Not the End of the Odyssey: Parental Perceptions of Whole Exome Sequencing (WES) in Pediatric Undiagnosed Disorders

Due to the lack of empirical information on parental perceptions of primary results of whole exome sequencing (WES), we conducted a retrospective semi-structured interview with 19 parents of children who had undergone WES. Perceptions explored during the interview included factors that would contribute to parental empowerment such as: parental expectations, understanding of the WES and results, utilization of the WES information, and communication of findings to health/educational professionals and family members. Results of the WES had previously been communicated to families within a novel framework of clinical diagnostic categories: 5/19 had Definite diagnoses, 6/19 had Likely diagnoses, 3/19 had Possible diagnosis and 5/19 had No diagnosis. All parents interviewed expressed a sense of duty to pursue the WES in search of a diagnosis; however, their expectations were tempered by previous experiences with negative genetic testing results. Approximately half the parents worried that a primary diagnosis that would be lethal might be identified; however, the hope of a diagnosis outweighed this concern. Parents were accurately able to summarize their child’s WES findings, understood the implications for recurrence risks, and were able to communicate these findings to family and medical/educational providers. The majority of those with a Definite/Likely diagnosis felt that their child’s medical care was more focused, or there was a reduction in worry, despite the lack of a specific treatment. Irrespective of diagnostic outcome, parents recommended that follow-up visits be built into the process. Several parents expressed a desire to have all variants of unknown significance (VUS) reported to them so that they could investigate these themselves. Finally, for some families whose children had a Definite/Likely diagnosis, there was remaining frustration and a sense of isolation, due to the limited information that was available about the diagnosed rare disorders and the inability to connect to other families, suggesting that for families with rare genetic disorders, the diagnostic odyssey does not necessarily end with a diagnosis. Qualitative interviewing served a meaningful role in eliciting new information about parental motivations, expectations, and knowledge of WES. Our findings highlight a need for continued communication with families as we navigate the new landscape of genomic sequencing.     

Brand placement disclosure effects on persuasion: The moderating role of consumer self‐control

The inclusion of branded products in media entertainment has become a popular marketing strategy, because viewers are less likely to recognize the persuasive intent of sponsored content as compared with traditional advertising. To guarantee fair communication and protect consumers against unobtrusive persuasion attempts, European media policy has obligated broadcasters to disclose the presence of brand placement in their television shows. Recent studies demonstrate that disclosures raise viewers' persuasion knowledge; however, the circumstances under which brand placement disclosures may affect brand evaluations and resistance to the persuasive impact of brand placement are still unclear. In two experiments, we uncovered self‐control depletion as an important moderator of disclosure effects on brand evaluations and resistance to brand placement influence. Whereas disclosures increase resistance and decrease persuasion for viewers not depleted of their self‐control, disclosures do not affect resistance and even result in more favorable brand evaluations when viewers' self‐control is depleted by a previous self‐control task. Because a state of self‐control depletion can be perceived as the “couch‐potato” mindset in which people expose themselves to entertaining television content, our findings imply that instead of protecting consumers from hidden persuasion, disclosures may unintentionally increase the persuasive effects of brand placement. We discuss several possible mechanisms that could explain our findings. Copyright © 2016 John Wiley & Sons, Ltd.     

Give Me a Hand: Adult Involvement During Object Exploration Affects Object Individuation in Infancy

The development of object individuation, a fundamental ability that supports identification and discrimination of objects across discrete encounters, has been examined extensively by researchers. There are significant advancements in infants' ability to individuate objects during the first year‐and‐a‐half. Experimental work has established a timeline of object individuation abilities and revealed some mechanisms underlying this ability. However, the influence of adult assistance during object exploration has not yet been explored. The current study investigates the effect of adult involvement during object exploration on infants' object individuation abilities. In Experiment 1a and 1b, we examined 9.5‐month‐old infants' colour‐based object individuation following adult‐assisted multisensory object exploration. Two components of adult interaction were of particular interest: facilitation of object manipulation (grasping, rotating, and attention‐getting behaviours) and social engagement (smiling, pointing, attention‐getting verbalizations, and object‐directed gaze). Experiment 2a and 2b assessed these components with 4.5‐month‐olds to examine their impact across development. The results showed that after adult‐guided object exploration, both 9.5‐ and 4.5‐month‐old infants successfully individuated previously undifferentiated objects. Results of Experiments 1b and 2b provide implications for the mechanisms underlying the scaffolding influence of adult interaction during infant behaviours. Copyright © 2015 John Wiley & Sons, Ltd.     

