A Two-Year Longitudinal Study of Neuropsychological and Cognitive Performance in Relation to Behavioral Problems and Competencies in Elementary School Children

Despite interest in early neuropsychological status as a possible contributor to children's behavioral development, prospective longitudinal investigations of neuropsychological measures in relation to later behavioral outcomes in childhood are few. A 2-year longitudinal study in a nonselected childhood sample is reported. The study tested the influence of early neuropsychological performance (verbal fluency, mental inhibitory control, and visual spatial ability) on later childhood behavioral problems and social competency. Regular education children (n = 235) were assessed at three time points 1 year apart. To control for autocorrelation of outcome measures, Time 1 behavior was partialed while testing the effects of Time 1 neuropsychological scores on Time 3 outcome. To control for autocorrelation of neuropsychological scores, Time 2 scores were partialed while testing the predictive effect of Time 1 scores on Time 3 outcome. Both sets of regression models suggested modest but statistically significant effects for inhibitory control and verbal fluency, but not IQ, reading, or visual spatial ability, on behavioral outcome. Study results are consistent with a modest causal effect of selected neuropsychological skills on later behavioral adjustment. The findings support theories that implicate subtle neuropsychological dysfunction in the development of behavioral problems in childhood.     

Presupposition and Implication of Truth: Linguistic Deficits following Early Brain Lesions

Twenty-four children (4–17 years) with unilateral left (N = 14) or right (N = 10) hemisphere damage and 24 age-matched controls were tested on their ability to presuppose the truth of factive sentences e.g., “Max knew that he locked the door,” and to infer the truth or falsity of implicative sentences “Max remembered to lock the door.” Experimental sentence types varied according to the type of inference, the semantic features of the verb (factive vs. implicative), the presence and type of negation (lexical or syntactic), and the syntax of the complement (tensed or infinitive). Relative to age-matched controls, left lesion subjects were deficient in both their presupposition and implication performance, particularly when such inferences required the computation of negation scope. Right lesion subjects exhibited a somewhat more selective deficit; one limited to implication, but not presupposition, and one limited to lexical but not syntactic forms of negation.     

Trial Lawyers and Testosterone: Blue-Collar Talent in a White-Collar World1

Three studies considered whether trial lawyers, in their hormones and their language, might be regarded as blue-collar workers of the legal system. Study 1 found that lawyers as a group had testosterone levels similar to other white-collar workers and lower than blue-collar workers. Study 2 found that male and female trial lawyers had testosterone levels higher than nontrial lawyers of the same gender; the difference between lawyer types was approximately the same as the difference between blue- and white-collar workers. Study 3 found that trial lawyers used fewer cognitive mechanisms than did appellate lawyers in oral arguments before the Supreme Court. High levels of testosterone are associated with energy, dominance, persistence, combativeness, and focused attention, qualities that are useful both in trial lawyering and blue-collar work.     

Research as a counselling activity?: A discussion of some uses of counselling within the context of research on sensitive issues

The relationship between counselling and research strategies is examined tvithin the context of a qualitative study of people coping with the aftermath of child sexual abuse. Complementary aspects of both processes are explored within this context, and comparisons are made. The counselling potential of the research situation is identified. This is linked to the need for both researcher and research supervisor to develop additional skills.     

Cultural Competency Training at a Distance: Challenges and Strategies

Technological innovations and demographic trends represent 2 converging forces that affect counselor training. Distance education, particularly televised instruction, is becoming a major presence in higher education. Relatedly, counseling courses and degree programs are increasingly being offered via televised instruction. At the same time, rapid cultural, racial, and ethnic diversification in the United States has resulted in a movement to integrate cultural competency training into counseling programs. In this article, the challenges associated with providing cultural competency training via interactive television are outlined. Characteristics of interactive televised instruction and strategies for promoting cultural competence within this medium are presented.     

Actual and Perceived Group Performance as a Function of Group Composition: The Moderating Role of the Type A and B Behavior Patterns1

This study examined the moderating influence of the Type A and B behavior patterns on group performance and group functioning. Type As and Bs were assigned to different roles in groups given the task of deciding what items to transfer from a sinking ship to a life raft. Results indicated that groups with Type A leaders in conflict with a Type A group member arrived at relatively poor decisions. Type A leaders, however, also were perceived by their groups to be more competent than were Type B leaders. These results suggested that the Type A behavior pattern can have the paradoxical effects of hindering group problem-solving and of leading others to view Type As as more competent than Type Bs because of their active dynamic style.     

The power of affirming group values: Group affirmation buffers the self-esteem of women exposed to blatant sexism

Extending the group affirmation literature to the domain of prejudice, this study investigated whether group affirmation buffers the self-esteem of women exposed to blatant sexism. In accordance with Self-Affirmation Theory and group affirmation research, we hypothesized that when one aspect of the collective self is threatened (gender identity), self-esteem can be maintained via the affirmation of an alternative aspect of the collective self. In a 2 × 2 between-participants design, female students were randomly assigned to read about discrimination directed toward women or a non-self-relevant disadvantaged group (the Inuit). All then participated in a (fictitious) second study, in which half completed a group affirmation manipulation (wrote about the top three values of a self-defining group) and half completed a control writing exercise. The self-esteem of women who were threatened by sexism, but group affirmed, was protected from the negative effects of perceiving sexism.     

Staff and Boarders Perspectives of the Boarding Environment

This research provides support for a direct comparison between the home and boarding environments, the inference being that boarding staff who fulfil an in loco parentis role have an integral part to play in the developmental outcomes of adolescents (boarders). Research in the area of family functioning has found that adolescents tend to view the family environment more negatively than their parents and that these discrepant perceptions have been linked to both internalising and externalising disorders in adolescents. In an attempt to further clarify the influence of the parenting role of boarding staff and of the boarding environment in general, 121 staff and 415 boarders from schools in Queensland, Australia, were asked to rate the boarding environment on levels of conflict, social support and climate. It was found that boarders, like adolescents in the home environment, perceived significantly higher levels of conflict and lower levels of social support and positive climate than did staff. These findings lend further support to the conceptualisation of the boarding environment as a home away from home. The implications of these findings for boarders’ developmental outcomes are discussed.