Preparing children to cope with earthquakes: Building emotional competence

Natural disasters, including earthquakes, can have a traumatic impact on children's psychological wellbeing and development. The efficacy of interventions aimed at enhancing children's socio-emotional learning has been documented in the literature. At the same time, these techniques are the key for training children for possible future disasters by enhancing their knowledge about behavioural preparedness and emotional competence. However, research on evidence-based training programs on earthquakes combining digital and traditional activities is scarce. We tested the efficacy of a 10-unit training program for primary school children, developed within the Emotional Prevention and Earthquakes in Primary School (PrEmT) project. The program aimed at increasing knowledge of and metacognition about earthquakes, safety behaviours, emotions, and coping strategies, through digital (using the web-application HEMOT^®, Helmet for EMOTions, developed ad-hoc) and traditional activities (completing paper-and-pencil tasks). The participants were 548 second and fourth-graders from Italian schools. They were divided into an experimental group (participating in the training program) and a control group. Both groups participated in pretests and posttests to evaluate changes in their knowledge of training-related contents. For ethical reasons, we also measured children's wellbeing. Generalized linear mixed models indicated an improvement in the experimental group's knowledge and metacognition about earthquakes, safety behaviours, emotions, and coping strategies after the training program, compared to the control group. Children's general wellbeing did not deteriorate during participation in the project. The results documented the efficacy of the evidence-based training program developed within the PrEmT project. The program provides a preventive method for enhancing earthquake-related resilience that could be generalized to other kinds of disasters.     

Heavy drinking in college students: who is at risk and what is being done about it?

Problem drinking and related consequences are a major social issue plaguing college campuses across the United States. Each year, alcohol is responsible for fatalities, assaults, serious injuries, and arrests that occur among college students. The authors review and discuss the risk factors, drinking patterns, and consequences that are relevant to the general student population. In addition, the authors highlight individuals at an increased risk of experiencing alcohol-related problems, such as Greek-letter social organization members and student athletes. The authors also discuss the interventions that attempt to reduce risky drinking and related problems in these subgroups as well as the future directions for research.     

A double neon colour illusion

A new visual illusion is presented. When two neon-coloured illusory bands overlap each other, the filling-in at the region of overlap is perceived as different from those of the overlapping bands, resulting in an additional illusory shape at the region of overlap. An experiment with ten na?ve participants was performed to measure the illusory percept. The results show that illusory surfaces may interact with each other, and, to a certain extent, create new illusory percepts.     

Behavior of college baseball players in a virtual batting task

A baseball batting simulation was used to investigate the information used to hit a baseball. Measures of spatial and temporal swing accuracy were used to test whether batters (a) use speed to estimate pitch height, (b) initiate a constant swing duration at a fixed time to contact, (c) are influenced by the history of previous pitches and pitch count, and (d) use rotation direction. Batters were experienced college players. Pitch speed variance led to predictable spatial errors, and spatial accuracy was worse than temporal accuracy. Swing duration was generally variable. The history of the previous 3 pitches and the pitch count had significant effects on accuracy, and performance improved when rotation cues were added. There were significant effects of expertise on hitting strategy.     

An investigation into the counselling-type work of Roman Catholic priests: a survey of one diocese in Northern Ireland

Professional counselling has been criticised as being the preserve of the elite, and neither available nor affordable for the vast majority of society. However, there are other sources of help which people avail themselves of in times of need. One such source has been the local clergyman. This study looked at the helping service provided by Catholic priests working in pastoral situations in a Northern Irish diocese. Based on a questionnaire survey of 32 Catholic priests (25% of the diocese) the study looked first at the types of problems being presented to clergy, and how they responded to them. It examined their training for this work, as well as their attitudes to it, support for Catholic priests in this aspect of their work and also at their referral practices. Findings in respect of problems presented and training were in line with previous research. A wide variety of problems was encountered by Catholic priests where the most common were bereavement, alcohol or substance abuse, marital disharmony, relationship problems and terminal illness. Despite very positive attitudes towards counselling-type work and its importance in their ministry, Catholic priests' initial training in this area was reported as largely irrelevant to their current needs and there was a prevailing view of dissatisfaction. A level of self-confidence was displayed that seemed incongruent with the training in this field. Responses in respect of support and referral were contrary to previous studies. Priests seemed to be engaging in referral and reported high levels of personal but mainly informal support for this work.The findings are discussed in relation to priests continuing to undertake counselling-type work.     

Examination of the mediational influences of peer norms, environmental influences, and parent communications on heavy drinking in athletes and nonathletes.

The present study used perspectives from the general literature on college alcohol consumption to examine mediational influences of peer, environmental, and parental variables on heavy drinking for student athlete and nonathlete samples. Eight hundred thirty-five freshmen who differed in organized sports involvement were compared on heavy drinking outcomes, peer norms, environmental influences, and parental communication. College athletes reported significantly more heavy drinking experiences than nonathletes. Peer norms, environmental influences, and parental communication were all significant mediators of the athlete-heavy drinking relationship. Athletes reported a higher perception of peer drinking, peer approval of drinking, higher alcohol availability, and direct drink offers, which, in turn, were related to higher rates of heavy drinking. Parental communication mediated the athlete-heavy drinking relationship differently, depending on the specific topic of conversation. Discussion surrounding the importance of incorporating a variety of interventions aimed at reducing collegiate athlete drinking on the basis of the peer, environmental, and parental influences observed in the present analyses are presented. Limitations and directions for future research are also noted.     

Career writing: Creative,expressive and reflective approaches to narrative identity formation in students in higher education

This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.     

‘Ought’, ‘Can’, and Fairness

According to the principle that ‘ought’ implies ‘can’, it is never the case that you ought to do something you cannot do. While many accept this principle in some form, it also has its share of critics, and thus it seems desirable if an argument can be offered in its support. The aim of this paper is to examine a particular way in which the principle has been defended, namely, by appeal to considerations of fairness. In a nutshell, the idea (due to David Copp) is that moral requirements we cannot comply with would be unfair, and there cannot be unfair moral requirements. I discuss several ways of spelling out the argument, and argue that all are unsatisfactory for a variety of reasons.