Ethnicity-Related Stressors and Mental Health in Latino Americans: The Moderating Role of Parental Racial Socialization

The current study examined the moderating role of proactive and reactive parental racial socialization on the relationship between Latino American college students' mental health and 3 ethnicity-related stressors: perceived racial discrimination, stereotype confirmation concern, and own-group conformity pressure. In hierarchical regression, greater stereotype confirmation concern predicted more mental distress in 105 Latino American college students. Both proactive and reactive racial socialization moderated the effect of own-group conformity pressure on anxiety and loss of behavioral/emotional control. Specifically, greater proactive and reactive racial socialization predicted more mental distress under greater own-group conformity pressure. Findings are interpreted in a college environment of ethnic diversity and a context of acculturative stress.     

The Institute for Music Physiology and Musicians’ Medicine

The Institute of Music Physiology and Musicians' Medicine of the University of Music and Drama in Hannover, Germany, is a unique Institution in Europe whose scope includes teaching the basics of music physiology and musicians' medicine and research into the physiological and neurobiological principles of professional music performance and music perception. Furthermore, the institute conducts research into the causes of occupational injuries in musicians and provides means for prevention, diagnosis and treatment of such injuries.     

Die Bedeutung der Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung für die Entstehung und Prognose von Störungen des Sozialverhaltens im Kindes- und Jugendalter

Attention Deficit/Hyperactivity Disorder (ADHD) and Conduct Disorder (CD) are two of the most common neurobehavioral disorders of childhood. Despite of their high comorbidity rate both disorders can be reliably differentiated. Especially the comorbid condition is associated with a poor outcome and some of the affected children develop an Antisocial Personality Disorder. This article summarizes diagnostic criteria and epidemiological data of both disorders and emphasises the role of ADHD in the aetiology and pathogenesis of antisocial behavior. ADHD seems to have a negative impact particular in children of the early-starter subtype of CD. Findings from genetic, psychophysiological and neuroimaging studies emphasise the relevance of biological risk factors in the etiological models and developmental pathways of antisocial behavior. We present so far unpublished data of children with ADHD and ADHD/disruptive behavior disorders which indicate group-specific neurocognitive impairments in the comorbid condition. ADHD and CD seem to constitute a synergistic and interactive relationship in that each disorder aggravates the other. Recent findings point to a “true hybrid” of ADHD/CD. Considering the negative outcome of the comorbid condition, several findings suggest that high-quality treatments may have considerable impact on restoring ADHD children to better functioning.     

Bidirectional Effects between Parenting and Aggressive Child Behavior in the Context of a Preventive Intervention

Over time, developmental theories and empirical studies have gradually started to adopt a bidirectional viewpoint. The area of intervention research is, however, lagging behind in this respect. This longitudinal study examined whether bidirectional associations between (changes in) parenting and (changes in) aggressive child behavior over time differed in three conditions: a child intervention condition, a child + parent intervention condition and a control condition. Participants were 267 children (74 % boys, 26 % girls) with elevated levels of aggression, their mothers and their teachers. Reactive aggression, proactive aggression and perceived parenting were measured at four measurement times from pretest to one-year after intervention termination. Results showed that associations between aggressive child behavior and perceived parenting are different in an intervention context, compared to a general developmental context. Aggressive behavior and perceived parenting were unrelated over time for children who did not receive an intervention. In an intervention context, however, decreases in aggressive child behavior were related to increases in perceived positive parenting and decreases in perceived overreactivity. These findings underscore the importance of addressing child-driven processes in interventions aimed at children, but also in interventions aimed at both children and their parents.     

Understanding the Development of Team Identification: A Qualitative Study in UN Peacebuilding Teams

Purpose

The goal of our study was to scrutinize the psychological processes that occur in individuals when developing identification with a highly diverse team.

Design/Methodology/Approach

A qualitative, theory-generating approach following the principles of grounded theory was chosen as research design. Data were obtained from 63 personal interviews with members of seven UN peacebuilding teams in Liberia and Haiti. These teams were particularly well suited for analyzing the dynamics of identification processes as they constitute extreme cases with respect to team members’ identity diversity.

Findings

Our analysis reveals four different processes that occur as individuals develop team identification (TI): enacting a salient identity, sensemaking about team experience, evaluating collective team outcomes, and converging identity.

