Theme Articles: Luther,Feminism, Friendship and the Future

Abstract : This article traces the author's journey of becoming a Lutheran feminist theologian. Drawing on insights from both Lutheran and feminist traditions, the author proposes a shift in Christian vocation imagery from that of servant to friend. She then argues that call to friendship includes subverting global structures of domination. The article ends with an invitation to join the expanding conversation about how Lutheran and feminist frameworks address the needs of our contemporary world.     

Resisting emotional interference: Brain regions facilitating working memory performance during negative distraction

Survival-relevant information has privileged access to our awareness even during active cognitive engagement. Previous work has demonstrated that during working memory (WM) negative emotional distraction disrupts activation in the lateral prefrontal regions while also engaging the amygdala. Here, using slow eventrelated fMRI, we replicate and extend previous work examining the effect of negative emotional distraction on WM: (1) We demonstrate that prefrontal regions showed activation differences between correct and incorrect trials during negative, but not neutral, distraction. Specifically, frontopolar prefrontal cortex showed more deactivation for incorrect trials faced with negative distraction, whereas ventrolateral prefrontal regions showed less activation; (2) individual differences in amygdala activity predicted WM performance during negative as well as neutral distraction, such that lower activity predicted better performance; and (3) amygdala showed negative correlations with prefrontal and parietal cortical regions during resting state. However, during negative distraction, amygdala signals were more negatively correlated with prefrontal cortical regions than was found for resting state and neutral distraction. These results provide further evidence for an inverse relationship between dorsal prefrontal cortical regions and the amygdala when processing aversive stimuli competes with ongoing cognitive operations, and further support the importance of the prefrontal cortex in resisting emotional interference. Supplemental materials associated with this article may be downloaded from http://cabn.psychonomic-journals .org/content/supplemental.     

Connecting Data to Action: How the Santa Cruz County Community Assessment Project Contributes to Better Outcomes for Youth

Community indicator projects have the potential to deliver new knowledge about the quality of life in local communities and drive actions to improve them (Phillips 2003; Holden Social Indicators Research 92:429–448, 2009; Memon and Johnstone 2008). However, the connection between the information produced by community indicator projects and the actions taken to improve conditions in communities remains under-researched (Holden Social Indicators Research 92:429–448, 2009; Hezri and Dovers Ecological Economics 60:86–99, 2006). This is because community indicator projects have mainly been conceptualized as producing information for action rather than as part of an action process (Memon and Johnstone 2008). This paper provides a case study of a community indicator project with an explicit plan to move beyond the data and into action. A review of one of the oldest community indicator projects in the United States, the Santa Cruz County Community Assessment Project (CAP) demonstrates how an action oriented community improvement cycle has contributed to measurable improvements for children and youth in one California County. The paper identifies key elements that were important for turning CAP data into local actions and concludes with lessons for community indicator practitioners and questions for future research.     

Team adaptation: A fifteen-year synthesis (1998–2013) and framework for how this literature needs to “adapt” going forward

Organizations increasingly operate within dynamic environments that require them to adapt. To respond quickly and effectively to acute or on-going change, many organizations use teams to help them remain competitive. Accordingly, the topic of team adaptation has become more prominent within the broader organizational team literature. Given the wealth of knowledge that has been accumulated, we consider what has been learned to date. However, even with the increased attention to team adaptation within the literature, not all teams are created equal in terms of their capacity for adaptability. Thus, we review factors that serve as antecedents of team adaptation, the process of adaptation, and the resulting adaptive outcomes. Finally, we suggest future directions for research and practice as we introduce a conceptual framework, whereby the focus of a team’s adaptation process is impacted by the type and severity of the disruption or trigger that gives rise to the need for adaptation.     

Children’s Maternal Representations Moderate the Efficacy of Parent–Child Interaction Therapy—Emotion Development (PCIT-ED) Treatment For Preschool Depression

Research on Child and Adolescent Psychopathology - A randomized controlled trial (RCT) demonstrated that a novel psychotherapy, Parent–Child Interaction Therapy—Emotion Development...     

Intentional Switching Between Bimanual Coordination Patterns

Previous theoretical and empirical work indicates that intentional changes in a bimanual coordination pattern depends on the stability of the bimanual coordination pattern (Kelso, Schotz, & Schöner, 1988; Scholz & Kelso, 1990). The present experiments retest this notion when online Lissajous displays are provided. Switching to and from in-phase and antiphase and to and from 90° and 270° were tested in Experiment 1. Participants were able to very effectively produce the 180°, 90°, and 270° coordination patterns although performance of the in-phase coordination task was even more stable. The data indicated that switching to in-phase from antiphase was more rapid than vice versa and that switching times between 90° to 270° were similar. Experiment 2 investigated switching between 1:2 and 2:1 bimanual coordination patterns. The results indicated that switching time was similar between the 2:1 and 1:2 coordination tasks and that increases in stability over practice resulted in additional decreases in switching times. This provides additional evidence that the attractor landscape is fundamentally different dependent on the type of information provided the performer. What remains to be done is to reconcile these results with the various theories/perspectives currently used to describe and explain bimanual coordination.     

