Fundamental Movement Skills and Children with Attention-Deficit Hyperactivity Disorder: Peer Comparisons and Stimulant Effects

The purpose of this study was to compare the fundamental movement skills of 22 children with attention-deficit hyperactivity disorder (ADHD), from 6 to 12 years of age, to gender- and age-matched peers without ADHD and assess the effects of stimulant medication on the movement skill performance of the children with ADHD. Repeated measures analyses revealed significant skill differences between children with and without ADHD (p ≤ 0.001). Results from the stimulant medication trials indicated no significant effect of medication on the movement skill patterns of children with ADHD. It is concluded that children with ADHD may be at risk for developmental delays in movement skill performance. Potential factors underlying the movement skill difficulties are discussed, with suggestions for future research.     

Motivational influences on compliance with and consequences of instructions to suppress stereotypes

Two experiments investigated differences in compliance with instructions to suppress stereotypes as a function of prejudice-related motivations. In Experiment 1, only participants identified as high in motivation to control prejudice [Dunton, B. C., & Fazio, R. H. (1997). An individual difference measure of motivation to control prejudiced reactions. Personality and Social Psychology Bulletin, 23, 316-326] complied with suppression instructions. These participants experienced post-suppression rebound effects, but only if they were also high in prejudice. In Experiment 2, only participants identified as high in external motivation to respond without prejudice [Plant, E. A., & Devine, P. G. (1998). Internal and external motivation to respond without prejudice. Journal of Personality and Social Psychology, 75, 811-832] complied with instructions to suppress. These participants later experienced stereotype rebound effects, but only if they were also low in internal motivation to respond without prejudice. These findings suggest that motivational factors play an important role in determining not only the outcome of suppression, but also the choice to attempt suppression in the first place.     

Healing from Moral Injury: A Qualitative Evaluation of the Impact of Killing Treatment for Combat Veterans

This paper evaluates the Impact of Killing (IOK) treatment—a psychological intervention designed to address moral injury and trauma associated with killing in war. Using qualitative data from interviews with 28 combat veterans, we examine IOK’s impact, how it differs from other trauma-focused treatments, and how it can be improved to better meet veterans’ needs. We found that many veterans processed their killing experiences for the first time in IOK, even though all had previously completed evidence-based treatments for posttraumatic stress disorder. Several described killing in war as the most distressing and transformative trauma of their lives, and all affirmed the value of an intervention focused directly and explicitly on moral injury and killing. IOK helped veterans to acknowledge their grief, shame, and distress; gently but critically examine their thoughts and beliefs about killing in war; and make strides toward acceptance, reconciliation, and forgiveness.     

Differential susceptibility and the early development of aggression: interactive effects of respiratory sinus arrhythmia and environmental quality

The purpose of the current study was to predict the development of aggressive behavior from young children's respiratory sinus arrhythmia (RSA) and environmental quality. In a longitudinal sample of 213 children, baseline RSA, RSA suppression in response to a film of crying babies, and a composite measure of environmental quality (incorporating socioeconomic status and marital adjustment) were measured, and parent-reported aggression was assessed from 18 to 54 months of age. Predictions based on biological sensitivity-to-context/differential susceptibility and diathesis-stress models, as well as potential moderation by child sex, were examined. The interaction of baseline RSA with environmental quality predicted the development (slope) and 54-month intercept of mothers' reports of aggression. For girls only, the interaction between baseline RSA and environmental quality predicted the 18-month intercept of fathers' reports. In general, significant negative relations between RSA and aggression were found primarily at high levels of environmental quality. In addition, we found a significant Sex × RSA interaction predicting the slope and 54-month intercept of fathers' reports of aggression, such that RSA was negatively related to aggression for boys but not for girls. Contrary to predictions, no significant main effects or interactions were found for RSA suppression. The results provide mixed but not full support for differential susceptibility theory and provide little support for the diathesis-stress model.     

