The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

The present study advances a new method for assessing teacher beliefs and priorities. This paper describes the development and psychometric properties of the Teacher Belief Q-Sort (TBQ), an assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and beliefs about children (see www.socialdevelopmentlab.org. Further, this paper describes the usefulness of this tool by examining differences in beliefs and priorities among four groups of teachers (experienced teachers trained in the Responsive Classroom (RC) Approach, experienced teachers with no such training, pre-service teachers planning on teaching elementary school, and pre-service teachers planning on teaching middle/high school) with the goal of demonstrating the way priorities are sensitive to specialized training and teaching experience. The study establishes the TBQ as a reliable, valid, and useful method. Findings showed that RC teachers hold discipline and teaching practice priorities consistent with training in the RC Approach and that pre-service teachers placed greater priority on spontaneity and collaboration and held more negative views about children's likeability and motivation than in-service teachers. Findings are discussed in terms of the ways in which teacher priorities are sensitive to specialized training and teaching experience and offer an early indicator of integrity of implementation.     

Semantic memory for contextual regularities within and across scene categories: Evidence from eye movements

When encountering familiar scenes, observers can use item-specific memory to facilitate the guidance of attention to objects appearing in known locations or configurations. Here, we investigated how memory for relational contingencies that emerge across different scenes can be exploited to guide attention. Participants searched for letter targets embedded in pictures of bedrooms. In a between-subjects manipulation, targets were either always on a bed pillow or randomly positioned. When targets were systematically located within scenes, search for targets became more efficient. Importantly, this learning transferred to bedrooms without pillows, ruling out learning that is based on perceptual contingencies. Learning also transferred to living room scenes, but it did not transfer to kitchen scenes, even though both scene types contained pillows. These results suggest that statistical regularities abstracted across a range of stimuli are governed by semantic expectations regarding the presence of target-predicting local landmarks. Moreover, explicit awareness of these contingencies led to a central tendency bias in recall memory for precise target positions that is similar to the spatial category effects observed in landmark memory. These results broaden the scope of conditions under which contextual cuing operates and demonstrate how semantic memory plays a causal and independent role in the learning of associations between objects in real-world scenes.     

Self-regulation of Gendered Behavior in Everyday Life

The present research tested whether gender self-concepts influence behavior through self-regulatory processes, with emotions and self-esteem signaling that people’s responses meet or fail to meet their gender standards. In the first study, cross-sectional survey data from 3,174 young adults living in the United States revealed that esteem increased with behavioral conformity to gender standards for personality. In the second study, an experience-sampling diary design provided a dynamic view of regulation to gender standards for personality and romance. One hundred seventy-seven American undergraduates reported their emotions and esteem immediately following everyday social interactions. As anticipated, students became more positive when they acted in ways that confirmed rather than disconfirmed personal gender standards.     

Choosing to Report: Characteristics of employees who report the counterproductive work behavior of others

Managers typically expect employees to report counterproductive work behavior (CWB) when they see or have knowledge of other employees engaging in such acts. However, the degree to which individuals actually report CWB to company officials has not been addressed in the literature. Previous research has also not explored the personality traits, attitudes, and workplace behaviors of those employees who report CWB on the part of others. Hence, we conducted 2 studies with 2 independent samples to provide information on both of these points in an effort to assist organizations in curbing negative workplace acts and in making more informed personnel selection decisions.     

Clinically Significant Depressive Symptoms in African American Adolescent Females in an Urban Reproductive Health Clinic

Adolescent depression is a major public health concern. Depression and depressive symptoms are more prevalent in adolescent females and are associated with high-risk sexual behavior. Only one third of adolescents receive professional help for their depression, although about 90% visit their primary care providers on average 2–3 times per year. It is imperative that health professionals seek additional methods in the identification and treatment of depressive symptoms. This paper presents findings of the presence of clinically significant depressive symptoms in African American female adolescents receiving routine health care services within an adolescent primary care reproductive health clinic. Results revealed higher rates of depressive symptoms in this subsample of African American adolescent females when compared to the national sample, suggesting that primary care reproductive health clinics are a viable setting for the identification of depressive symptoms among low income, African American female adolescents. Psychosocial interventions and recommendations for the integration of primary care reproductive health, and behavioral health consultation services are presented.     

