Married Mixed-gender Couples’ Midlife Employment and Later Life Well-being and Housework

Sex Roles - This study explored the role of midlife market-work arrangements of married mixed-gender couples on gendered experiences in emotional well-being and housework during the encore years....     

The Double Standard at Sexual Debut: Gender,Sexual Behavior and Adolescent Peer Acceptance

In this paper, a vision for the future of U.S. NCAA Division I university sport is presented. It is argued that this context could serve as the place where performance “excellence” is rooted in caring. However, U.S. sport at this level must become purposefully structured to include educational components related to moral thinking, feeling, and behaving. Otherwise, it will continue to foster a type of disconnected or “game reasoning” mentality, building “characters” vs. character (Shields & Bredemeier, 1995). Using U.S.-focused feminism as the necessary first intervention, the paper is situated within a care moral orientation (e.g., Gilligan 1979, 1982) as well as sport psychology moral development scholarship (e.g., Bredemeier 1992; Fisher 1993; Kavussanu 2008; Oglesby 1990; Solomon 1993; Stephens 1993). A brief review of the current state of affairs in U.S. NCAA Division I university sport is presented first. Next, selected literature related to a care moral orientation and moral disconnection in U.S. psychology and sport psychology is highlighted. Finally, one vision of what a model of conscious, caring and connected U.S. NCAA Division I sport research and practice could look like is offered. Specifically, those who have the power to influence sport would develop character and the related skills of moral consciousness, caring, and connection, undergirded by feminist moral principles and reflective practice. Feminist (and all) sport psychology professionals are in a prime position to engage with sport constituents to enhance athletes’ overall experience, where character does matter, and, so, too, does performance.     

Changes in coping style following traumatic brain injury and their relationship to productivity status

The use of maladaptive coping strategies following traumatic brain injury (TBI) is known to be associated with increased depression and a lower productivity status. What is not known is whether coping behaviours change following TBI and if they do change whether these changes account for significant variance in outcome. Seventy-three significant others of TBI survivors were recruited at the time their friend/family member was injured and followed prospectively. They reported on their friend/family member's pre-injury and 6-month coping behaviours using the Coping with Health Injuries and Problems Scale. The use of emotional pre-occupation coping (p = .02) increased significantly and approached significance for distraction coping(p = .08). These changes in coping also accounted for significant variance (22%, p = .02) in productivity status over and above that accounted for by demographics and injury severity. Whether maladaptive coping changes can be prevented with a view to improving outcomes is a question that now needs to be explored.     

Healing rituals with families in exile *

This paper describes work with families who have been subjected to torture and atrocity and forced into political exile. Exile is described as a state of limbo which may be resolved by involving families in rituals which reconnect them to communal life. Therapeutic dilemmas when working with families affected by torture and atrocity are discussed. The culture of refugee families is a resource which can be used to enable them to integrate experiences of atrocity and adapt to life in exile. Therapeutic strategies are discussed through case histories.     

Moving from patches to quilts: developing self-aware,reflective leaders through curriculum innovation based on a Patchwork Text approach

A Patchwork Text is a creative approach to learning and assessment based on short pieces of reflective writing to promote deep, meaningful reflection. A five-year study was undertaken to explore whether this approach supports postgraduate students’ personal and academic development and the factors that influenced student experience, within one UK university. Our adapted approach encompasses patches of reflection, a structured Reflective Journal, formative feedback, and action learning within a constructively aligned curriculum. Between 2010 and 2015, 100 students attended the MSc Leadership Development programme and 71% (n=71) completed a questionnaire at the end of the first module. The questionnaire contained mainly open questions. The overwhelming majority of responses (89%, n=63) reported their experience of action learning was extremely positive. Eighty-five percent (n=58) reported that the Patchwork Text approach supported their academic development. Seventy-five percent (n=52) agreed the approach was helpful in relation to their summative assessment which comprised a reflective integrated portfolio. Thematic framework analysis of the qualitative data suggests the Patchwork Text approach increased self-awareness and insight; deepened and promoted on-going reflection; and facilitated critical thinking, analysis, and synthesis thereby enabling completion of the summative assignment. Findings suggest the adapted Patchwork Text approach increased students’ self-awareness as well as supporting them with both their summative assignment and the development of academic writing skills.     

