Reading Preferences for Counseling and Values: A Sample of the ASERVIC Membership

This article presents the results of an ASERVIC (Association for Spiritual, Ethical, and Religious Values in Counseling) membership survey included as an insert (Maples, 1997) in the newsletter Interaction in the spring of 1998, requesting information related to topic preferences for the organization's journal Counseling and Values. The project had 4 goals: (a) to determine what topics a sample of the ASERVIC membership wants to read about in Counseling and Values, (b) to determine what topics Counseling and Values is currently publishing, (c) to determine the extent to which the articles being published are satisfying the preferences of the membership sample, and (d) to determine to what extent the articles being published in Counseling and Values have changed since the organization's name change in 1993.     

How Do People React to Stigma Acknowledgment? Race and Gender Acknowledgment in the Context of the 2008 Presidential Election1

Some studies have found that acknowledging one's stigmatized social identity in an evaluative context leads to more favorable evaluations, whereas others have found that stigma acknowledgment can increase negative evaluations. The present study examined one potential factor (i.e., evaluators' attitudes toward social groups to which acknowledgers belong) that may moderate the relation between stigma acknowledgment and evaluations, in the context of race and gender acknowledgment in the 2008 U.S. presidential election. Results indicated that acknowledgment of race, but not gender, led to more negative evaluations, particularly for high‐prejudiced individuals. The findings highlight the importance of examining stigma acknowledgment effects from a Person × Situation perspective. Implications for advancing understanding of acknowledgment as a useful strategy in evaluative contexts are discussed.     

A TRICKLE‐DOWN MODEL OF ABUSIVE SUPERVISION

Much of the abusive supervision research has focused on the supervisor–subordinate dyad when examining the effects of abusive supervision on employee outcomes. Using data from a large multisource field study, we extend this research by testing a trickle‐down model of abusive supervision across 3 hierarchical levels (i.e., managers, supervisors, and employees). Drawing on social learning theory and social information processing theory, we find general support for the study hypotheses. Specifically, we find that abusive manager behavior is positively related to abusive supervisor behavior, which in turn is positively related to work group interpersonal deviance. In addition, hostile climate moderates the relationship between abusive supervisor behavior and work group interpersonal deviance such that the relationship is stronger when hostile climate is high. The results provide support for our trickle‐down model in that abusive manager behavior was not only related to abusive supervisor behavior but was also associated with employees’ behavior 2 hierarchical levels below the manager.     

Preschoolers with Asthma: Narratives of Family Functioning Predict Behavior Problems

This study tested a model predicting behavior symptoms in preschoolers with asthma. Specifically, it examined the role that asthma severity and children's representations of family functioning may play in the development of child behavior problems in a sample of 53 low-income preschoolers. The study included parent report of asthma severity and a narrative story-stem method to assess children's representations of both general and disease-specific family processes. A regression model tested the inclusion of both types of family processes in predicting child internalizing and externalizing behavior. Disease severity and children's family narratives independently predicted children's behavior over and above the combined effects of demographic variables including child age, socioeconomic status, and family structure. Although children's narratives about general family functioning predicted children's behavior, narratives about family response to asthma symptoms did not. Findings support that both disease severity and family functioning are important considerations in understanding children's behavior problems in the context of asthma. Clinical applications of findings may include: (1) Informing family based-assessments to incorporate children's narratives, and (2) A focus on reducing asthma symptoms and strengthening family functioning to prevent or address child behavior problems.     

Visual‐motor and executive functions in children born preterm: The Bender Visual Motor Gestalt Test revisited

Böhm, B., Lundequist, A. & Smedler, A.‐C. (2010). Visual‐motor and executive functions in children born preterm: The Bender Visual Motor Gestalt Test revisited. Scandinavian Journal of Psychology, 51, 376–384. Visual‐motor development and executive functions were investigated with the Bender Test at age 5½ years in 175 children born preterm and 125 full‐term controls, within the longitudinal Stockholm Neonatal Project. Assessment also included WPPSI‐R and NEPSY neuropsychological battery for ages 4–7 ( Korkman, 1990 ). Bender protocols were scored according to Brannigan & Decker (2003) , Koppitz (1963) and a complementary neuropsychological scoring system (ABC), aimed at executive functions and developed for this study. Bender results by all three scoring systems were strongly related to overall cognitive level (Performance IQ), in both groups. The preterm group displayed inferior visual‐motor skills compared to controls also when controlling for IQ. The largest group differences were found on the ABC scoring, which shared unique variance with NEPSY tests of executive function. Multiple regression analyses showed that hyperactive behavior and inattention increased the risk for visual‐motor deficits in children born preterm, whereas no added risk was seen among hyperactive term children. Gender differences favoring girls were strongest within the preterm group, presumably reflecting the specific vulnerability of preterm boys. The results indicate that preterm children develop a different neurobehavioral organization from children born at term, and that the Bender test with a neuropsychological scoring is a useful tool in developmental screening around school start.     

Student Perceptions of Salient Indicators of Integration of Faith and Learning (IFL): The Christian Vocation Model

This article presents findings from a qualitative study of 120 undergraduate students from seven schools in the Council for Christian Colleges and Universities. Using in-depth individual and focus group interviews, we explored participants' perceptions of salient indicators of integration of faith and learning (IFL) in the classroom. Findings highlight two main categories of indicators: 1) faculty relationships with God and with students, and 2) faculty competence, including specific IFL curriculum coverage and academically safe classroom settings. All indicators contributed to IFL experiences resonating with most students. We then set forth the Christian vocation model from our analysis to describe the interconnections between the two main categories. Implications, limitations, and suggestions for future research are discussed.