Reduced chromatic discrimination in children with autism spectrum disorders

Atypical perception in Autism Spectrum Disorders (ASD) is well documented ( Dakin & Frith, 2005 ). However, relatively little is known about colour perception in ASD. Less accurate performance on certain colour tasks has led some to argue that chromatic discrimination is reduced in ASD relative to typical development ( Franklin, Sowden, Burley, Notman & Alder, 2008 ). The current investigation assessed chromatic discrimination in children with high-functioning autism (HFA) and typically developing (TD) children matched on age and non-verbal cognitive ability, using the Farnsworth-Munsell 100 hue test (Experiment 1) and a threshold discrimination task (Experiment 2). In Experiment 1, more errors on the chromatic discrimination task were made by the HFA than the TD group. Comparison with test norms revealed that performance for the HFA group was at a similar level to typically developing children around 3 years younger. In Experiment 2, chromatic thresholds were elevated for the HFA group relative to the TD group. For both experiments, reduced chromatic discrimination in ASD was due to a general reduction in chromatic sensitivity rather than a specific difficulty with either red–green or blue–yellow subsystems of colour vision. The absence of group differences on control tasks ruled out an explanation in terms of general task ability rather than chromatic sensitivity. Theories to account for the reduction in chromatic discrimination in HFA are discussed, and findings are related to cortical models of perceptual processing in ASD.     

Octogenarian Reports of Lifetime Spiritual Experiences: Types of Experience and Early Life Predictors

This study assessed lifetime histories of discrete spiritual experiences recalled by 144 octogenarian men studied since adolescence and 80 spouses. Women were more likely to report discrete spiritual experiences, as were those from higher socioeconomic backgrounds and those judged more open to experience as young adults. Factor analysis revealed four types of experiences related to beauty/nature, negative life events, protection by a sacred other, and traditional religious settings. Men from better childhood environments more commonly reported spiritual experiences concerning negative life events. Those with serious childhood illnesses were less likely to report experiences of feeling protected by a sacred other.     

The process of change in cognitive therapy for depression: Predictors of early inter-session symptom gains

Although cognitive therapy for depression is an efficacious treatment, questions about the aspects of the therapy that are most critical to successful implementation remain. In a sample of 60 cognitive therapy patients with moderate to severe depression, we examined three aspects of therapists’ adherence to cognitive therapy techniques, the patients’ facilitation or inhibition of these techniques, and the therapeutic alliance as predictors of session-to-session symptom improvement across the first five therapy sessions. Two elements of therapist adherence (viz., cognitive methods and negotiating content/structuring sessions) emerged as the strongest predictors of symptom improvement. Patient facilitation or inhibition of therapist adherence also predicted subsequent symptom change. Neither adherence to behavioral methods/homework nor the therapeutic alliance was a significant predictor in parallel analyses. Although alliance scores did not predict subsequent symptom change, they were significantly predicted by prior symptom change. These findings support the model of change that motivates cognitive therapy for depression, and they highlight the potential role of patient facilitation of therapists’ adherence in treatment response.     

The Effect of Nonverbal Skills Training on Counselor Trainee Nonverbal Sensitivity and Responsiveness and on Session Impact and Working Alliance Ratings

Counselor trainees (N = 18) were randomly assigned to treatment (nonverbal sensitivity) or control (empathy training) conditions. Trainees saw a recruited client before (first 2 weeks) and after (last 2 weeks) a 15-week counseling methods class. Trainees rated their sensitivity to nonverbal behaviors, counseling self-efficacy, and the extent to which they focused on client nonverbal behavior. Clients filled out the Session Evaluation Questionnaire and Working Alliance Inventory at pre- and posttesting. Trained raters viewed videotapes of the counseling sessions and rated the extent that counselors focused on client nonverbal behavior. As hypothesized, trainees in the treatment condition, when compared with those in the control condition, increased their focus on client nonverbal behaviors. In addition, clients of treatment condition counselors showed significant differences in working alliance ratings. Trainees in both conditions increased their rating of nonverbal sensitivity and self-efficacy from pre- to posttesting. Implications are discussed.     

A Model‐Based Cluster Analysis of Maternal Emotion Regulation and Relations to Parenting Behavior

In a diverse community sample of mothers (N = 108) and their preschool‐aged children (M_age = 3.50 years), this study conducted person‐oriented analyses of maternal emotion regulation (ER) based on a multimethod assessment incorporating physiological, observational, and self‐report indicators. A model‐based cluster analysis was applied to five indicators of maternal ER: maternal self‐report, observed negative affect in a parent–child interaction, baseline respiratory sinus arrhythmia (RSA), and RSA suppression across two laboratory tasks. Model‐based cluster analyses revealed four maternal ER profiles, including a group of mothers with average ER functioning, characterized by socioeconomic advantage and more positive parenting behavior. A dysregulated cluster demonstrated the greatest challenges with parenting and dyadic interactions. Two clusters of intermediate dysregulation were also identified. Implications for assessment and applications to parenting interventions are discussed.