Strengthening and Expanding Child Services in Low Resource Communities: The Role of Task‐Shifting and Just‐in‐Time Training

In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task‐shifting, defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive qualifications or training. Although task‐shifting can increase the size of the workforce, there are challenges related to training new workers. In this paper, we propose Just‐In‐Time Training (JITT) as one strategy for improving task‐shifting efforts. We define JITT as on‐demand training experiences that only include what is necessary, when it is necessary, to promote competent service delivery. We offer a proof of concept from our own work shifting counseling and academic support tasks from school mental health professionals to pre‐baccalaureate mentors, citing lessons learned during our iterative process of JITT development. We conclude with a series of key considerations for scaling up the pairing of task‐shifting and JITT, including expanding the science of JITT and anticipating how task‐shifting and JITT would work within the context of dynamic mental health service systems.     

“Dying for a Baby” and Other “Confusions of Tongues”: A Discussion of “Childless”

This paper discusses the beautiful case presented by Rebeccca Harrington in “Childless.” This discussion focuses on Harrington’s narrated ambivalences around reproduction and the traumatic repetitions experienced by her patient Shira. As her case unfolds, Harrington recognizes the ways her silences around Shira’s engagement with assisted reproductive technologies reenacted a form of a parental blindness to abuse. Building on Harrington’s ideas, this discussion integrates queer and psychoanalytic theory to ponder some ways the fetus has become a fetish for U.S. culture and how this shift appears to be a form of temporally based affect regulation that collapses spaces of ambivalence around maternity for women. Within these cultural dynamics, this discussion emphasizes Harrington’s call for psychoanalysis as a field to analyze its own pronatalist agenda.     

Would You Like to Round Up and Donate the Difference? Roundup Requests Reduce the Perceived Pain of Donating

Recently, some companies have begun to ask their customers to “round up” transactions to the next highest dollar and donate the difference to charity. However, little is known about how consumers respond to such an appeal. Across a series of lab experiments and one large field study, we find that consumers respond more favorably to a roundup than to a flat donation request, even when the requested amount is identical. We find evidence that the effect arises because a roundup request reduces consumers’ perceived pain of donating. Three alternative explanations are examined (i.e., objective financial cost, inattention to donation cost, and perceived novelty of the request) but not supported. This research has important implications for both companies and nonprofits seeking to increase charitable donations from consumers.     

Do children's number words begin noisy?

How do children acquire exact meanings for number words like three or forty‐seven? In recent years, a lively debate has probed the cognitive systems that support learning, with some arguing that an evolutionarily ancient “approximate number system” drives early number word meanings, and others arguing that learning is supported chiefly by representations of small sets of discrete individuals. This debate has centered around the findings generated by Wynn's ( 1990 , 1992 ) Give‐a‐Number task, which she used to categorize children into discrete “knower level” stages. Early reports confirmed Wynn's analysis, and took these stages to support the “small sets” hypothesis. However, more recent studies have disputed this analysis, and have argued that Give‐a‐Number data reveal a strong role for approximate number representations. In the present study, we use previously collected Give‐a‐Number data to replicate the analyses of these past studies, and to show that differences between past studies are due to assumptions made in analyses, rather than to differences in data themselves. We also show how Give‐a‐Number data violate the assumptions of parametric tests used in past studies. Based on simple non‐parametric tests and model simulations, we conclude that (a) before children learn exact meanings for words like one, two, three, and four, they first acquire noisy preliminary meanings for these words, (b) there is no reliable evidence of preliminary meanings for larger meanings, and (c) Give‐a‐Number cannot be used to readily identify signatures of the approximate number system.     

Size perception is less context-sensitive in males

Context sensitivity of size perception has previously been used to study individual differences related to the distinction between local, analytic, or field-independent and global, holistic, or field-dependent perceptual styles. For example, it has been used in several recent studies of autistic spectrum disorders, which may involve an excessive bias toward local processing. Autism is much more common in males, and there is evidence that this may be in part because males in general tend to be less context-sensitive than females, and thus are more affected by conditions that further reduce context sensitivity. There is also evidence that a bias to local processing is more common in professions that require attention to detail. Context sensitivity of size perception was therefore studied as a function of sex and academic discipline in sixty-four university staff and students by a simple, sensitive, and specific psychophysical measure based on the Ebbinghaus illusion. The results show that in this task males are on average less context-sensitive than females, that the overlap is large, and that subjects with very high or very low context sensitivity tend to have the sex and profession predicted by the above hypotheses.     

Differences between general computer attitudes and perceived computer attributes: development and validation of a scale

The aim of this study was to develop a tool for measuring individuals' dispositions toward the use of computers in their work environment. The study reports the construction and validation of a general computer attitude and perceived computer attribute scale. Exploratory factor analytical evidence with a sample of 381 employees indicated a structure underpinned by two constructs, an attitudinal factor and a perceived computer attribute factor. The internal consistency estimates of reliability of scores were .81 for the attitudinal factor and .89 for the perceived computer attribute factor. Compared to the computer attitude subscale, scores on the perceived computer attribute subscale correlated higher with computer experience and professional computer use within the sample.     

Interpersonal conflict, agreeableness, and personality development

This multimethod research linked the Big-Five personality dimensions to interpersonal conflict in childhood. Agreeableness was the personality dimension of focus because this dimension has been associated with maintaining positive interpersonal relations in adolescents and adults. In two studies, elementary school children were assessed on the Big-Five domains of personality. Study 1 (n=276) showed that agreeableness was uniquely associated with endorsements of conflict resolution tactics in children as well as parent and teacher reports of coping and adjustment. Study 2 (n=234) revealed that children's perceptions of themselves and others during conflict was influenced by their agreeableness regardless of their partner's agreeableness. Observers also reported that pairs higher in agreeableness had more harmonious, constructive conflicts. Overall findings suggest that of the Big-Five dimensions, agreeableness is most closely associated with processes and outcomes related to interpersonal conflict and adjustment in children.     

The birthdate effect: an extension of the Mere Ownership Effect

Studies have shown that attributes or variables associated with oneself are liked or preferred more compared to similar attributes unrelated to the self. Nuttin found in 1985 that people tend to prefer the letters that occur in their own names more than the letters that do not occur in their names. This name-letter-effect was later explained as a more general "mere ownership effect." The present purpose was to test whether the Mere Ownership Effect generalizes to a person's evaluation of their birthdate (month and year). 83 participants evaluated a variety of dates and objects. As expected, participants showed a significantly more positive evaluation of their own birth month and year than to their nonbirth months and years.