CLIMATE CHANGE,LAUDATO SI', CREATION SPIRITUALITY,AND THE NOBILITY OF THE SCIENTIST'S VOCATION

This exploration into spirituality and climate change employs the “four paths” of the creation spirituality tradition. The author recognizes those paths in the rich teachings of Pope Francis’s encyclical, Laudato Si' and applies them in considering the nobility of the scientist's vocation. Premodern thinkers often resisted any split between science and religion. The author then lays out the basic archetypes for recognizing the sacredness of creation, namely, the Cosmic Christ (Christianity); the Buddha Nature (Buddhism); the Image of God (Judaism); the “Primordial Man” (Hinduism), as well as the premodern universal teaching of “God as Beauty.” He addresses the subject of evil which deserves serious attention in the face of the realities posed by climate change and the resistance to addressing them. In the concluding section, the author speaks of a new Order of the Sacred Earth that was launched in fall 2017 to gather persons of whatever spiritual tradition or none to devote themselves to preserving Mother Earth.     

Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children

This study examined whether working memory (WM), inattentive symptoms, and/or hyperactive/impulsive symptoms significantly contributed to academic, behavioral, and global functioning in 8-year-old children. One-hundred-sixty 8-year-old children (75.6% male), who were originally recruited as preschoolers, completed subtests from the Wechsler Intelligence Scale for Children–Fourth Edition, Integrated and Wechsler Individual Achievement Test–Second Edition to assess WM and academic achievement, respectively. Teachers rated children’s academic and behavioral functioning using the Vanderbilt Rating Scale. Global functioning, as rated by clinicians, was assessed by the Children’s Global Assessment Scale. Multiple linear regressions were completed to determine the extent to which WM (auditory-verbal and visual-spatial) and/or inattentive and hyperactive/impulsive symptom severity significantly contributed to academic, behavioral, and/or global functioning. Both auditory-verbal and visual-spatial WM but not ADHD symptom severity, significantly and independently contributed to measures of academic achievement (all p < 0.01). In contrast, both WM and inattention symptoms (p < 0.01), but not hyperactivity-impulsivity (p > 0.05) significantly contributed to teacher-ratings of academic functioning. Further, inattention and hyperactivity/impulsivity (p < 0.04), but not WM (p > 0.10) were significantly associated with teacher-ratings of behavioral functioning and clinician-ratings of global functioning. Taken together, it appears that WM in children may be uniquely related to academic skills, but not necessarily to overall behavioral functioning.     

The impact of implicitly and explicitly primed ingroup–outgroup categorization on the evaluation of others pain: The case of the Jewish–Arab conflict

Despite the automaticity of affective sharing, many studies have documented the role of top-down effects, such as social categorization, on people’s empathic responses. An important question, largely ignored in previous research, concerns empathy to ingroup and outgroup members’ pain in the contexts of ongoing intergroup conflict. In the present study we examined how implicit and explicit ethnic social categorization of others affects empathy to pain in the context of the Israeli–Palestinian conflict. To meet this aim, we assessed the evaluation of pain by Jewish and Arab participants who viewed a series of visual stimuli depicting painful and non-painful familiar situations. The stimuli were associated with explicitly or implicitly primed typical names depicting ingroup, neutral outgroup, and adversary outgroup members. Results demonstrate that pain ratings in the explicit priming condition provide support for the ingroup empathy hypothesis, positing that empathy is higher for ingroup than for outgroup members for both Jews and Palestinian Arabs. Conversely, when the targets’ categories are primed implicitly, results revealed difference in empathy by the two ethnic groups where an ingroup bias was detected only for Palestinian Arabs. This suggests that the activation of ingroup bias on the subliminal implicit level among Palestinian Arab participants might be mediated by the amount of conflict permeating in their daily lives and by deeply rooted cultural values and behavioural patterns.     

The Role of Religious Coping and Resilience in Individuals With Dissociative Identity Disorder

Survivors with dissociative identity disorder (DID) often report a history of traumatic events in their lives. Past studies indicated a link between trauma, resilience, and spiritual coping in both positive and negative aspects of a survivor's life. This article includes a review of existing literature salient to these constructs in relation to i ndividuals with DID, as well as results from a study examining the relationships between these constructs and individuals with DID (N = 52). Implications are discussed based on the findings for counselors treating individuals with DID.     

Fostering networking behavior,career planning and optimism,and subjective career success: An intervention study

The present study evaluated personal resource-oriented interventions supporting the career development of young academics, working at German universities within the STEM fields. The study sought to foster subjective career success by improving networking behavior, career planning, and career optimism. The study involved a quasi-experimental pre-post intervention with two intervention and two control groups (N = 81 research associates). Participants of the first intervention group received networking training; participants of the second intervention group received the same networking training plus individual career coaching. Participants of both intervention groups were female. Participants of the control groups (i.e., male vs. female group) did not participate in any intervention. As expected, path analyses, based on mean differences from pre-test to post-test, revealed an increase in career planning and career optimism within the networking plus career coaching intervention group, that was indirectly positively related to changes in subjective career success. Contrary to our expectations, the networking group training alone and in combination with the career coaching showed no effectiveness in fostering networking behavior. Results are discussed in the context of career counseling and intervention effectiveness studies.     

The lived experiences of individuals with Tourette syndrome or tic disorders: A meta‐synthesis of qualitative studies

There is a growing body of qualitative literature describing the lived experiences of people with tic disorders (TDs). The aim of this paper was to conduct a systematic review of this literature, synthesizing the perspectives of individuals on their experiences. Meta‐synthesis methodology was utilized to review and draw together findings from 10 articles, from which key concepts were extracted, and over‐arching themes generated. Six themes were identified to encompass the experience of TDs, including (1) cultural, semantic issues of the condition; (2) negative experiences in organizations and treatment; (3) the value and negative impact on interpersonal relationships; (4) personal identity in the constant presence of TDs; (5) concerns for the future; and (6) strategies to control and manage the observable presence of tics. Adaptive coping strategies were found to encompass continuous social adaptation, strategies to manage tics and social perceptions, self‐acceptance, advocacy, and support from others. The results highlighted the significant role of social and cultural issues related to understanding and stigma, which underpinned many of the lived experiences. Implications for clinical practice in supporting individuals with TDs were also highlighted.     

Contextual basis of maternal perceptions of infant temperament

To elucidate the differential saliency of infant emotions to mothers across interactive contexts, the authors examined the moderating role of observed infant affect during interactions with mother in the relation between maternal and laboratory-based ratings of infant temperament. Fifty-nine developmentally healthy 9-month-old infants were judged for degree of infant positive, infant negative, and mother-infant mutually positive affect during the course of object-focused and routine home-based activities with mother. Mothers completed the Infant Behavior Questionnaire (M. K. Rothbart, 1981), and infants underwent the Laboratory Temperament Assessment Battery (H. H. Goldsmith & M. K. Rothbart, 1999). Results revealed that maternal and observer ratings of infant negativity converged when infants manifested high degrees of negative affect during routine home-based activities. Maternal and observer ratings of infant positivity converged when infants experienced low mutually positive affect during play. These findings support the hypothesis that maternal perceptions are based on mothers' experiences with their infants but that the salience of infant temperamental characteristics to mothers varies across emotion and interactive context.