Feeling Stares: Places,Persons, and Pets

The belief that one can feel others staring without actually seeing them look is a common social phenomenon. From a comparative viewpoint, staring is associated with dominance behavior or aggression. In humans, staring is often viewed as a negative behavior. Thus, being the object of a stare is potentially dangerous. We predicted that persons in vulnerable circumstances (e.g., an unfamiliar situation) or with strangers rather than with friends would be sensitized to detect signals or stimuli associated with danger. We also hypothesized that persons high in self-consciousness or who were in a negative mood would have an increased bias toward detecting stares. The situational-context hypotheses received higher support than did the dispositional hypotheses. Beliefs concerning animals and stare perception were explored.     

Self-guided behavioral skills training: A public health approach to promoting nurturing care environments

The World Health Organization identified the promotion of “Nurturing Care Environments” as a global health priority. Responsive caregiving, 1 of 5 domains describing nurturing care, is critical for healthy child development. Relatively little research has evaluated population-level interventions aimed to increase responsive caregiving during the first 1,000 days of an infant's life. In this pilot study, we evaluated an intervention designed for population-level dissemination that targeted responsive caregiving. The self-guided behavioral skills training aimed to teach mothers to imitate infant vocalizations. The intervention was delivered within an on-line asynchronous training. All 3 mothers increased vocal imitative behavior following training without receiving coaching or behavior-specific feedback from an implementer. The results offer a preliminary proof of concept with implications for population-level intervention design and evaluation.     

What We Know and Where We Go from here: A Review of Lesbian,Gay, and Bisexual Youth Hookup Literature

In this paper, we acknowledge and critique the absence of lesbian, gay, and bisexual (LGB) experiences in the recent proliferation of scholarship on “hooking up” among youth (aged 16 to 24). Although previous research has documented that LGB youth hookup at high rates (up to three-quarters of LGB youth), and oftentimes more than heterosexuals, the most basic aspects of hookups (e.g., motivations, experiences, and outcomes) have not been comprehensively explored. This is pertinent because young adulthood, in particular, is a time when young people explore their sexuality. Most scholarship on hooking up has focused on White heterosexual college students, mostly due to sampling constraints and impediments, and so we are left with a critical gap in our knowledge about LGB youth—a population that is typically at higher risk for sexual, mental, and emotional health issues. We begin by reviewing the literature on hooking up among heterosexual young adults as organized by four themes: hookup definitions/frequencies, contexts, motivations, and outcomes. We do this to explicitly highlight and contrast what little is known about LGB youth hookups. We then provide a research agenda that projects how future researchers can advance this area of scholarship and begin to fill its gaps, while considering the hookup experiences of diverse LGB youth.     

Evaluating the Performance Diagnostic Checklist‐Human Services to assess incorrect error‐correction procedures by preschool paraprofessionals

The Performance Diagnostic Checklist‐Human Services (PDC‐HS) has been used to assess variables contributing to undesirable staff performance. In this study, three preschool teachers completed the PDC‐HS to identify the factors contributing to four paraprofessionals' inaccurate implementation of error‐correction procedures during discrete trial training sessions. The PDC‐HS indicated insufficient training as a contributing factor. We then implemented a nonindicated intervention (posting reminders), followed by an indicated intervention (behavioral skills training). The nonindicated intervention failed to produce desired performance improvements; however, the PDC‐HS indicated intervention resulted in improvements for all paraprofessionals.     

A Body Image Resilience Model for First-Year College Women

The purpose of this study was to investigate Choate’s (2005) theoretical model of body image resilience by examining the association among protective factors and body image. First-year college women (N?=?301) from two universities in the United States (one in the South and one in the Northeast) completed questionnaires assessing five protective factors. The hypothesized model fit the data well. As predicted, high family support; low levels of perceived sociocultural pressure from family, friends, and media regarding the importance of achieving a thin-and beautiful ideal; rejection of the superwoman ideal; positive physical self-concept; and active coping skills contributed to a woman’s overall wellness, which was associated with a more positive body image. Results can inform prevention for young women at risk for eating disorders and suggest specific counseling interventions to improve body dissatisfaction and initial maladaptive eating practices.