between the state and religion. Parents in the United States (n = 126), China (n = 234) and Iran (n = 77) completed a survey about their personal and parental stance towards science. The relation between religiosity and the valuation of science varied sharply by country. In the U.S. sample, greater religiosity was associated with a lower valuation of science. A similar but weaker negative relation was found in the Chinese sample. Parents in the Iranian sample, by contrast, valued science highly, despite high levels of religiosity. Given the small size of our United States and Iranian samples, and the non-probabilistic nature of our samples in general, we caution readers not to generalise our findings beyond the current samples. Despite this caveat, these findings qualify the assumption that religiosity is inconsistent with the valuation of science and highlight the role of sociocultural context in shaping adults' perception of the relation between religion and science.     

Coping and Mental Health in Early Adolescence during COVID-19

Research on Child and Adolescent Psychopathology - The current longitudinal study examines changes in overall mental health symptomatology from before to after the COVID-19 outbreak in youth from...     

Correction to: Suicidal Mental Imagery in Psychiatrically Hospitalized Adolescents

Research on Child and Adolescent Psychopathology - A correction to this paper has been published: https://doi.org/10.1007/s10802-021-00827-8     

Sexual Consent and Lying About One’s Self

Despite the acknowledgement of the moral significance of consent there is still much work to be done in determining which specific sexual encounters count as unproblematically consensual. This paper focuses on the impact of deception. It takes up the specific case of deception about one’s self. It may seem obvious that one ought not to lie to a sexual partner about who one is, but determining which features of oneself are most relevant, as well as the lies which it follows would be impermissible to tell, is complicated. It is argued here that deception about one’s morally valenced character traits, those we think of as virtues and vices, are particularly problematic. This is true regardless of whether knowing the truth about those traits would have made a difference to one’s partner’s consent. Attention is then drawn to a range of types of lies that one ought not to tell.     

Adults' difficulties in identifying concealment among children interviewed with the putative confession instructions

The putative confession (PC) instructions (“[suspect] told me everything that happened and wants you to tell the truth”) increases children's honesty. However, research has shown that children who maintain secrecy despite the PC are more convincing. We examined whether (a) the PC undermines adults' deception detection abilities or (b) children who conceal despite the PC are better deceivers. Adults evaluated truthful and deceptive children interviewed with the PC where the PC portion of the interview was either present or absent. Adults' deception detection was no worse when the PC was present; in fact, it was slightly better. Rather than negatively affecting adults' ability to detect deception, the PC selects an unusually convincing group of concealers.     

Will you confess to what I did? Close relationships and in-group membership facilitate voluntary blame-taking

To learn more about why people falsely confess without external pressure, we examined voluntary blame-taking in three experiments. Drawing from theories of prosocial behavior and social identity, we investigated whether participants' blame-taking is influenced by (a) their relationship with the guilty person (Experiment 1) and (b) the group membership of the person asking to take the blame (Experiments 2a and 2b). In Experiment 1, participants (N = 130) considered whether they would take the blame for a small traffic violation for their best friend and a stranger in a vignette-scenario. As expected, intended blame-taking rates were higher for their best friend (60.8%) than for a stranger (8.5%). Reported reasons for taking the blame included reciprocity and empathy. In Experiments 2a and 2b (Ns = 60; 89), we tested actual blame-taking behavior in two field experiments, using a new experimental paradigm. An experimenter approached participants and asked them to commit insurance fraud for a broken camera. Participants who shared the same group as the person in need were more willing to take the blame (47%-48%) than participants who were from a different group (21%-23%). The most frequently listed reason for taking the blame was empathy. Implications for the occurrence of voluntary blame-taking behavior to protect someone else are discussed.     

Constant Time Delay and System of Least Prompts: Efficiency and Child Preference

Prompting procedures are effective for teaching skills, but limited comparative data exist to guide practitioners to select the best procedures for individuals. This study compared efficiency of two prompting procedures—constant time delay (CTD) and system of least prompts (SLP)—to teach expressive identification of 32 targets to 10 preschoolers with and without disabilities. To assess efficiency differences between conditions and analyze changes in learning over time, we used adapted alternating treatments designs in the measurement context of cumulative records. CTD was more efficient for five children, SLP was more efficient for three children, and results were inconclusive for two children. We measured children’s choices between procedures via simultaneous treatments designs, to assess child preference and whether preferences and efficiency aligned. Preference outcomes were mixed and did not consistently align with efficiency. We used exploratory analyses to assess whether child characteristics moderated outcomes. Children for whom CTD was more efficient had significantly fewer sessions to mastery, non-significantly fewer errors, and non-significantly higher developmental assessment scores, compared to children for whom SLP was more efficient.

     

National Norms and Correlates of the PHQ-8 and GAD-7 in Parents of School-age Children

Anxiety and depressive disorders are global public health concerns, and research suggests that these disorders are common in parents and can adversely influence family functioning. However, little is known about normative levels of anxiety and depressive symptoms in parents of school-age children. The present study reports on generalized anxiety and depressive symptoms in 1570 parents and guardians of a nationally representative sample of children ages five to twelve years using two widely used and validated questionnaires: the eight-item variant of the Patient Health Questionnaire depression scale (PHQ-8) and the seven-item Generalized Anxiety Disorder scale (GAD-7). Moderate to severe levels of generalized anxiety symptoms were reported in 12.7% of the total sample and moderate to severe levels of depressive symptoms were reported in 14.1% of the sample; 17.7% of the sample reported moderate to severe levels of either generalized anxiety or depressive symptoms. This percentage was higher for females, younger parents and guardians, and parents and guardians reporting lower household incomes. These data, collected online in early 2018, may be useful for researchers and clinicians studying and treating anxiety and depression in parents. Further, these data provide a baseline for researchers currently studying the impact of changes related to the novel coronavirus (COVID-19) pandemic (e.g., school closures) on the mental health of parents of school-age children.

     

Beyond trigger warnings: Toward a trauma‐informed andragogy for the graduate theological classroom*

Although development of trauma‐informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma‐informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carry experiences of trauma with them. This article makes the case for the need for a trauma‐informed andragogical model for the graduate theological classroom by: discussing the pervasiveness of trauma; providing definitions of key terms that need to be understood for elaborating a trauma‐informed andragogy; recommending trauma‐informed principles for course design and class‐session planning based in safety, trust, choice, collaboration, and empowerment; and identifying a few next steps for cultivating trauma‐informed classrooms and institutions at the graduate level.