A randomized-control trial for the teachers’ diploma programme on psychosocial care,support and protection in Zambian government primary schools

Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.     

Healthcare provider cultural competency: development and initial validation of a patient report measure.

OBJECTIVE: Health researchers have proposed that provider cultural competency may contribute to health disparities. Yet, this belief continues to lack empirical support, and this is due in part to measurement issues that have plagued the cultural competency construct. In the present research, we report on the development of a theoretically grounded, generally applicable, and patient report measure of provider cultural competency. DESIGN: Samples of predominantly African American patients (N=310) were recruited from three urban medical clinics to complete a survey about their relationship with their physician. MAIN OUTCOME MEASURES: We examined the factor structure, validity and other psychometric characteristics of a newly proposed patient report measure of provider cultural competency. RESULTS: Psychometric analyses supported a tripartite model of cultural competency that was comprised of patient judgments of their physician's cultural knowledge, awareness, and skill. In addition, this result was replicated across multiple clinical contexts, while also demonstrating convergent and incremental validity when correlated with measures of trust, satisfaction and discrimination. CONCLUSION: This newly proposed measure addresses prior limitations in cultural competency measurement and may enhance future research by providing a standardized tool for use in multiple clinical and cultural contexts.     

How does a child solve 7 + 8? Decoding brain activity patterns associated with counting and retrieval strategies

Cognitive development and learning are characterized by diminished reliance on effortful procedures and increased use of memory-based problem solving. Here we identify the neural correlates of this strategy shift in 7-9-year-old children at an important developmental period for arithmetic skill acquisition. Univariate and multivariate approaches were used to contrast brain responses between two groups of children who relied primarily on either retrieval or procedural counting strategies. Children who used retrieval strategies showed greater responses in the left ventrolateral prefrontal cortex; notably, this was the only brain region which showed univariate differences in signal intensity between the two groups. In contrast, multivariate analysis revealed distinct multivoxel activity patterns in bilateral hippocampus, posterior parietal cortex and left ventrolateral prefrontal cortex regions between the two groups. These results demonstrate that retrieval and counting strategies during early learning are characterized by distinct patterns of activity in a distributed network of brain regions involved in arithmetic problem solving and controlled retrieval of arithmetic facts. Our findings suggest that the reorganization and refinement of neural activity patterns in multiple brain regions plays a dominant role in the transition to memory-based arithmetic problem solving. Our findings further demonstrate how multivariate approaches can provide novel insights into fine-scale developmental changes in the brain. More generally, our study illustrates how brain imaging and developmental research can be integrated to investigate fundamental aspects of neurocognitive development.     

Large-scale brain networks and psychopathology: a unifying triple network model

The science of large-scale brain networks offers a powerful paradigm for investigating cognitive and affective dysfunction in psychiatric and neurological disorders. This review examines recent conceptual and methodological developments which are contributing to a paradigm shift in the study of psychopathology. I summarize methods for characterizing aberrant brain networks and demonstrate how network analysis provides novel insights into dysfunctional brain architecture. Deficits in access, engagement and disengagement of large-scale neurocognitive networks are shown to play a prominent role in several disorders including schizophrenia, depression, anxiety, dementia and autism. Synthesizing recent research, I propose a triple network model of aberrant saliency mapping and cognitive dysfunction in psychopathology, emphasizing the surprising parallels that are beginning to emerge across psychiatric and neurological disorders.     

The shared signal hypothesis: Effects of emotion‐gaze congruency in infant and adult visual preferences

In this study, 4‐month‐old infants’ and adults’ spontaneous preferences for emotional and neutral displays with direct and averted gaze are investigated using visual preference paradigms. Specifically, by presenting two approach‐oriented emotions (happiness and anger) and two avoidance‐oriented emotions (fear and sadness), we asked whether the pattern of emotion–gaze interaction suggested by the shared signal hypothesis (SSH) would also be found with this paradigm. Both age groups demonstrated an ability to discern the approach‐ and avoidance‐oriented emotions, matching them with direct and averted gaze, respectively. Nonetheless, infants showed a greater sensitivity for the congruent emotion‐gaze combination in the approach‐oriented emotions, while adults were equally sensitive to the gaze‐expression congruence for both the approach‐ and avoidance‐oriented emotions. In a follow‐up experiment, infants showed no preference for direct or averted gaze in the context of neutral faces. We conclude that the SSH may have validity from infancy, gradually extending from approach‐oriented emotions to avoidance‐oriented emotions over the course of development.     

