The promise and potential of studying the “invisible hand” of teacher influence on peer relations and student outcomes: A commentary

Peers influence children's social-emotional development and school engagement in important and unique ways. Recent research on peer social networks documents that children are affected by the nature of the school-based peer ecology, as well as by their personal peer experiences. Yet, little is known about how teachers affect the peer ecology, nor how teachers can promote positive peer influences in the school context. The four studies in this special section examine this issue. Together, they document the promise and the potential of studying the “invisible hand” of teacher influence on peer relations, and illustrate the need for further research in this area. This commentary considers the contributions of these papers for conceptualizing processes of transactional teacher and peer influence on student outcomes, and implications for interventions designed to reduce problem behaviors or increase school engagement. In addition, it considers the limitations of current knowledge and directions for future research.     

African American Women’s Limited Knowledge and Experiences with Genetic Counseling for Hereditary Breast Cancer

Genetic counseling and testing for hereditary breast cancer have the potential benefit of early detection and early interventions in African American women. However, African American women have low use of these services compared to White women. We conducted two focus groups with African American women diagnosed with breast cancer (affected group, n?=?13) and women with at least one first-degree relative with breast/ovarian cancer (unaffected group, n?=?8). A content analysis approach was employed to analyze interview data. Breast cancer survivors had more knowledge about genetic counseling and testing than participants who were unaffected with cancer. However, knowledge about genetic counseling was limited in both groups. Barriers to pursuing genetic counseling and testing included poor understanding of the genetic counseling and testing process, fear of carrying the mutation, concerns about discrimination, and cost. Motivators to participate in genetic counseling and testing included desire to help family members, insurance coverage, and potential of benefiting the larger African American community. Education efforts are needed to increase genetic counseling and testing awareness in the African American community.     

Longitudinal Interviews of Couples Diagnosed with Diminished Ovarian Reserve Undergoing Fragile X Premutation Testing

About 10 % of infertile/subfertile women are diagnosed with diminished ovarian reserve (DOR), of which?<?5 % will become pregnant spontaneously. Fragile X (FMR1) genetic testing may provide a reason for her early ovarian aging and/or have reproductive implications. Seven women with DOR (genetic study subset) and the male partners of six of these women were separately interviewed about the experience of being asked to undergo this unanticipated genetic test. Three interviews were conducted (before, within 1 week after, and 3 months after learning the test results). None of the participants carried the FMR1 premutation (largest FMR1 allele 27–50 CGG repeats). For women, their pregnancy-seeking journey was long and exhausting. Women understood the reproductive implications of carrying the FMR1 premutation, and hoped for a negative result. Being offered a genetic test caused women to pause and re-think their future reproductive plans. Husbands viewed the infertility journey as filled with unknowns, of which the genetic test results would be one more puzzle piece. The expense of fertility testing/treatment was mentioned by both spouses, though more notably by husbands. The introduction of a possible genetic cause of infertility, with additional potential health consequences for future biological children, caused women to re-think their quest for pregnancy. In contrast, the genetic test was viewed as an additional source of information for their husbands as opposed to raising concern regarding potential reproductive ramifications.     

Using contextual analysis to investigate the nature of spatial memory

The present study investigated the properties of episodic spatial memory by conducting contextual analysis on spatial memory tasks in a large sample of individuals (N = 778) between the ages of 18 and 92. The results suggest that episodic spatial memory as measured by a dot location task is not uniquely influenced by memory but is strongly influenced by fluid ability (Gf). The spatial memory–Gf relationship is evident and robust even when spatial memory is operationalized with a very simple single-dot location task, suggesting that allocation of attention across space may play a role in the relationship. Results also indicate that the spatial memory–Gf relations are not dependent on complexity of processing, because Gf has a similar magnitude of relations with a more complex version of the dot location task. Collectively, the results suggest that spatial memory likely represents some aspect of fluid intelligence and is not uniquely related to measures of verbal memory.     

The politics of color: Preferences for Republican red versus Democratic blue

The present study reveals that Election Day differentially affects the color preferences of US Republicans and Democrats. Voters’ preferences for Republican red and Democratic blue were assessed, along with several distractor colors, on and around the 2010 interim and 2012 presidential elections. On non-Election Days, Republicans and Democrats preferred Republican red equally, and Republicans actually preferred Democratic blue more than Democrats did. On Election Day, however, Republicans’ and Democrats’ color preferences changed to become more closely aligned with their own party’s colors. Republicans liked Republican red more than Democrats did, and no longer preferred Democratic blue more than Democrats did. These results are consistent with the hypothesis that color preferences are determined by people’s preferences for correspondingly colored objects/entities (Palmer & Schloss in Proceedings of the National Academy of Sciences 107:8877–8882, 2010). They further suggest that color preferences are calculated at a given moment, depending on which color–object associations are currently most activated or salient. Color preferences are thus far more dynamic and context-dependent than has previously been believed.     

Establishing Treatment Fidelity in Evidence-Based Parent Training Programs for Externalizing Disorders in Children and Adolescents

The current review evaluates the use of treatment fidelity strategies in evidence-based parent training programs for treating externalizing disorders. We used a broad framework for evaluating treatment fidelity developed by the National Institutes of Health Treatment Fidelity Workgroup that includes the aspects of treatment design, treatment delivery, training providers, and assessment of participant receipt of treatment and enactment of treatment skills. Sixty-five articles reporting outcome trials of evidence-based parent training programs met inclusion criteria and were coded for treatment fidelity strategies. The mean adherence to fidelity strategies was .73, which was higher than two previous review studies employing this framework in the health literature. Strategies related to treatment design showed the highest mean adherence (.83), whereas training of providers and enactment of treatment skills had the lowest (.58). In light of an increasing emphasis on effectiveness and dissemination trials, the broader treatment fidelity framework as applied in this review focuses needed attention on areas often overlooked in fidelity practices, such as training providers and generalization of treatment skills. We discuss the strengths and limitations of fidelity practices in parent training studies, implications of these findings, and areas for future research.     

Creating metacognitive environments in primary school RE classrooms

Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles (WVP), and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.     

A Game a Day Keeps Cognitive Decline Away? A Systematic Review and Meta-Analysis of Commercially-Available Brain Training Programs in Healthy and Cognitively Impaired Older Adults

Neuropsychology Review - The rising prevalence rates of age-related cognitive impairment are a worldwide public concern, bringing about a surge in the number of “brain training”...     

Jandu Yani U (for all families): Tailored Triple P Training and Support Promote Empowerment in Remote Aboriginal Communities

Journal of Child and Family Studies - To enhance the accessibility and acceptability of evidence-based parenting programs in Indigenous communities, there is a need to build a confident and skilled...