The Abbreviated Dimensions of Temperament Survey: Factor Structure and Construct Validity Across Three Racial/Ethnic Groups

The factor structure, reliability, and construct validity of an abbreviated version of the Revised Dimensions of Temperament Survey (DOTS–R) were evaluated across Black, Hispanic, and White early adolescents. Primary caregivers reported on 5 dimensions of temperament for 4,701 children. Five temperament dimensions were identified via maximum likelihood exploratory factor analysis and were labeled flexibility, general activity level, positive mood, task orientation, and sleep rhythmicity. Multigroup mean and covariance structures analysis provided partial support for strong factorial invariance across these racial/ethnic groups. Mean level comparisons indicated that relative to Hispanics and Blacks, Whites had higher flexibility, greater sleep regularity, and lower activity. They also reported higher positive mood than Blacks. Blacks, relative to Hispanics, had higher flexibility and lower sleep regularity. Construct validity was supported as the 5 temperament dimensions were significantly correlated with externalizing problems and socioemotional competence. This abbreviated version of the DOTS–R could be used across racial/ethnic groups of early adolescents to assess significant dimensions of temperament risk that are associated with mental health and competent (healthy) functioning.     

Hegemonic Masculinity and Mental Health Among Older White Men in the U.S.: The Role of Health and Wealth Decline

Millions of men in the US experience substance abuse and impulse control disorders, which is well researched. Far fewer scholars have studied the millions of men that also experience depression (which is traditionally associated with women). Drawing upon literature on fragile masculinity and masculinity threat, we evaluate the role of endorsing hegemonic masculinity ideals (e.g., men should be strong, unemotional, and financially secure) in both internalizing (depression) and externalizing (anger) mental health problems, focusing on older White men aged 70–74 in the Wisconsin Longitudinal Survey (N?=?1,794). In addition to predicting mental health among older men according to their agreement with hegemonic masculinity ideals, we examine the impact of two potential threats to masculinity: health and wealth decline. We find that endorsement of hegemonic masculinity ideals is positively associated with externalizing and internalizing symptoms and that the association between hegemonic masculinity ideals and depressive symptoms is even stronger for men who perceive their health to be declining and those who have lost wealth. We conclude that endorsement of rigid hegemonic masculinity ideals negatively impacts older men’s mental health, especially when they experience challenges to their self-perception as strong, independent, and self-reliant. We provide suggestions as to how improving our understanding of the association between masculinity beliefs and mental health can inform clinical practice as well as public health and public policy.

     

Residual Effects of Slavery: A Delphi Study

Slavery and its aftermath have created multiple challenges that are unique to the African American community. Although literature exists within other disciplines, no published empirical study within the marriage and family therapy literature has examined the residual effects of slavery. We used a modified Delphi methodology to explore the residual effects of slavery on African Americans and to determine resultant clinical implications. To obtain information from panelists who have expertise in this area, we conducted three rounds of data collection: an open-ended questionnaire, a Likert-scale questionnaire, and a round of in-depth interviews. Based on our analysis of the data collected, this empirical study describes the influence of the residual effects of slavery, implications for clinicians and directions for future research.

     

Building Schools’ Readiness to Implement a Comprehensive Approach to School Safety

Research consistently finds that a comprehensive approach to school safety, which integrates the best scientific evidence and solid implementation strategies, offers the greatest potential for preventing youth violence and promoting mental and behavioral health. However, schools and communities encounter enormous challenges in articulating, synthesizing, and implementing all the complex aspects of a comprehensive approach to school safety. This paper aims to bridge the gap between scientific evidence and the application of that evidence in schools and communities by defining the key components of a comprehensive approach to school safety and describing how schools can assess their readiness to implement a comprehensive approach. We use readiness and implementation data from the Safe Communities Safe Schools project to illustrate these challenges and solutions. Our findings suggest that (1) readiness assessment can be combined with feasibility meetings to inform school selection for implementation of a comprehensive approach to school safety and (2) intentionally addressing readiness barriers as part of a comprehensive approach may lead to improvements in readiness (motivation and capacity) to effectively implement a comprehensive approach to school safety.     

Gender stereotypes in education: Development,consequences, and interventions

Despite many efforts to increase gender fairness in education in recent years, the issue has not yet become obsolete: Gender discrimination still exists and finds expression in unused chances and limited action repertoires for both sexes. This article gives an overview on existing gender differences across the lifespan before providing explanations for these differences from a developmental perspective. We present psychological theories of development dealing with the adoption of gender typical preferences and behaviors in children, and draw the connection to the role parents’ and teachers’ gender stereotypes play in this process. The mechanisms contributing to the perpetuation of gender differences are illustrated via empirical studies. Finally, we offer starting points for interventions to prevent the development of these gender differences, and introduce the REFLECT program which enhances gender competence in secondary school teachers and their students, and a training program for kindergarten teachers as concrete examples of such interventions.     

FOCUS on the Family Caregiver: A Problem‐Solving Training Intervention

Problem‐solving interventions have documented effectiveness in treating distress among a variety of clientele. The authors discuss the application of training in social problem solving with family caregivers of persons who have incurred severe physical disabilities. Specifically, the authors outline training procedures (i.e., Project FOCUS) that enable counselors to assist family caregivers in developing effective problem‐solving skills that may translate to increased wellness for each caregiver, and by extension, their care recipients.     

Paradoxes of qualitative research

In qualitative research paradoxes abound in research design, sampling, generalisation, ethics and the behaviour of the researcher. The ultimate paradox is that qualitative inquiry is impossible — both conceptually and practically — yet it still goes on. It must do so if the professions of counselling and psychotherapy are to advance.     

"Evidence-debased medicine" and the integrity of the medical profession

Patients trust physicians to prescribe based on their fiduciary duty to act in the best interests of their patients, and physicians prescribe based on confidence in research data and clinical guidelines. Recent reports erode confidence in evidence-based medicine. Through self-regulation and a willingness to change, the medical profession can assert its status as a profession distinct from outside influence, serving one interest: the healthcare of patients and the public.