Personal and Intergenerational Narratives of Transgression and Pride in Emerging Adulthood: Links to Gender and Well‐Being

Intergenerational narratives, stories parents share with children about their own youthful experiences, may facilitate the understanding of challenging life experiences and be related to psychological well‐being; yet, little research has examined what young people know of their parents' self‐challenging and self‐enhancing experiences and how they interpret them. Research examining intergenerational narratives has observed relations between adolescents' narratives and their psychological well‐being, but these relations may depend upon gender and narrative type. In the current study, 94 college students provided intergenerational and personal narratives of transgression and pride experiences. Narratives were coded for emotional, cognitive, and evaluative content. Results show that transgression and pride narratives differed in content, and that women provided more interpretative content than men. Stories about mothers contained more interpretative content than fathers, but this pattern varied by participant gender. Finally, relations to well‐being were observed, especially for cognitive content in stories of participants' same‐gender parent. Copyright © 2017 John Wiley & Sons, Ltd.StartCopTextStartCopTextStartCopTextCopyright © 2016 John Wiley & Sons, Ltd.     

Community Power Structure Analysis and the Ethical Considerations of “Studying Up”

This narrative outlines our challenges in studying power and power structures within an individual‐level ethical framework. Taking a social ethics perspective, we share the story of our “sticky situation” (Campbell, 2016 ) that transpired during a multi‐year community partnership. We were asked, by our community partners, to help collect interview data without informed consent. As a team of community‐engaged university researchers, we were faced with a seemingly easy ethical situation (no consent, no research) that had unexpectedly complicated and long‐lasting consequences. This experience revealed to us how community‐engaged research and action, under a traditional ethics framework, can often work to protect those in positions of power and offer little to disrupt the status quo. Reflecting on the tension between individual and social ethics, we discuss the limitations of an individual‐level framework, including the definitions for respect for persons, justice, and beneficence, on our ability as a field to understand, critique, and contribute to the dismantling of oppressive power structures.     

Factors influencing young children's risk of unintentional injury: Parenting style and strategies for teaching about home safety

This study examined mothers' teaching about home-safety issues to 24–30 month and 36–42 month old children, explored the relationship of teaching strategies to parenting styles, and assessed how these factors are related to children's risk of unintentional injury. A structured interview assessed home-safety issues relevant to falls, burns, cuts, poisoning, and suffocation/strangulation/choking. Mothers identified safety issues relevant to her child, and indicated the type and extent to which she utilized teaching as a strategy to address each safety issue. Standardized questionnaires provided information about parenting style and children's history of injuries. Results revealed that mothers' endorsements of home-safety issues did not vary with child age, mothers used teaching to manage safety issues for all types of injuries, and type of teaching strategy (explanations, rules, behavior modification) varied with parenting style. Greater use of explaining and less rule usage was linked to permissive parenting; these teaching strategies predicted children's medically-attended injury among highly-permissive mothers. Thus, teaching about safety is a common risk-management strategy mothers use to address hazards in the home. However, the specific type of teaching strategy used varies with parenting style, which has implications for children's risk of injury.     

Hope Against Hope in Cancer at the End of Life

Hope has many facets to it in the context of cancer. This article outlines an instrumental case study for a patient with aggressive lymphoma who rapidly deteriorated to the point of dying. How her and her family’s hope was managed is outlined here from various perspectives. Interviews were carried out with the patient’s family, medical consultant-in-charge (attending physician) and nurses caring for her at the end of life. The findings outline the transition from hope for cure to hope for a good death and the role that the patient and family’s Christian hope played in this. Religiosity and spirituality of hope in terms of Christian hope is explored from the theological perspective. Practical aspects of care in the face of changing hope are discussed. Conclusions are drawn about reframing hope in a changing clinical situation with reference to theories of hope. The importance of acknowledging hope, coping, spirituality and religiosity, especially at end of life, is emphasised.     

Working Alliance as a Moderator of the Impact of Mentoring Relationships Among Academically At‐Risk Students

This study examined the role of the working alliance between teacher mentors and student protégés on protégés' academic functioning. High‐risk students (n = 25) participated in an educational program involving a major mentoring component (experimental group) and were matched on academic records, gender, and study program with 25 students who did not participate (control group). Students in the experimental group who agreed with their mentors that their working alliance was productive (i.e., agreement on goals, positive bonding) were more likely than were other mentored students and students in the control group to improve their academic competence, participation in class, tendency to seek help from teachers, and academic perseverance. Results are discussed in line with relationship‐based processes operating in mentoring relationships.