Promoting Ethical and Prosocial Behavior: The Combined Effect of Ethical Leadership and Coworker Ethicality

Ethical leadership encompasses the personal conduct of the leader and the leader’s expectations that followers behave ethically. Building on social learning and social exchange theory, we propose that ethical leadership interacts with coworker ethicality to predict personnel’s ethical intentions and organizational citizenship behavior (OCB). Using data collected from a large organizational sample, we use moderated regression analysis to test the main and interactive effects of ethical leadership and coworker ethicality on ethical intentions and OCB as it relates to conscientiousness, civic virtue, and altruism. Study 1 examines how ethical leadership and coworker ethicality interact to predict ethical intentions using a sample of 1,551 military personnel. Study 2 extends the results of Study 1 by examining how ethical leadership and coworker ethicality interact to predict OCB using a combined sample of 3,363 military and civilian personnel. Consistent with social learning theory, we found positive relationships between ethical leadership and coworker ethicality with ethical outcomes (i.e., intentions and OCB). Consistent with social exchange theory, we found that perceptions of ethical leadership strengthened the relationship between coworker ethicality and ethical intentions and OCB, highlighting the importance of leaders in shaping the behavior of organizational members.     

Emotion dysregulation and functional connectivity in children with and without a history of major depressive disorder

Recent interest has emerged in understanding the neural mechanisms by which deficits in emotion regulation (ER) early in development may relate to later depression. Corticolimbic alterations reported in emotion dysregulation and depression may be one possible link. We examined the relationships between emotion dysregulation in school age, corticolimbic resting-state functional connectivity (rs-FC) in preadolescence, and depressive symptoms in adolescence. Participants were 143 children from a longitudinal preschool onset depression study who completed the Children Sadness Management Scale (CSMS; measuring ER), Child Depression Inventory (CDI-C; measuring depressive symptoms), and two resting-state MRI scans. Rs-FC between four primary regions of interest (ROIs; bilateral dorsolateral prefrontal cortex [dlPFC] and amygdala) and six target ROIs thought to contribute to ER were examined. Findings showed that ER in school age did not predict depressive symptoms in adolescence, but did predict preadolescent increases in dlPFC-insula and dlPFC-ventromedial PFC rs-FC across diagnosis, as well as increased dlPFC-dorsal anterior cingulate cortex (dACC) rs-FC in children with a history of depression. Of these profiles, only dlPFC-dACC rs-FC in preadolescence predicted depressive symptoms in adolescence. However, dlPFC-dACC connectivity did not mediate the relationship between ER in school age and depressive symptoms in adolescence. Despite the absence of a direct relationship between ER and depressive symptoms and no significant rs-FC mediation, the rs-FC profiles predicted by ER are consistent with the hypothesis that emotion dysregulation is associated with abnormalities in top-down control functions. The extent to which these relationships might confer greater risk for later depression, however, remains unclear.     

Essential Elements for Community Engagement in Evidence-Based Youth Violence Prevention

In the field of youth violence prevention, there has been increasing emphasis on “evidence based” programs and principles shown through scientific research as reaching their intended outcomes. Community mobilization and engagement play a critical role in many evidence‐based programs and strategies, as it takes a concerted effort among a wide range of people within a community to alter behavior and maintain behavioral change. How do concerned individuals and groups within a community engage others within and outside of that community to effectively plan, develop and implement appropriate EB programs as well as evaluate the outcomes and impacts of locally developed programs yet to be proven? The authors discuss five elements essential for community engagement in evidence‐based youth violence prevention based on their work in a university‐community partnership through the Asian/Pacific Islander Youth Violence Prevention Center (API Center), a National Academic Center for Excellence on Youth Violence Prevention Center supported by the Centers for Disease Control and Prevention. They include: (a) aligning EBPs with a community's shared vision and values; (b) establishing an inclusive environment for the planning, implementation and evaluation of EBPs; (c) nurturing collaboration for increased effectiveness and efficacy of EBPs; (d) building adequate leadership and community capacity to develop and sustain EBPs; and (e) building a learning community for evaluation and self‐reflection. The authors propose placing greater emphasis on “evaluative thinking” and organizational capacity for evaluation as we pursue evidence‐based practices for youth violence prevention. This is especially important for ethnic groups for which an evidence base is not well established.     

Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls

An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.