Suicide Prevention from a Public Health Perspective

The public health approach to health problems provides a strong framework and rationale for developing and implementing suicide prevention programs. This approach consists of health-event surveillance to describe the problem, epidemiologic analysis to identify risk factors, the design and evaluation of interventions, and the implementation of prevention programs. The application of each of these components to suicide prevention is reviewed. Suggestions for improving surveillance include encouraging the use of appropriate coding, reviewing suicide statistics at the local level, collecting more etiologically useful information, and placing greater emphasis on analysis of morbidity data. For epidemiologic analysis, greater use could be made of observational studies, and uniform definitions and measures should be developed and adopted. Efforts to develop interventions must include evaluating both the process and the outcome. Finally, community suicide prevention programs should include more than one strategy and, where appropriate, should be strongly linked with the community's mental health resources. With adequate planning, coordination, and resources, and the public health approach can help reduce the emotional and economic costs imposed on society by suicide and suicidal behavior.     

Psychological assessment of prematurely born infants and young children

The current literature on the cognitive, perceptual, motor, and personal-social development of prematurely born children is reviewed. The implications of this literature for the psychological assessment of prematurely born infants and young children are then discussed.     

Developmental effects of an intervention for preterm infants of teenage mothers

Since preterm infants and infants born to teenage mothers are noted to be at risk for developmental delays, a group of infants who were both preterm and born to teenage mothers was provided a sensorimotor exercise intervention program for the first year of infancy. The development of these infants was compared to the development of preterm infants without intervention and term infants of teenage mothers as well as term and preterm infants of adult mothers to determine the degree to which developmental delays were prevented. The intervention infants showed more optimal growth, cognitive development, temperament and play behaviors during interactions with their mothers across the first year of development.     

Transactional approach to prediction of child maltreatment

The transactional-developmental approach was applied to a prospective longitudinal study of child maltreatment. Maternal background, infant constitutional, mother-infant interactional and maternal perception of infant temperament measures were entered into a multiple linear regression equation to predict child maltreatment. The results provide support for the transactional perspective in understanding the multiple determinants of early child maltreatment.     

Personal social networks as a focus for primary prevention of child mistreatment

This article explores the nature and functions of social networks as support systems, and the relationship between social networks and early child rearing. The rationale and operational design of a primary prevention program which seeks to strengthen the social networks of parents of very young children are presented. It is concluded that personal social networks are important not only in mediating general life stress, but also support parental child-rearing responsibilities and, therefore, can serve as primary preventives of child abuse.     

Professional support for adolescent mothers: Who gives it,how adolescent mothers evaluate it,what they would prefer

Forty-two adolescent mothers with 2-year-old children were questioned about their sources of social support, their satisfaction with that support, and their views about including members of their informal support network in the receipt of professional services. The results indicated that 74% of the mothers received parenting advice from some professional source, as well as from their informal support network, and that most were satisfied with their professional contacts. Nonetheless, 75% of the mothers indicated that they would like additional parenting advice from parenting classes, organized neighborhood groups, or from visiting public health nurses or other child development specialists. Ninety percent of the mothers thought it would be helpful to have members of their informal support network participate with them in the receipt of professional services, and 81% thought these individuals would be willing to do so. The implications of these findings for both future research and the design and implementation of programs directed toward adolescent parents and their children are discussed.     

New Directions for Research on the Role of Parents and Teachers in the Development of Gender-Related Math Attitudes: Response to Commentaries

We frame our response to the commentaries by Cheryan (2011), Lane (2011), and Shapiro and Williams (2011), in terms of two broad points made by Lane (2011). First, we agree that the various constructs that we termed “math attitudes”—including math-gender stereotypes, math anxiety, math self-concepts, and achievement motivation in math—are in fact distinct (Gunderson et al. 2011b). Nevertheless, we argue that investigating common mechanisms underlying the transmission of these constructs from adults to children is a productive approach because it can lead to general interventions to boost children’s performance and dispositions toward math. Second, we argue that research on the development of gender-related math attitudes exists at the intersection of multiple research areas, including research on attitudes (broadly defined), math, gender, social learning, and child development, and that drawing on well-developed theories in these areas can lead to novel research questions and predictions. The three excellent commentaries broaden the scope of our article on gender-related math attitudes to include the transmission of implicit attitudes from adults to children, stereotype threat, and gender roles in math-related careers (Cheryan 2011; Gunderson et al. 2011b; Lane 2011; Shapiro and Williams 2011).     

Spendthrifts and Tightwads in Childhood: Feelings about Spending Predict Children's Financial Decision Making

Adults differ in the extent to which they find spending money to be distressing; “tightwads” find spending money painful, and “spendthrifts” do not find spending painful enough. This affective dimension has been reliably measured in adults and predicts a variety of important financial behaviors and outcomes (e.g., saving behavior and credit scores). Although children's financial behavior has also received attention, feelings about spending have not been studied in children, as they have in adults. We measured the spendthrift–tightwad (ST–TW) construct in children for the first time, with a sample of 5‐ to 10‐year‐old children (N = 225). Children across the entire age range were able to reliably report on their affective responses to spending and saving, and children's ST–TW scores were related to parent reports of children's temperament and financial behavior. Further, children's ST–TW scores were predictive of whether they chose to save or spend money in the lab, even after controlling for age and how much they liked the offered items. Our novel findings—that children's feelings about spending and saving can be measured from an early age and relate to their behavior with money—are discussed with regard to theoretical and practical implications. Copyright © 2017 John Wiley & Sons, Ltd.     

Emotional prejudice,essentialism, and nationalism The 2002 Tajfel lecture

In explaining differences between groups, people ascribe the human essence to their ingroup and consider outgroups as less human. This phenomenon, called infra‐humanization, occurs outside people's awareness. Because secondary emotions (e.g. love, hope, contempt, resentment) are considered uniquely human emotions, people not only attribute more secondary emotions to their ingroup than to outgroups, but are reluctant to associate these emotions with outgroups. Moreover, people behave less cooperatively (in terms of altruism, imitation, and approach) with an outgroup member who expresses himself through secondary emotions. Infra‐humanization occurs for high and low status groups, even in the absence of conflict between groups. It does not occur when the outgroup target is adequately individualized, by a complete name or through perspective taking, for instance. The differential familiarity with the ingroup and the outgroup cannot explain infra‐humanization. Yet, preliminary results show that subjective essentialism and ingroup identification may mediate the effects of infra‐humanization. A connection is made between nationalism and infra‐humanization. Copyright © 2003 John Wiley & Sons, Ltd.     

Gaze patterns during identity and emotion judgments in hearing adults and deaf users of American Sign Language

Deaf individuals rely on facial expressions for emotional, social, and linguistic cues. In order to test the hypothesis that specialized experience with faces can alter typically observed gaze patterns, twelve hearing adults and twelve deaf, early-users of American Sign Language judged the emotion and identity of expressive faces (including whole faces, and isolated top and bottom halves), while accuracy and fixations were recorded. Both groups recognized individuals more accurately from top than bottom halves, and emotional expressions from bottom than top halves. Hearing adults directed the majority of fixations to the top halves of faces in both tasks, but fixated the bottom half slightly more often when judging emotion than identity. In contrast, deaf adults often split fixations evenly between the top and bottom halves regardless of task demands. These results suggest that deaf adults have habitual fixation patterns that may maximize their ability to gather information from expressive faces.