Discerning reported suicide attempts within a youthful offender population

With suicide being the third leading cause of death among young people, early identification of risk is critical, particularly for those involved with the juvenile courts. In this study of court-involved youth (N = 433) in two Midwest counties, logistic regression analysis identified some expected and unexpected findings of important demographic, educational, mental health, child welfare, and juvenile court-related variables that were linked to reported suicide attempts. Some of the expected suicide attempt risk factors for these youth included prior psychiatric hospitalization and related mental health services, residential placement, and diagnoses of depression and alcohol dependence. However, the most unexpected finding was that a court disposition to shelter care (group home) was related to a nearly tenfold increased risk in reported suicide attempt. These findings are of importance to families, mental health professionals, and juvenile court personnel to identify those youth who are most at risk and subsequently provide appropriate interventions to prevent such outcomes.     

Flexible feature-based inhibition in visual search mediates magnified impairments of selection: evidence from carry-over effects under dynamic preview-search conditions

Evidence for inhibitory processes in visual search comes from studies using preview conditions, where responses to new targets are delayed if they carry a featural attribute belonging to the old distractor items that are currently being ignored-the negative carry-over effect (Braithwaite, Humphreys, & Hodsoll, 2003). We examined whether inhibition was applied in the same manner across different types of displays or whether the inhibitory weighting applied to different features varied with their utility for the search task. To test this, we present the first empirical investigation of negative carry-over effects under the ecologically valid conditions of dynamic visual search. Experiment 1 investigated preview search using dynamic moving and static displays. Detection was very poor when new targets carried the color of the old distractors, and this negative carry-over effect was significantly exaggerated with moving, compared with static, displays. Experiments 2a and 2b demonstrated that this effect could not be attributed to an increased role of preattentive grouping between new and old items for dynamic displays. Collectively, the findings suggest that feature-based inhibition contributes strongly to preview search through dynamic displays, and this leads to an amplified attentional blindness to new targets. The data specifically indicate that inhibitory processes in search differentially weight color and location in moving and static displays, and that feature-based inhibition may underlie many instances of sustained inattentional blindness in everyday life.     

What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood

Executive functions (EFs; e.g. working memory, inhibitory control) are mediated by the prefrontal cortex and associated with optimal cognitive and socio‐emotional development. This study provides the first concurrent analysis of the relative contributions of maternal EF and caregiving to child EF. A group of children and their mothers (n = 62) completed age‐appropriate interaction (10, 24, 36 months) and EF tasks (child: 24, 36, and 48 months). Regression analyses revealed that by 36 months of age, maternal EF and negative caregiving behaviors accounted for unique variance in child EF, above and beyond maternal education and child verbal ability. These findings were confirmed when using an early child EF composite‐our most reliable measure of EF – and a similar pattern was found when controlling for stability in child EF. Furthermore, there was evidence that maternal EF had significant indirect effects on changes in child EF through maternal caregiving. At 24 months, EF was associated with maternal EF, but not negative caregiving behaviors. Taken together, these findings suggest that links between negative caregiving and child EF are increasingly manifested during early childhood. Although maternal EF and negative caregiving are related, they provide unique information about the development of child EF. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=NPKXFbbrkps     

Meaning-making and resilience: case studies of a multifaceted process

Explanations of meaning-making generally prioritise intrapersonal processes. Although making meaning is an intrapersonal process, it is also strongly influenced by person-context interactions and cultural positioning. Nevertheless, the meaning-making literature has paid scant attention to how such interactivity and positioning shape meaning-making. In this article, we highlight the compound character of resilience-promoting meaning-making. To this end, we recount the instrumental cases of Ntando's and Sipho's resilience. The accounts of these black South African students’ positive adjustment to adversity richly illustrate how their lived experiences of a social ecology stimulated multifaceted meaning-making processes. In particular, Ntando's and Sipho's interpersonal experiences and Africentric worldviews gave rise to and/or moderated positive re-appraisal, revisioned goals, purposeful direction, application of spiritual beliefs, identification of benefits, sense-making and reflective problem-solving. Although both their stories drive an understanding of meaning-making as a helix-like process with inter-, intrapersonal and cultural strands, the differences in their accounts of meaning-making stimulate the need for deeper exploration into the complexity of resilience-promoting meaning-making processes.     

Positive affect and learning: exploring the “Eureka Effect” in dogs

Animals may experience positive affective states in response to their own achievements. We investigated emotional responses to problem-solving in dogs, separating these from reactions to rewards per se using a yoked control design. We also questioned whether the intensity of reaction would vary with reward type. We examined the response (behavior and heart rate) of dogs as they learned to gain access to different rewards: (1) food (2) human contact, and (3) dog contact. Twelve beagles were assigned to matched pairs, and each dog served as both an experimental and a control animal during different stages of the experiment. We trained all dogs to perform distinct operant tasks and exposed them to additional devices to which they were not trained. Later, dogs were tested in a new context. When acting as an experimental dog, access to the reward was granted immediately upon completion of trained operant tasks. When acting as a control, access to the reward was independent of the dog’s actions and was instead granted after a delay equal to their matched partner’s latency to complete their task. Thus, differences between the two situations could be attributed to experimental dogs having the opportunity to learn to control access to the reward. Experimental dogs showed signs of excitement (e.g., increased tail wagging and activity) in response to their achievements, whereas controls showed signs of frustration (e.g., chewing of the operant device) in response to the unpredictability of the situation. The intensity of emotional response in experimental dogs was influenced by the reward type, i.e., greatest response to food and least to another dog. Our results suggest that dogs react emotionally to problem-solving opportunities and that tail wagging may be a useful indicator of positive affective states in dogs.     

A First Step to Supporting the Coparenting Relationship and Reducing Child Behaviour Problems: A Delphi Consensus Study

Journal of Child and Family Studies - Parenting programs addressing coparenting skills are very effective in reducing problematic child behaviours. Barriers to participation in parenting programs...     

Do Teachers maintain their Expectation Bias for students? A longitudinal investigation

Whether teachers maintain their expectation bias for students over time is crucial for understanding self-fulfilling prophecy effects. However, the stability of teacher expectation bias has been largely ignored in the literature. We examined the stability of teacher expectation bias across a sample of teachers and the change trajectories of teacher expectation bias across high-, medium-, and low-expectation teacher groups across all teachers and in the curriculum areas of mathematics, Chinese, and English. Our analyses were based on two-year longitudinal data with four time points from 567 Chinese senior high school students and their 50 teachers. The results showed that across all teachers, teacher expectation bias at the individual student level was dynamic over time. That is, teachers seemed to adjust their initial expectation bias in the first few months but then maintained the adjusted expectation bias afterwards. However, when students moved from Grade 11 to Grade 12 (the last year of high school), teachers seemed to change their expectation bias again. The evidence from HLM analyses further supported these results. That is, all the high- and low-expectation teachers alleviated their initial expectation bias significantly in the first six months and then adhered to their adjusted expectation bias. However, when students moved to the last year of high school, some high- and low-expectation teachers’ expectation biases were volatile again. Nevertheless, most high- and low-expectation teachers (except for Chinese low-expectation teachers) tended to either over-estimate or under-estimate their students across two school years. Further, compared to Chinese and mathematics teachers, English teachers’ biases seemed to be even more stable. Our findings suggested that some teachers consistently over- or under-estimated their students over an extended time period and this could have implications for student outcomes.