School Counselors as Social Capital: The Effects of High School College Counseling on College Application Rates

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2004) to investigate how student contact with high school counselors about college information and other college‐related variables influence students' college application rates. In addition to some college‐related variables, the number of school counselors and student contacts were significant predictors of college application rates. Implications for school counselors and counselor training are included.     

Assessing the Climate for Creativity (KEYS): Confirmatory factor analysis and psychometric examination of a Taiwan version

Understanding the feasibility of using KEYS to assess the organizational climate for creativity in non‐Western societies is essential for researchers studying cultural influences on workers' perceptions of workplace climates. This study reports on the effectiveness of translating KEYS, using data from 401 employees of 13 different companies in Taiwan. A confirmatory factor analysis was performed and its results indicated a satisfactory fit for a 10‐factor model. However, six items tackling environmental obstacles had low factor loadings (<0.3) and should either be eliminated or amended. The results raise questions regarding the role of cultural influences in international studies that assess creativity climates. Further research into the conceptualization of organizational creativity in Chinese societies is warranted.     

Great man or great myth? A quantitative review of the relationship between individual differences and leader effectiveness

This study presents a meta‐analysis of 25 individual differences proposed to be related to effective leadership, with an emphasis on comparing trait‐like (e.g. personality and intelligence) to state‐like individual differences (e.g. knowledge and skills). The results indicate that although both trait‐like (achievement motivation, energy, dominance, honesty/integrity, self‐confidence, creativity, and charisma) and state‐like (interpersonal skills, oral communication, written communication, administrative/management skills, problem‐solving skills, and decision making) individual differences were consistent predictors of effective leadership, the impact of trait‐like and state‐like individual differences was modest overall and did not differ substantially (ρ= .27 and .26, respectively). Finally, organizational level of the leader, method of predictor and criterion measurement, and organization type moderated the relationship between individual differences and effective leadership.     

Stories as indicators of practical knowledge: Analysing project workers' talk from a study of participation in a youth inclusion programme

The paper deals with the issue of practical knowledge for enabling participation. Participation as a strategy for change is widespread in community, health and human service contexts. Research to date has focused on the mechanisms of beneficiaries' participation (e.g. identity, empowerment, activity, gender, space). However, participation as an engagement strategy is action oriented and requires high levels of interaction between those creating the conditions for participation and those participating. These conditions need to be continuously adjusted and outcomes are often unpredictable. This process of ‘working with’ is often dealt with as a technical issue and captured in metaphorical language. Less emphasis has been given to the type of knowledge modalities that might be necessary in order to enable participation. Drawing on an ethnographic case study of participation in a youth inclusion programme the paper explores the role of stories as potential indicators of practical knowledge. The paper argues that enabling young people's participation requires intuition and imagination, patience and perseverance, and judgement for acting under uncertainty. It concludes that stories only partially fulfil their potential as indicators of such knowledge modalities. Copyright © 2010 John Wiley & Sons, Ltd.     

Early growth response gene 1 (Egr-1) is required for new and reactivated fear memories in the lateral amygdala

The immediate-early gene early growth response gene-1 (EGR-1, zif-268) has been extensively studied in synaptic plasticity and memory formation in a variety of memory systems. However, a convincing role for EGR-1 in amygdala-dependent memory consolidation processes has yet to emerge. In the present study, we have examined the role of EGR-1 in the consolidation and reconsolidation of amygdala-dependent auditory Pavlovian fear conditioning. In our first series of experiments, we show that EGR-1 is regulated following auditory fear conditioning in the lateral nucleus of the amygdala (LA). Next, we use antisense oligodeoxynucleotide (ODN) knockdown of EGR-1 in the LA to show that training-induced expression of EGR-1 is required for memory consolidation of auditory fear conditioning; that is, long-term memory (LTM) is significantly impaired while acquisition and short-term memory (STM) are intact. In a second set of experiments, we show that EGR-1 is regulated in the LA by retrieval of an auditory fear memory. We then show that retrieval-induced expression of EGR-1 in the LA is required for memory reconsolidation of auditory fear conditioning; that is, post-retrieval (PR)-LTM is significantly impaired while memory retrieval and PR-STM are intact. Additional experiments show these effects to be restricted to the LA, to be temporally graded, and unlikely to be due to nonspecific toxicity within the LA. Collectively, our findings strongly implicate a role for EGR-1 in both the initial consolidation and in the reconsolidation of auditory fear memories in the LA.     

Mediating effects of negative emotions in parent–child conflict on adolescent problem behavior

Hierarchical regression analyses were used to study four types of negative emotions (rage, resentment, perceived threat, and self‐blame) as possible mediators of the effect of parent–child conflict on internalizing (psychosomatic symptoms and social withdrawal) and externalizing (violent aggression and deviance) behavior in 724 adolescents. After controlling for demographic variables, the results showed that for both parents conflict had a positive main effect on internalizing and externalizing behavior. Of the four types of negative emotions, rage was the strongest mediator to mediate the effect of conflict on violent aggression, and resentment was the strongest mediator to mediate the effect of conflict on psychosomatic symptoms, social withdrawal, and deviant behavior. Implications and limitations of the study are discussed, and suggestions for future research are offered.     

Gain face,but lose happiness? It depends on how much money you have

The purpose of the study was to investigate the effects of face consciousness on happiness and the moderating role of financial situation on this relationship. We first examined our hypotheses in study 1 in a particular setting of consumption, and replicated our findings in study 2 in a more generalized setting of interpersonal situations. The two studies produced essentially consistent results. We found individuals high on face consciousness tend to be less happy, and the negative association between face consciousness and happiness is ameliorated by their financial situation. These results revealed the importance of face consciousness as an individual difference in predicting happiness. The implications of these findings for future research are discussed.     

Contemplative Pedagogy: Frequently Asked Questions

Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.     

Moderating effects in consumers' perceptions of price unfairness

This study explores the moderating effects of various consumer features – such as price insensitivity and recency of last purchase – on the relationships among perceived value, inferred vendor profit, and perceived price fairness. A proposed model is developed and an empirical study is then conducted among consumers in four contexts: (i) two tangible goods; and (ii) two intangible services. The proposed model and hypotheses are tested using Partial Least Squares (PLS) software SmartPLS 2.0.M3, which provides a component‐based approach for estimation purposes. The influence of these moderating variables (price insensitivity and recency of the last purchase) depends on the context and the nature of the offering. This is a pioneering study of perceived price fairness in a framework of distributive justice utilizing a variety of contexts, products, and services. Copyright © 2010 John Wiley & Sons, Ltd.     

An outcome evaluation study of a psycho‐educational course in a primary care setting

Rationale: To date relatively little research has examined the effectiveness of psycho‐educational courses provided in a primary care setting to adults with mild‐to‐moderate mental health concerns. Aims: To determine whether group psycho‐education could be a viable alternative to individual counselling by (1) assessing the clinical effectiveness of an 8‐week psycho‐educational course, and (2) examining the group outcomes in comparison with individual treatment outcomes from a previous study in the same counselling service. Method: A total of 57 participants attending a psycho‐educational course provided data over a 36‐month period, using the Clinical Outcomes in Routine Evaluation – Outcome Measure (CORE‐OM) pre‐ and post‐intervention. A comparison was then made with the data of 58 previous participants of individual counselling evaluation, using the same CORE‐OM system. Results: Participants reported significantly lower levels of psychological distress after attending the course and these results are comparable to outcomes measured in the same service for individual counselling, indicating that group interventions could be considered a legitimate alternative to individual counselling, thus increasing cost effectiveness and reducing waiting times. Limitations of the study and implications for practice and further investigation are considered.