A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers’ use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students’ levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.

     

Desirable but not smart: preference for smarter romantic partners impairs women's STEM outcomes

Although women today excel in many areas of society, they are often underrepresented in the traditionally male‐dominated fields of Science, Technology, Engineering, and Math (STEM). The present research examined whether traditional romantic partner preferences—specifically, a desire to date partners who are smarter than oneself—affects women's tendency to minimize their intelligence in STEM fields when pursuing romantic goals. Women (but not men) who preferred smarter romantic partners showed worse math performance (Studies 1–2), less identification with math (Study 2), and less interest in STEM careers (Study 3) when the goal to be romantically desirable was activated. A meta‐analysis across studies supported results. This research thus demonstrates that partner preferences influence women's STEM outcomes in response to romantic goal pursuit.     

Mixed‐methods Evaluation of the Good Behaviour Game in English Primary Schools

Inclusivity of all children in education and within educational settings is an important value and goal. Yet, where settings and practices are not oriented for inclusivity and engagement, some children can struggle with academic tasks and are often marginalised and exhibit disruptive behaviours. The study reported here addresses the social nature of school as a community for learning through a mixed‐methods concurrent triangulation evaluation of the implementation of the Good Behaviour Game (GBG) in six primary (elementary) schools with 10 classes and 222 children in Oxfordshire, England. The Teacher Observation of Classroom Adaptations ‐ Revised (TOCA‐R) was administered in individual interviews with class teachers. Additionally, individual semi‐structured interviews were conducted with teachers, coaches and head teachers (n = 22). In a pre–post design, improvements in child adaptation were observed on all TOCA‐R subscales. In an integrative analysis that brought together quantitative and qualitative findings, pupil improvement was identified in three major areas: inclusion and social participation, behaviour, and concentration. Interview results also highlighted the substantial practical challenges associated with implementing and using the GBG in schools in the UK. Overall, the results of this study support the idea that social relationships within the school community, between pupils and between pupils and teachers, provide an important context for learning and social development. Copyright © 2016 John Wiley & Sons, Ltd.     

Relations between Parenting Stress,Parenting Style,and Child Executive Functioning for Children with ADHD or Autism

Relations among parenting stress, parenting style, and child executive functioning for children with disabilities are not easily teased apart. The current study explored these relations among 82 children and adolescents age 7–18: 21 with attention deficit/hyperactivity disorder, 33 with autism spectrum disorder, and 28 typically developing. Results indicated that children with attention deficit/hyperactivity disorder or autism spectrum disorder had more executive functioning deficits, and their parents reported more parenting stress and a greater use of permissive parenting, compared to typically developing children. In general, increased parenting stress was associated with greater use of authoritarian and permissive parenting styles, as well as more problems with behavior regulation for children. Authoritarian and permissive parenting styles were associated with poorer child executive functioning. Child diagnostic group (attention deficit/hyperactivity disorder, autism spectrum disorder, typically developing) moderated relations between parent stress and child functioning, and between parenting style and child functioning. Implications for intervention with families of children with disabilities are discussed.     

Doors for memory: A searchable database

The study of human long-term memory has for over 50 years been dominated by research on words. This is partly due to lack of suitable nonverbal materials. Experience in developing a clinical test suggested that door scenes can provide an ecologically relevant and sensitive alternative to the faces and geometrical figures traditionally used to study visual memory. In pursuing this line of research, we have accumulated over 2000 door scenes providing a database that is categorized on a range of variables including building type, colour, age, condition, glazing, and a range of other physical characteristics. We describe an illustrative study of recognition memory for 100 doors tested by yes/no, two-alternative, or four-alternative forced-choice paradigms. These stimuli, together with the full categorized database, are available through a dedicated website. We suggest that door scenes provide an ecologically relevant and participant-friendly source of material for studying the comparatively neglected field of visual long-term memory.     

