The Impact of Film Manipulation on Men’s and Women’s Attitudes Toward Women and Film Editing

The purpose of this study was to examine the effect of film manipulation on men’s and women’s attitudes toward women and film editing. One hundred and seventy-four participants were randomly assigned to one of four groups. Three groups viewed a particular manipulation of the treatment film (i.e., uncut, mosaic-ed, or edited) The Accused, a movie about gang rape that was based on a true story. The fourth group served as a control. As predicted, men reported significantly higher levels of traditionalism and rape myth acceptance-related attitudes at the onset of the study, whereas women reported higher levels of empathic attitudes. Following the study, and as expected, women experienced significantly more attitude change as a result of viewing the treatment film; men’s rape myth-related attitudes nonetheless continued to exceed those of women. Finally, men’s positive attitudes toward favoring editing decreased as sexual violence increased, whereas women’s pro-editing attitudes increased as sexual violence increased. The theoretical implications of the study, as well as the impact of viewing sexual violence in a more reality-based, versus a more entertaining, forum are discussed.     

Ambivalence and Unprotected Sex: Failure to Predict Sexual Activity and Decreased Condom Use1

Using a prospective design, we assessed whether ambivalence toward sexual activity is associated with decreased condom use. Undergraduates predicted whether they would have intercourse and use condoms in the next week. A week later, they reported their sexual and contraceptive behavior. Among 65 individuals who had intercourse and planned to use condoms, ambivalence toward sexual activity was negatively associated with condom use. Moreover, whether intercourse was planned mediated the relationship between ambivalence and condom use, such that ambivalence was negatively associated with accuracy in planning sex, and unplanned sex was less likely to be protected. Individuals who are ambivalent about sex may intend to use condoms, but fail to do so because they cannot predict when they will have intercourse.     

Responsibility,Complexity Science and Education: Dilemmas and Uncertain Responses

While complexity science is gaining interest among educational theorists, its constructs do not speak to educational responsibility or related core issues in education of power and ethics. Yet certain themes of complexity, as taken up in educational theory, can help unsettle the more controlling and problematic discourses of educational responsibility such as the potential to limit learning and subjectivity or to prescribe social justice. The purpose of this article is to critically examine complexity science against notions of responsibility in terms of implications for education. First, themes of complexity science prominent in contemporary educational writing are explained. Then dilemmas of responsibility in complexity are explored, such as what forms and meanings responsibility can have in a ‘complexified’ perspective of education, how care for others is mobilised, and how desire can be understood. Analyses of ethical action grounded in complexity science are then examined, as well as theories of the ethical subject and participatory responsibility that are congruent with certain tenets of a complexity ontology. Finally, the possibility of an educational vision of responsibility animated by complexity theories is considered, drawing from related writings of Bai, Biesta, Derrida, Levinas and Varela.     

Predictors of Parenting Stress for Abusive and Nonabusive Mothers

We examined a model of parenting stress for abusive mothers (n = 80) and nonabusive mothers (n = 86) using linear regression analyses. Predictors in the model included (a) the degree to which mothers were bothered by child misbehavior, (b) mothers’ general psychological functioning, and (c) observed child behavior during parent–child interactions. Whether abuse status moderated the relations between each predictor and parenting stress was also explored. Results indicated that mothers’ psychological functioning significantly predicted parenting stress; however, neither mothers’ intolerance for their children’s misbehavior nor observed child behavior were significant predictors of parenting stress in the regression model. A test of moderation revealed a significant interaction between parental intolerance and abuse status such that intolerance predicted parenting stress level only for abusive mothers. A comparison of correlations indicated that abusive mothers’ level of parenting stress was more closely related to their intolerance for child conduct problems than to the child’s behavior during play with their mothers. Findings are discussed in terms of implications for interventions to reduce parenting stress experienced by nonabusive and abusive mothers.     

Child maltreatment, non-suicidal self-injury, and the mediating role of self-criticism

We examined the relation between child maltreatment and non-suicidal self-injury (NSSI). Participants were 86 adolescents who completed measures of child maltreatment, self-criticism, perceived criticism, depression, and NSSI. Analyses revealed significant, small-to-medium associations between specific forms of child maltreatment (physical neglect, emotional abuse, and sexual abuse) and the presence of a recent history of NSSI. Emotional and sexual abuse had the strongest relations with NSSI, and the data supported a theoretical model in which self-criticism mediates the relation between emotional abuse and engagement in NSSI. Specificity for the mediating role of self-criticism was demonstrated by ruling out alternative mediation models. Taken together, these results indicate that several different forms of childhood maltreatment are associated with NSSI and illuminate one mechanism through which maltreatment may be associated with NSSI. Future research is needed to test the temporal relation between maltreatment and NSSI and should aim to identify additional pathways to engagement in NSSI.     

