An Investigation of Teachers’ Growing Understandings of the Picture Book Format

This study investigated the impact of a graduate course that focused on picture books on teachers’ understandings of the picture book format and the ways in which these understandings influenced their self-reports of picture book use in the classroom. Findings of this qualitative investigation revealed that immersion in and analysis of the picture book format resulted in important changes in teachers’ understandings of and literary stance toward picture books. In addition, teachers reported changes in their instructional practices which, in turn, led to reported changes in their students’ construction of meaning as they interacted with picture books.     

Maternal Guilt and Shame: The Role of Self-discrepancy and Fear of Negative Evaluation

Guilt and shame are emotions commonly associated with motherhood. Self-discrepancy theory proposes that guilt and shame result from perceived discrepancies between one’s actual and ideal selves. Fear of negative evaluation by others may enhance the effects of self-discrepancy especially for shame, which involves fear of others’ reproach. The purpose of this study was to examine the relationships between self discrepancy, guilt, shame, and fear of negative evaluation in a cross-sectional, self report study of mothers. Mothers of children five and under (N = 181) completed an on-line survey measuring guilt, shame, fear of negative evaluation, and maternal self-discrepancies. Guilt and shame were related to maternal self-discrepancy and fear of negative evaluation. In addition, fear of negative evaluation moderated the relationship between maternal self-discrepancy and shame such that mothers who greatly feared negative evaluation had a very strong relationship between these variables. Maternal self-discrepancy and shame were not related among mothers who had low fear of negative evaluation. The results are discussed in terms of the detrimental effects of internalizing idealized standards of perfect motherhood.     

Development and Validation of a Quantitative Measure of Intensive Parenting Attitudes

Intensive mothering (IM) attitudes have been considered the dominant discourse of motherhood, but have only been assessed qualitatively The goal of this study was to develop a quantitative scale to assess these ideologies, their construct validity, and their relationship to relevant constructs (i.e., work status and division of household labor). An on-line questionnaire was given to 595 mothers asking 56 questions assessing different aspects of IM attitudes as well as several validation measures. An Exploratory Factor Analysis on 315 randomly selected mothers yielded a 5 factor solution. A Confirmatory Factor Analysis on the remaining 280 mothers demonstrated good fit. The five factors expressed the ideas that (1) women are inherently better at parenting than men (Essentialism), (2) parenting should be fulfilling (Fulfillment), (3) children should be cognitively stimulated by parents (Stimulation), (4) mothering is difficult (Challenging), and (5) parents should prioritize the needs of the child (Child-Centered). Scales had adequate reliability and construct validity compared to the Parental Investment in the Child questionnaire, the Parenting Sense of Competence Scale, and Beliefs about Maternal Employment. The Essentialism, Fulfillment, and Challenging scales were positively related to having more responsibility for child care and household chores. Stay-at-home mothers had higher scores on Essentialism and lower scores on Stimulation than both part-time and full-time working mothers supporting the notion that both working and non-working mothers have intensive parenting ideologies that are manifested in different ways.     

Book Review

Throughout different civilisations and historical epochs, anthropological and religious texts have been replete with accounts of persons who have reported anomalous experiences in the form of visions or voices. In these contexts, such experiences are considered to be a “gift” that can be spiritually enriching or life enhancing. One such group of individuals are mediums who claim to receive information from spirits of the deceased in the form of auditory or visual perceptions. This study explores how mediums come to interpret their experiences as mediumistic and how they describe their relationship with spirit voices. In-depth interviews were conducted with 10 Spiritualist mediums using interpretative phenomenological analysis. Three themes were identified: “Childhood anomalous experiences”, “A search for meaning: Normalisation of mediumship”, and “relationship with spirit”. These themes illuminated aspects of the mediumistic experience that have therapeutic implications for individuals who have similar experiences but become distressed by them.     

Religion and the judgement of obsessionality

Abstract

Ninety-six lay participiants read case vignettes of two OCD sufferers, one high on religious activity and one low on religious activity. Possible confounding factors were balanced. Obsessionality and psychological symptoms were seen as significantly more likely in the OCD sufferer with a high level of religious activity, compared to the OCD sufferer with a low level of religious activity, though sadness and tension were not. Limitations of the study are discussed, as are possible interpretations of the findings.     

Group Leader-Recorder Relationship in a State Hospital: A Learning Tool

The process group for staff and trainees in institutional settings has become increasingly unpopular as a resource, although ironically, the need for such a group has grown. The author presents the idea that the process group is not used more often because of a general lack of understanding of the nature of such groups as well as a failure to clearly distinguish process groups from traditional psychotherapy groups. The author goes on to give a clear definition of the task and the boundaries of a process group and, using knowledge of systems thinking, discusses special techniques for running such groups with illustrative examples.     

Young children’s analogical problem solving: Gaining insights from video displays

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. The sample of 2- and 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older, but not younger, toddlers extracted the problem-solving strategy depicted in the video and spontaneously transferred the strategy to solve isomorphic problems. Transfer by analogy from the video was evident only when the video illustrated the complete problem goal structure, including the character’s intention and the action needed to achieve a goal. The same action isolated from the problem-solving context did not serve as an effective source analogue. These results illuminate the development of early representation and processes involved in analogical problem solving. Theoretical and educational implications are discussed.