Parental Apologies,Empathy, Shame,Guilt, and Attachment: A Path Analysis

The authors investigated the complex relationships of parental attitudes toward apologies, empathy, shame, guilt, and the parent's attachment orientation. Survey responses were obtained from 327 parents. A path analysis of the developed model demonstrated a close model fit (root‐mean‐square error of approximation = .07; comparative fit index = .93; incremental fit index = .94; χ² = 30.71, p < .001), supporting previous research on apologies as beneficial to relationships. A parent's proclivity toward apologies, positively influenced by empathy and guilt and negatively influenced by shame‐withdraw behaviors, produced a more secure parent–child attachment.     

Teaching Early Modern Philosophy as a Bridge between Causal or Naturalistic and Conceptual Thought

It is a challenge in teaching early modern philosophy to balance historical faithfulness to the arguments and concerns of early modern philosophers and interpreting them as relevant to the kinds of thinking that contemporary undergraduate students find plausible. Early modern philosophy is unique, however, in applying modern scientific method directly to problems concerning nonphysical aspects of reality that our contemporary scientific thought, and with it mainstream contemporary culture, no longer find amenable in their own, independent right to reliable reasoned approaches. At the same time, early modern philosophy often also takes seriously purely conceptual or logically consequential thought in the investigation of these topics, as our mainstream contemporary culture does not. This kind of thought, we argue, is distinctive of philosophy in general and appropriate to nonphysical aspects of reality. Early modern philosophy, then, offers a bridge between the kind of reasoned, objective thought our mainstream culture finds plausible and thought about nonphysical reality or, in general, the thought that characterizes philosophy.     

Reward sensitivity and substance abuse in middle school and high school students

In this study, the authors investigated the relation between reward and punishment sensitivity and adolescent substance use. The sample (N = 216; 130 girls, 85 boys) was drawn from high school and middle school students enrolled in a Midwestern suburban school district. Participants completed a substance use questionnaire and the Sensitivity to Punishment and Sensitivity to Reward Questionnaire (R. Torrubia, C. Avila, J. Molto, & X. Caseras, 2001). For 13 of 15 types of substance abuse, students with high reward sensitivity and low punishment sensitivity showed the highest levels of use. This finding supports the hypothesis of an interaction effect between reward sensitivity and punishment sensitivity and suggests that individuals who are high in reward sensitivity but low in sensitivity to punishment may be at a higher risk for substance abuse.     

Working memory,math performance,and math anxiety

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one’s math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.     

Young children with autism show atypical brain responses to fearful versus neutral facial expressions of emotion

Evidence suggests that autism is associated with impaired emotion perception, but it is unknown how early such impairments are evident. Furthermore, most studies that have assessed emotion perception in children with autism have required verbal responses, making results difficult to interpret. This study utilized high-density event-related potentials (ERPs) to investigate whether 3-4-year-old children with autism spectrum disorder (ASD) show differential brain activity to fear versus neutral facial expressions. It has been shown that normal infants as young as 7 months of age show differential brain responses to faces expressing different emotions. ERPs were recorded while children passively viewed photos of an unfamiliar woman posing a neutral and a prototypic fear expression. The sample consisted of 29 3-4-year-old children with ASD and 22 chronological age-matched children with typical development. Typically developing children exhibited a larger early negative component (N300) to the fear than to the neutral face. In contrast, children with ASD did not show the difference in amplitude of this early ERP component to the fear versus neutral face. For a later component, typically developing children exhibited a larger negative slow wave (NSW) to the fear than to the neutral face, whereas children with autism did not show a differential NSW to the two stimuli. In children with ASD, faster speed of early processing (i. e. N300 latency) of the fear face was associated with better performance on tasks assessing social attention (social orienting, joint attention and attention to distress). These data suggest that children with ASD, as young as 3 years of age, show a disordered pattern of neural responses to emotional stimuli.