Relational‐Cultural Theory and Supervision: Evaluating Developmental Relational Counseling

This article overviews relational‐cultural theory and developmental relational counseling (DRC) and reports the results of a randomized study evaluating supervisory relational health as defined by DRC theoretical constructs. As measured by an adaptation of the Relational Health Index (Liang et al., 2002 ), counseling students enrolled in clinical courses identified clear preferences for supervisory relationships that promoted accurate relational awareness, compassion, clarity, feedback receptivity, and responsible use of power.     

The Impact of Personality and Team Context on the Relationship Between Workplace Injustice and Counterproductive Work Behavior

This study ascertains whether the impact of workplace injustice on counterproductive work behavior is moderated by personality and team context. A sample of 131 public-service employees completed a questionnaire that assessed the extent to which they receive distributive, procedural, and interactional justice. Furthermore, team commitment, coworker satisfaction, and Big Five personality traits were assessed. Finally, respondents estimated the frequency with which they and their colleagues engage in counterproductive behaviors. Procedural, distributive, and interactional injustice all provoked counterproductive behaviors. The effect of justice on these destructive acts diminished when team commitment was elevated, coworker satisfaction was limited, agreeableness was pronounced, and neuroticism was reduced. The findings confirm that vulnerability amplifies the impact of injustice, but interdependence can diminish this effect.     

Reconsidering the two-second decay hypothesis in verbal working memory

A common belief in the study of short-term memory is that the verbal trace decays around two seconds after it is encoded. This belief is typically assumed to follow from the finding that in immediate serial recall, the time required to rapidly articulate a span-length list is around two seconds. Empirically, this belief is in opposition to a broad set of findings across a number of domains that establish mean decay times to be longer than two seconds. Theoretically, the available computational and mathematical models of immediate serial recall do not address this issue directly, because they typically rely on other mechanisms in addition to decay to account for forgetting. As such, they may show that decay times can be longer than two seconds, but they fail to show that they cannot be as short as two seconds. We address the issue directly and set a lower bound on mean trace decay times, even under the limiting assumption that all forgetting is due to trace decay. We do this by presenting a simple item-based model of trace decay that allows us to estimate values of mean trace duration. For a set of words whose span-length lists can be rapidly articulated in about two seconds, the model offers a conservative estimate for their mean decay times of around four seconds. Both the experimental and theoretical evidence show that items in verbal working memory decay considerably slower than the two-second decay hypothesis claims.     

Challenging socioeconomic status: A cross‐cultural comparison of early executive function

The widely and internationally replicated socioeconomic status (SES) gradient of executive function (EF) implies that intervention approaches may do well to extrapolate conditions and practices from contexts that generate better child outcomes (in this case, higher SES circumstances) and translate these to contexts with comparatively poorer outcomes (often low‐SES populations). Yet, can the reverse also be true? Using data from equivalent assessments of 1,092 pre‐schoolers’ EFs in South Africa and Australia, we evaluated: the SES gradient of EF within each sample; and whether this SES gradient extended cross‐culturally. The oft‐found EF‐SES gradients were replicated in both samples. However, contrary to the inferences of EF‐SES associations found nationally, the most highly disadvantaged South African subsample outperformed middle‐ and high‐SES Australian pre‐schoolers on two of three EFs. This suggests the possibility of EF‐protective and ‐promotive practices within low‐ and middle‐income countries that may aid understandings of the nature and promotion of EFs.     

A Prospective Longitudinal Study of High School Dropouts Examining Multiple Predictors Across Development

Prior studies report a variety of demographic, school, individual, and family characteristics that are related to high school drop out. This study utilizes data from a 19-year prospective longitudinal study of “at-risk” children to explore multiple predictors of high school dropouts across development. The proposed model of dropping out emphasizes the importance of the early home environment and the quality of early caregiving influencing subsequent development. The results of this study demonstrate the association of the early home environment, the quality of early caregiving, socioeconomic status, IQ, behavior problems, academic achievement, peer relations, and parent involvement with dropping out of high school at age 19. These results are consistent with the view of dropping out as a dynamic developmental process that begins before children enter elementary school. Psychosocial variables prior to school entry predicted dropping out with power equal to later IQ and school achievement test scores. In our efforts to better understand processes influencing dropping out prior to high school graduation, early developmental features warrant further emphasis.     

Attempted suicide, self-harm, and violent victimization among regular illicit drug users

Relationships among attempted suicide, nonsuicidal self-harm, and physical assault were examined in 400 regular users of heroin and/or psychostimulants. Twenty-eight percent had episodes of nonsuicidal self-harm, 32% had attempted suicide, and 95% had been violently assaulted. The number of suicide attempts and nonsuicidal self-harm incidents were correlated (ρ = 0.44). There were also significant correlations between the number of assaults and nonsuicidal self-harm incidents (ρ = 0.17), and suicide attempts (ρ = 0.27). The mean age onset for non-suicidal self-harm (18.9 yrs) was significantly younger than that of initial suicide (22.3 yrs). The age at initial physical assault (16.0yrs) was significantly younger than that of nonsuicidal self-harm and initial suicide attempt. Screening for all forms of violence appears warranted when determining suicide risk for this population.     

Teaching the Material and Teaching the Students: Reflections on Introductory Courses for Non‐Majors

Teaching a required introductory Bible course to non‐majors at a church‐related college presents a number of pedagogical challenges. When considering how to teach such a course in the context of concerns common to the liberal arts, I find myself reflecting on authority. My thoughts on the teaching of this course in my own context are organized around authority understood as a developmental issue, an educational issue, and a religious issue. In each case, I seek to use my discipline and the primary and secondary materials of the course as occasions for the development of capacities that will contribute to the life of students as critical thinkers, creative problem‐solvers, and responsible global citizens.     

The influence of lawyers' questions on witness accuracy,confidence, and reaction times and on mock jurors' interpretation of witness accuracy

Two studies demonstrate the influence of lawyers' complex questions on mock‐witness accuracy, confidence, and reaction times and on the interpretation of witness accuracy by mock jurors. In study one, 32 mock witnesses were shown a short film and then questioned either with lawyers' complex questions or simple alternatives. In Study 2, 20 mock jurors viewed video footage of the mock witnesses assigned to each of the two previous conditions and were asked to rate their confidence in the witnesses' answers. The findings of the two studies indicated that lawyers' use of confusing questions reduce not only accuracy but also speed of response and both witnesses' and jurors' ability to determine accuracy. The implication of these findings is straightforward, lawyers should ask simple questions wherever possible. Copyright © 2010 John Wiley & Sons, Ltd.     

Moral Credentialing and the Rationalization of Misconduct

Recent studies lead to the paradoxical conclusion that the act of affirming one's egalitarian or pro-social values and virtues might subsequently facilitate prejudiced or self-serving behavior, an effect previously referred to as "moral credentialing." The present study extends this paradox to the domain of academic misconduct and investigates the hypothesis that such an effect might be limited by the extent to which misbehavior is rationalizable. Using a paradigm designed to investigate deliberative and rationalized forms of cheating (von Hippel, Lakin, & Shakarchi, 2005), we found that when participants had credentialed themselves (versus a non-close acquaintance) via a set of hypothetical moral dilemmas, they were more likely to cheat on a subsequent math task, but only if cheating was highly rationalizable. When cheating was difficult to rationalize, moral credentialing had almost no impact on cheating.