Invariance and convergent and discriminant validity between mothers' and fathers' ratings of oppositional defiant disorder toward adults, ADHD-HI, ADHD-IN, and academic competence factors within Brazilian, Thai, and American children

Confirmatory factor analysis was used to test the invariance of an oppositional defiant disorder toward adults, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, attention-deficit/hyperactivity disorder-inattention, and an Academic Competence factor model between mothers' and fathers' ratings within Brazilian (n = 894), Thai (n = 2,075), and American (n = 817) children with the Child and Adolescent Disruptive Behavior Inventory (G. L. Burns, T. Taylor, & J. Rusby, 2001a, 2001b). The results showed invariance of item loadings, intercepts, and residuals, as well as factor variances, covariances, and means between mothers' and fathers' ratings within each sample. Convergent and discriminant validity was also observed for the between-parent factor correlations, thus providing additional support for the construct validity of the Child and Adolescent Disruptive Behavior Inventory. The confirmatory factor analysis invariance procedure provides a much better way to examine between-source ratings of behavior problems in children than do the simple correlation and raw discrepancy score procedures.     

Sensitization and habituation of motivated behavior in overweight and non-overweight children

The rate of habituation to food is inversely related to energy intake, and overweight children may habituate slower to food and consume more energy. This study compared patterns of sensitization, as defined by an initial increase in operant or motivated responding for food, and habituation, defined by gradual reduction in responding, for macaroni and cheese and pizza in overweight and non-overweight 8- to 12-year-old children. Non-overweight children habituated faster to both foods than overweight children (p = .03). All children recovered motivated responding for a new food (chocolate). Overweight children consumed more energy than non-overweight children (p = .0004). Children who showed a sensitization in responding consumed more food (p = .001), and sensitization moderated the effect of overweight on habituation, with slower habituation for overweight children who sensitized (p < .001). This study replicates previous data on overweight/non-overweight differences in habituation of food and energy intake, and provides new information that individual differences in sensitization and habituation of motivated responding to obtain food may be associated with a sustained motivation to eat, resulting in greater energy intake.     

Globalization, state transformation, and educational re-structuring: why postmodern diversity will prevail over standardization

Over the past two decades the educational policies of neo-liberal nation states have exhibited contradictory tendencies, promoting both bureaucratic standardization of curriculum and standardized evaluation on the one hand, and postmodern diversification on the other. Despite recent increases in bureaucratic standardization, I argue that the economic, social and cultural effects of globalization will pressure these states towards postmodern diversification of educational arrangements to strengthen their perceived legitimacy.     

Classroom observations of students with and without ADHD: Differences across types of engagement

The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed.     

论无产阶级的反讽

这个专栏的意图在于,通过几位作者、译者的努力,提醒人们对马克思与浪漫主义关系的重思,对古典反讽、浪漫反讽和马克思的反讽异同关系的重思。这个问题在国内学界很不受重视,或者被当作马克思不成熟的表现,把浪漫主义视为负面的、招致马克思思想不成熟的东西。维塞尔在《马克思、浪漫派的反讽、无产阶级》一书中力图纠正这种不符合历史事实的传统看法,陈开华特意节译了该书第五章,以凸现“反讽”在马克思思想中的重要地位。我也提供了小文一篇,力图阐明马克思试图扼制虚无主义时从浪漫主义处寻求的思想资源,并在告别了意识内在性之后仍保留和改造了另一种内在性:价值内在性;而它与浪漫派的反讽存在密切关系。罗晓颖的论文则针对马克思的博士论文为了理解哲学与现实的关系而对苏格拉底反讽广泛涉猎的事实,以《游叙弗伦》篇为例对苏格拉底的反讽作出自己的分析,这对理解马克思的反讽,理解古典反讽与现代反讽的关系与区别,会提供一个很好的基础,很值得阅读。     

The role of self-blame for trauma as assessed by the Posttraumatic Cognitions Inventory (PTCI): a self-protective cognition?

The Posttraumatic Cognitions Inventory (PTCI) assesses cognitions hypothesised to be associated with poor recovery from traumatic experiences and the maintenance of PTSD. The validity of the PTCI has received good support but doubts have been raised about its Self-BLAME subscale. The main aim of the present study was to test the ability of the PTCI subscales to discriminate between traumatised individuals with and without PTSD and to predict posttraumatic symptom severity. Participants (N=63) who had experienced a traumatic event were recruited via the media and completed the PTCI and self-report measures of PTSD and depression symptoms. Full criteria for a diagnosis of PTSD were met by 37 but not by the other 26. There were significant differences between these two groups on the total PTCI score and the Negative Cognitions About SELF and the Negative Cognitions About the WORLD subscales, but not on the Self-BLAME subscale. The two groups were discriminated by the PTCI subscales with 65% accuracy and the multiple correlation (R=.68) between the subscales and posttraumatic symptom severity was highly significant. However, in these analyses, higher scores on the Self-BLAME subscale were associated with less risk of a diagnosis of PTSD and with less posttraumatic symptomatology. Possible interpretations of these results, in terms of statistical suppressor effects and the protective role of behavioural self-blame, are discussed.     

Parenting Cognitions Associated with the Use of Psychological Control

Psychological control is a pattern of parenting that is intrusive and manipulative of children's thoughts, feelings, and attachment to parents. Although little is known about the determinants of psychological control, it has been linked to the psychological status of the parent. We hypothesized that several parenting cognitions reflecting personal concerns would be associated with the use of psychological control: low perceived control, sensitivity to hurt, and a disapproving attitude to negative emotion. We also examined moderating associations with child temperament and child gender. Participants were 198 mothers and fathers of 3- and 4-year-olds (106 boys, 92 girls; M age = 4.10 years, SD = 0.26). Parents completed self- and spouse-report measures of psychological control, rated their child's temperamental characteristics, and completed measures of parenting cognitions. Predictions were generally supported for two of the three cognitions. Sensitivity to hurt and disapproval of negative emotion were associated with more frequent reported use of psychological control. There were some moderating effects of child characteristics.     

Recognizing the role of parents in developmental outcomes: a systems approach to evaluating the child with developmental disabilities

When developmental concerns arise in children, a clinical assessment focuses on the child's developmental profile to achieve three goals (1) determine diagnosis, (2) develop interventions, and (3) evaluate progress. Parents often have needs during this time that are not addressed by professionals because of the exclusive focus on the child during the evaluation. In this article, we suggest that clinicians take a "systems" approach to the assessment process by recognizing how the well being of family members can impact a child with a developmental disability. We review systems theory and its conceptualization of individual functioning and discuss how parental well-being differs according to child diagnosis. Finally we suggest a systems-based model to use during the assessment process.