The Influence of Family and Experimental Context on Cognition in Anxious Children

Examined the influence of family on anxious children's cognition. Research by Barrett, Rapee, Dadds, and Ryan (1996) found anxious children reported increased avoidance after interacting with their parents. They labelled this finding the FEAR effect—Family Enhancement of Avoidant Responses. Whilst some subsequent studies have found similar results, others have not. These contradictory findings question whether the direction of parental influence on anxious children is determined by the perceived demands of the experimental context. Anxious children (N = 101) and their parents were asked to interpret seven ambiguous situations and to discuss what their child would do if the scenario actually occurred. Study 1 found that children in the anxious group and an externalizing control group were more likely to interpret ambiguous situations as threatening than nonclinic children were. Study 2 sought to examine changes in the children's responses from pre- to postfamily discussion, and to identify variables associated with the FEAR effect in anxious families. Interestingly, anxious children whose families completed the discussion task after they (children) had been offered treatment were more likely to show a FEAR effect than anxious families who completed the task as part of assessment. Study 3 examined predictors of enhanced avoidance in anxious families. Treatment context and maternal distress were correlated with the child's increased avoidance following family discussion. Limitations of these studies and directions for future research are discussed.     

Externalizing Outcomes of Youth with and without ADHD: Time-Varying Prediction by Parental ADHD and Mediated Effects

Although parental attention-deficit/hyperactivity disorder (ADHD) is a risk factor for multiple negative youth outcomes, it is unknown how change in parental ADHD symptoms over time affects change in child ADHD symptoms; moreover, mediators of these predictions are largely unknown. Parents of 230 5–10 year-old children (68 % male) with (n = 120) and without ADHD (n = 110) were followed prospectively for 6–7 years across three separate waves. Parents self-reported their ADHD and depression symptoms and similarly rated offspring ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD) symptoms; youth self-reported their substance use. Temporally-ordered mediators consisted of parental expressed emotion (EE), derived from the Five Minute Speech Sample, and self-reported positive and negative parenting behavior. Controlling for key demographics and parental depression symptoms, increasing parental ADHD symptoms were a time-varying predictor of worsening youth ADHD and ODD, although it was unrelated to change in CD and alcohol/substance use. Next, although EE facets (i.e., criticism, emotional over-involvement) did not mediate these predictions, negative parenting behavior significantly mediated predictions of youth ADHD (and marginally in predictions of ODD) from parental ADHD symptoms. These quasi-experimental findings suggest that parental ADHD symptoms are a potential unique causal risk factor for offspring ADHD and ODD; also, preventing negative parenting behavior secondary to parental ADHD symptoms is critical to improve trajectories of youth ADHD and ODD. We consider parental ADHD symptoms and family factors underlying emergent externalizing problems utilizing a developmental psychopathology framework, including implications for intervention and prevention.     

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal that variations in candidates' noticing was tied to their attention to the details of the features of ambitious pedagogy and to the extent to which they integrated observations to examine the relation between student thinking, teaching practice, and mathematical content.     

Outcomes of a Randomized Controlled Trial of Genomic Counseling for Patients Receiving Personalized and Actionable Complex Disease Reports

There has been very limited study of patients with chronic disease receiving potentially actionable genomic based results or the utilization of genetic counselors in the online result delivery process. We conducted a randomized controlled trial on 199 patients with chronic disease each receiving eight personalized and actionable complex disease reports online. Primary study aims were to assess the impact of in-person genomic counseling on 1) causal attribution of disease risk, 2) personal awareness of disease risk, and 3) perceived risk of developing a particular disease. Of 98 intervention arm participants (mean age = 57.8; 39% female) randomized for in-person genomic counseling, 76 (78%) were seen. In contrast, control arm participants (n = 101; mean age = 58.5; 54% female) were initially not offered genomic counseling as part of the study protocol but were able to access in-person genomic counseling, if they requested it, 3-months post viewing of at least one test report and post-completion of the study-specific follow-up survey. A total of 64 intervention arm and 59 control arm participants completed follow-up survey measures. We found that participants receiving in-person genomic counseling had enhanced objective understanding of the genetic variant risk contribution for multiple complex diseases. Genomic counseling was associated with lowered participant causal beliefs in genetic influence across all eight diseases, compared to control participants. Our findings also illustrate that for the majority of diseases under study, intervention arm participants believed they knew their genetic risk status better than control arm subjects. Disease risk was modified for the majority during genomic counseling, due to the assessment of more comprehensive family history. In conclusion, for patients receiving personalized and actionable genomic results through a web portal, genomic counseling enhanced their objective understanding of the genetic variant risk contribution to multiple common diseases. These results support the development of additional genomic counseling interventions to ensure a high level of patient comprehension and improve patient-centered health outcomes.