Mother-Child Attachment and Gender Identity in Preadolescence

We investigated the relations of two dimensions of attachment insecurity (avoidant with mother, preoccupied with mother) to three dimensions of gender identity (gender typicality, gender contentedness, felt pressure for gender differentiation) in preadolescent children. We hypothesized that attachment insecurity (of either sort) fosters felt pressure for gender differentiation but impedes the development of felt gender typicality and gender contentedness. Participants were 863 Black, Hispanic, and White fifth graders attending public schools in the southeast United States (443 girls, 420 boys; M age = 11.1 years). Each attachment measure was associated with each gender identity measure in the expected way, but some associations hinged on child gender or ethnicity/race. Avoidant attachment was negatively associated with felt gender typicality only for White children, negatively associated with gender contentedness for the entire sample, and positively associated with felt pressure for gender differentiation only for White children. Preoccupied attachment was negatively associated with felt gender typicality for the entire sample, negatively associated with gender contentedness only for boys, and positively associated with felt pressure for gender differentiation only for girls.     

Factors influencing newborns' preference for faces with eye contact

We investigated newborns' sensitivity to the direction of gaze of another's face by using a preferential looking technique. This study extends earlier work on a preference for faces with direct gaze in newborns. In Experiment 1, we replicate the basic finding of Farroni and colleagues that newborns prefer to look at faces with direct gaze. In Experiments 2 and 3, we establish that a preference for faces with direct gaze in newborns is present only within the context of an upright face and a straight head, suggesting that relatively primitive configuration-sensitive mechanisms may be operating. Overall, these results further the view that relatively simple perceptual biases in newborns may be an essential foundation for later social-cognitive development.     

When and why is ease of retrieval informative?

In two experiments, we examined when and why ease of retrieval of information from memory affects behavioral frequency and attitudinal judgments. Overall, the results suggest that when the subjective experience of ease of retrieval is consistent with the expected ease of retrieval, the content of the information retrieved is used to make judgments. However, when there is a discrepancy between experienced and expected ease of retrieval, the subjective experience of ease of retrieval is used to make judgments. Ease of retrieval is more informative when the discrepancy between experienced and expected ease of retrieval cannot be attributed to task contingencies; when it can, ease of retrieval ceases to be informative.     

Event-related brain potential evidence of spared knowledge in Alzheimer's disease

The authors recorded event-related brain potentials (ERPs) to picture primes and word targets (picture-name verification task) in patients with Alzheimer's disease (AD) and in elderly and young participants. N400 was more negative to words that did not match pictures than to words that did match pictures in all groups: In the young, this effect was significant at all scalp sites; in the elderly, it was only at central-parietal sites; and in AD patients, it was limited to right central-parietal sites. Among AD patients pretested with a confrontation-naming task to identify pictures they could not name, neither the N400 priming effect nor its scalp distribution was affected by ability to name pictures correctly. This ERP evidence of spared knowledge of these items was complemented by 80% performance accuracy. Thus, although the name of an item may be inaccessible in confrontation naming, N400 shows that knowledge is intact enough to prime cortical responses.     

A Cross-Cultural Comparison of Job Stressors and Reactions Among Employees Holding Comparable Jobs in Two Countries

The present study examined occupational stress in a cross-cultural context with a sample of female clerical employees from an Eastern and a Western culture, namely, India and the United States. An open-ended methodology was used to study occupation-specific stress. Two other variables that researchers have studied in the job stress process, locus of control and social support, were also examined. Large differences were obtained in the perception of the source of stress, the coping mechanisms, and reactions to the stressor. The implications of these findings are discussed.