“It's the Way That You Do It”: Developing an Ethical Framework for Community Psychology Research and Action

In the 50 years since the 1965 Swampscott conference, the field of community psychology has not yet developed a well‐articulated ethical framework to guide research and practice. This paper reviews what constitutes an “ethical framework”; considers where the field of community psychology is at in its development of a comprehensive ethical framework; examines sources for ethical guidance (i.e., ethical principles and standards) across multiple disciplines, including psychology, evaluation, sociology, and anthropology; and recommends strategies for developing a rich written discourse on how community psychology researchers and practitioners can address ethical conflicts in our work.     

The View from Inside the System: How Police Explain Their Response to Sexual Assault

Prior research has documented the problematic community response to sexual assault: the majority of sexual assaults reported to police are never prosecuted. Social dominance theory suggests that this response is a form of institutional discrimination, intended to maintain existing social structures, and that police personnel likely draw upon shared ideologies to justify their decision‐making in sexual assault case investigations. This study drew upon social dominance theory to examine how police justified their investigatory decisions to identify potential leverage points for change. The study revealed that the likelihood of a case referral to the prosecutor increased with each additional investigative step completed; of the different types of justifications provided by police for a less‐than‐thorough investigative response and stalled case, blaming the victim for the poor police investigation proved to be the most damaging to case progression; and the type of explanation provided by police was impacted by specific case variables. As suggested by social dominance theory, the study demonstrates that police rely on several different mechanisms to justify their response to sexual assault; implementing criminal justice system policies that target and interrupt these mechanisms has the potential to improve this response, regardless of specific case factors.     

Can Implicit Associations Distinguish True and False Eyewitness Memory? Development and Preliminary Testing of the IATe

Eyewitness identification has been shown to be fallible and prone to false memory. In this study we develop and test a new method to probe the mechanisms involved in the formation of false memories in this area, and determine whether a particular memory is likely to be true or false. We created a seven‐step procedure based on the Implicit Association Test to gauge implicit biases in eyewitness identification (the IATe). We show that identification errors may result from unconscious bias caused by implicit associations evoked by a given face. We also show that implicit associations between negative attributions such as guilt and eyewitnesses' final pick from a line‐up can help to distinguish between true and false memory (especially where the witness has been subject to the suggestive nature of a prior blank line‐up). Specifically, the more a witness implicitly associates an individual face with a particular crime, the more likely it is that a memory they have for that person committing the crime is false. These findings are consistent with existing findings in the memory and neuroscience literature showing that false memories can be caused by implicit associations that are outside conscious awareness. Copyright © 2017 John Wiley & Sons, Ltd.     

An Examination of the Relationship Between the Work–School Interface,Job Satisfaction,and Job Performance

Purpose

This study provides a comprehensive examination of how the work–school interface relates to work outcomes such as task performance and job satisfaction. Additionally, this study builds upon past research by examining a range of work- and school-related resources and demands that collectively influence the work–school interface.

Design/Methodology/Approach

Data were obtained from 170 working undergraduate students at multiple time points over the course of a semester, as well as from participants’ supervisors at the organizations in which the students work.

Findings

The strongest antecedent of job satisfaction, interpersonal facilitation, and job performance was work–school facilitation. Demands in one role create pressures in the other. Contrary to expectations, job demands positively related to work–school facilitation, while school demands positively related to school–work facilitation.

Implications

For practitioners, this study highlights the need to better understand the interplay between school and work roles for employees at a time when continuing education is emphasized. Employers benefit from the performance gains and positive attitudinal shifts that stem from experiences of facilitation between roles. From a theoretical perspective, this study reveals a unique pattern of results that adds to our understanding of the dynamics involved in the integrated work–school routines of working students.

Originality/Value

This is one of the first studies to investigate the relationships between four bi-directional forms of the work–school interface and subsequent multi-source assessments of organizational outcomes. As such, it offers an examination of how conflict and facilitation from both the work and school domains relate to work outcomes.

     

The consequences of job crafting: a three-wave study

This longitudinal study examined the consequences of job crafting on two important employee outcomes: psychological capital (PsyCap) as a work-related personal resource and work engagement as an indicator of employee well-being. The study also tested the reverse causation effects of PsyCap and work engagement on job crafting. It used a three-wave, three-month panel design to survey 940 employees from three European countries working in a broad range of economic sectors and occupations. The results of the cross-lagged longitudinal structural equation modelling demonstrated that job crafting predicted PsyCap and work engagement over time. No reverse causation effects were found. Overall, this study shows that when individuals proactively build a resourceful and challenging work environment for themselves, it can lead to diverse positive outcomes that are crucial to employee health and well-being. Employees should therefore be encouraged and be given the opportunity to craft their own jobs.