Thin,Sexy Women and Strong,Muscular Men: Grade-School Children's Responses to Objectified Images of Women and Men

There are data that show that women are objectified in the media, that girls and women experience a high rate of body dissatisfaction and eating problems, and that exposure to objectified media images of women is related to the experience of self-objectification and body shame among women. Media images of women promote a thin, sexy ideal. The objectification of men in the media has increased, perhaps promoting a “drive for muscularity” among boys. In the present study grade-school girls and boys ages 6 through 12 were shown four pictures of objectified images of women and men, respectively, and asked about their responses to the pictures. Although girls and boys responded equally positively to the objectified images of the people of their gender, girls showed a more consistent response to the pictures. Further, there were stronger relationships between girls' responses to the pictures, awareness and internalization of media images, and body esteem. Girls who consistently showed a rejection response to the pictures had higher body esteem than those girls who were uncertain about how to respond to the pictures. It was concluded that, perhaps due to cultural images and cultural pressures, girls more readily develop a consistent response to objectified images of women (than boys do to objectified images of men) that relates to their feelings about their own bodies.     

Laboratory analogue investigation of defusion and reappraisal strategies in the context of symbolically generalized avoidance

The present study examined and compared the effects of 2 analogues of cognitive treatments—cognitive defusion and cognitive reappraisal—on symbolically generalized avoidance established using a basic behavioral laboratory paradigm. This back‐translation design contributes to the development and validation of principle‐based definitions of the applied constructs of defusion and reappraisal. Eighty‐eight participants first underwent basic laboratory procedures designed to establish symbolically generalized avoidance in response to an arbitrary stimulus (a nonsense word). Participants were then randomized to defusion, reappraisal, or control conditions. The response variables were (a) equivalence responding—indicative of the trained relational network and analogous to the cognitive content responsible for symbolic generalization—and (b) avoidance—the behavioral impact of symbolic generalization. A between‐groups analysis revealed that defusion and reappraisal significantly increased the odds of nonavoidance responding. Discrete‐time survival mediation analyses provided preliminary support for the classification of defusion as a functional context intervention and reappraisal as a relational context intervention.     

Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences

Because program experiences are more amendable than mentor or mentee characteristics, they may be important factors to consider in buffering the negative impact of youth risk on the quality of the mentor–mentee bond. Data from 455 mentees (ages 11–18; 57% male) and their undergraduate student mentors (82.3% female) from the Campus Connections mentoring program were used to assess whether youth risk and mentors’ program experiences (i.e., program structure, supportive relationships with staff, opportunities for skill building, support for efficacy and mattering, and opportunities to belong) were associated with mentoring relationship quality and whether mentors’ experience within the program moderated the association between youth risk and mentoring relationship quality. Results indicated that environmental, but not individual, risk was negatively associated with relationship quality. Mentors’ experiences with the program were positively associated with mentoring relationship quality, and in many cases, above and beyond youth level of risk. Finally, mentors’ perception of program structure, supportive relationships, and opportunities for skill building attenuated the negative relationship between environmental, but not individual, risk and relationship quality. Mentors’ experiences of program support for efficacy and mattering and opportunities to belong were not significant moderators in any model. Implications for programs and future research directions are presented.     

Examining Religious Disaffiliation Through a Family Systems Lens: Implications for Treatment

Religious disaffiliation can be emotionally and relationally challenging. Research indicates that people who disaffiliate can experience grief, emotional distress, and even posttraumatic stress disorder (PTSD) symptoms. Research also indicates that disaffiliation can put strain on family relationships, yet exactly how this impacts the family system as a whole is much less understood. This qualitative study, using grounded theory analytic procedures, fills a gap in the literature by utilizing a systemic approach to explore the impact of religious disaffiliation on family units. Twelve participants from five different families representing five different religions were interviewed. At least one disaffiliated member and one affiliated member were interviewed from each family system. Results offered a deeper understanding of (a) the relational impact of religious disaffiliation and (b) the relational challenges of navigating interactions after disaffiliation. Six clinical implications are offered with the goal of helping family members understand their unique experience of this transitional time, process their emotions, enhance distress tolerance skills, and effectively communicate with one another in a spirit of kindness and respect to prevent relational wounds, expedite the healing process, and protect family bonds.