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831.
    
Abstract

This qualitative study was conducted with nine individuals who have successfully completed a Marriage and Family Therapy (MFT) doctoral program. A hermeneutic phenomenological approach was employed to explore the experiences of these MFT doctoral graduates and the contributing factors to their success. The four overarching themes that emerged from the data included: (1) Necessity of and dependence on connections and support systems, (2) Becoming adept at overcoming challenges through limited resources, (3) Ability to translate skills and integrate processes, (4) Gratitude and appreciation for the journey. Implications for this field of study are discussed. Future research and implications are explored.  相似文献   
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834.
Jury simulation research has been the subject of longstanding criticism in regards to ecological validity. One additional factor that has received little attention that may also impact the generalizability of this research relates to excluding participants based on their memory of, or their attention paid to, the case. In order to determine how common this exclusion is, the authors conducted a scoping review of jury simulation studies within the last 10 years across three major legal psychology journals. The review revealed variability in if and how studies excluded on the basis of poor attention or for failing manipulation or general memory checks. In addition, studies that did exclude on this basis varied greatly in the proportion of the sample that was excluded. Recommendations are provided in order to assist jury researchers in future with how best to manage exclusions on the basis of juror memory and attention.  相似文献   
835.
    
Scholarship has documented the challenges that face college students of marginalized economic backgrounds, an issue that is relevant for Community Psychology because of the field's commitment to social justice. Community psychologists are concerned with facilitating access to social resources such as education across the full range of social identities. The current study builds on recent research that has identified the key role of classism in students' struggles. We developed a new measure of college student financial stress in order to investigate the relationship between indices of social class (financial stress, subjective social status, and parental education) and indices of classism (institutional, interpersonal, and citational). We also explored whether race or immigration status moderated these relationships in a sample of diverse students (= 278). Findings show that students' current financial stress has the strongest relationship with classism, and immigration status moderates the exposure to citational classism. Specifically, we found evidence for perpetuation of classism among U.S. born students higher on the social class ladder. Implications for future research include the importance of considering multiple domains of social class, studying social class in a context‐specific way, and differentiating dimensions of classism. Findings also suggest that financial stress is an important focus in the work to support marginalized students, and that classist narratives need to be addressed among students of higher social class.  相似文献   
836.
    
Reflective supervision/consultation (RS/C) is an important component of infant mental health training and practice. Given high levels of job stress reported by a variety of early childhood professionals, the present study offers a qualitative examination of early childhood intervention professionals’ perceptions of stress and coping before and after receiving regular RS/C. Thirty-one professionals received 9 months of RS/C and completed semistructured interview questionnaires at the pre-/postassessments. Questionnaires focused on job-related experiences, including what participants found stressful and how they coped with job-related stress. Inductive analysis techniques were used to identify themes that arose from the data. Relationships between themes were discovered through axial coding. Three key themes of individual, relational, and organizational stress were identified across the pre-/postassessments. Similar themes were evident in reports of coping. Following 9 months of RS/C, analysis revealed greater detail and reflection among the majority of participants. These results contribute to the literature through identification of multiple levels of stress and coping as well as areas of continuity and change among participants receiving RS/C. Future research should consider how professionals’ reports of stress and coping relate to reported self-efficacy and observed competence with young children and families.  相似文献   
837.
The field of experimental social psychology is appropriately interested in using novel theoretical approaches to implement change in the social world. In the current study, we extended cognitive dissonance theory by creating a new framework of social influence: imagined vicarious dissonance. We used the framework to influence attitudes on an important and controversial political attitude: U.S. citizens’ support for the Affordable Care Act (ACA). 36 Republicans and 84 Democrats were asked to imagine fellow Republicans and Democrats, respectively, making attitude discrepant statements under high and low choice conditions about support for the ACA. The data showed that vicarious dissonance, established by imagining a group member make a counterattitudinal speech under high-choice conditions (as compared to low-choice conditions), resulted in greater support for the Act by Republicans and marginally diminished support by Democrats. The results suggest a promising role for the application of vicarious dissonance theory to relevant societal issues and for further understanding the relationship of dissonance and people’s identification with their social groups.  相似文献   
838.
    
In humans, socioeconomic status (SES) has profound outcomes on socio‐emotional development and health. However, while much is known about the consequences of SES, little research has examined the predictors of SES due to the longitudinal nature of such studies. We sought to explore whether interindividual differences in neonatal sociality, temperament, and early social experiences predicted juvenile social status in rhesus monkeys (Macaca mulatta), as a proxy for SES in humans. We performed neonatal imitation tests in infants’ first week of life and emotional reactivity assessments at 2 and 4 weeks of age. We examined whether these traits, as well as the rearing environment in the first 8 months of life (with the mother or with same‐aged peers only) and maternal social status predicted juvenile (2–3 years old) social status following the formation of peer social groups at 8 months. We found that infants who exhibited higher rates of neonatal imitation and newborn emotional reactivity achieved higher social status as juveniles, as did infants who were reared with their mothers, compared to infants reared with peers. Maternal social status was only associated with juvenile status for infant dyads reared in the same maternal group, indicating that relative social relationships were transferred through social experience. These results suggest that neonatal imitation and emotional reactivity may reflect ingrained predispositions toward sociality that predict later outcomes, and that nonnormative social experiences can alter socio‐developmental trajectories. Our results indicate that neonatal characteristics and early social experiences predict later social outcomes in adolescence, including gradients of social stratification.  相似文献   
839.
    
It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent–child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent–child book reading interactions between 1 and 2.5 years‐of‐age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent–child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity.  相似文献   
840.
    
A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities.  相似文献   
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