Implications

We can show that team members engage in both individual- and collective-directed sensemaking processes during TI development, thereby using internal (i.e., other team members) and external points of reference (i.e., team-external actors) for ingroup/outgroup comparisons. Moreover, our study reveals different modes of identity convergence (i.e., active, reactive, and withdrawal) which are associated with different types of TI (i.e., deep-structured TI, situated TI, and disidentification).

Originality/Value

Although team members’ identification with their workgroup has long been considered important for effective team functioning, knowledge about its development has remained limited and largely without empirical footing from a real-world team context. Our study represents the first empirical attempt to inductively identify the processes that occur in individuals as they develop TI.

     

Visual attention as a multilevel selection process

Natural visual scenes are cluttered and contain many different objects that cannot all be processed simultaneously. Therefore, attentional mechanisms are needed to select relevant and to filter out irrelevant information. Evidence from functional brain imaging reveals that attention operates at various processing levels within the visual system and beyond. First, the lateral geniculate nucleus appears to be the first stage in the processing of visual information that is modulated by attention, consistent with the idea that it may play an important role as an early gatekeeper in controlling neural gain. Second, areas at intermediate cortical-processing levels, such as V4 and TEO, appear to be important sites at which attention filters out unwanted information by means of receptive field mechanisms. Third, the attention mechanisms that operate in the visual system appear to be controlled by a distributed network of higher order areas in the frontal and parietal cortex, which generate top-down signals that are transmitted via feedback connections to the visual system. And fourth, the pulvinar of the thalamus may operate by integrating and coordinating attentional functions in concert with the fronto-parietal network, although much needs to be learned about its functional properties. The overall view that emerges from the studies reviewed in this article is that neural mechanisms of selective attention operate at multiple stages in the visual system and beyond and are determined by the visual processing capabilities of each stage. In this respect, attention can be considered in terms of a multilevel selection process.     

The development of ethnic identity during adolescence

The development of ethnic identity is a critical facet of adolescence, particularly for adolescents of color. In order to examine the developmental trajectory of ethnic identity, African American, Latino American, and European American early and middle adolescents (N = 420) were assessed over 3 years. Two components of ethnic identity were assessed--group-esteem was found to rise for both early and middle adolescents; exploration rose for middle adolescents. African Americans and Latino Americans were lower in group-esteem but have greater increases than European Americans, particularly across a school transition. The course of ethnic identity development during early and middle adolescence, the role of school context, and the variability in developmental trajectories among racial and ethnic groups are discussed.     

Recovery, well-being, and performance-related outcomes: the role of workload and vacation experiences

On the basis of theoretical assumptions regarding resource gain and loss (S. E. Hobfoll, 1998), the authors used a longitudinal study to examine effects of vacation on well-being and performance-related outcomes. University employees (N = 221) completed measures of well-being (health complaints and burnout) and performance-related outcomes (self-reported task performance and effort expenditure) 1 week before and 2 days and 2 weeks after vacation and measures of workload 2 days after vacation. Specific vacation experiences (positive and negative work reflection, relaxation, mastery experience, and nonwork hassles) were assessed during vacation. Results showed changes in well-being and self-reported effort expenditure from before to after vacation, revealing vacation effects and partial fade-out effects. In addition, vacation experiences and workload significantly predicted some of the outcomes. The authors discuss applicability of the theoretical approach in the context of vacation and fade-out effects, implications for future research on recovery processes, and practical implications.     

Exemplar effects in the context of a categorization rule: Featural and holistic influences

Brooks and colleagues (S. W. Allen & L. R. Brooks, 1991; G. Regehr & L. R. Brooks, 1993) have shown that the classification of transfer stimuli is influenced by their similarity to training stimuli, even when a perfect classification rule is available. It is argued that the original effect obtained by Brooks and colleagues might have resulted from two potential confounding variables. Once these confounds were controlled, the current authors did not replicate Brooks and colleagues' results in Experiment 1. Exemplar effects appeared in Experiment 2 when transfer stimuli were perceptually more similar to training stimuli than in Experiment 1. In Experiment 3, the authors obtained exemplar effects with separated stimuli, a finding that was not predicted by Brooks and colleagues' model. The authors suggest that a close perceptual match between training and transfer stimuli is necessary for the effect to occur, for both integrated and separated stimuli. The nature of this perceptual match, holistic or featural, is discussed.