Curriculum Evaluation and Assessment of Multicultural Genetic Counselor Education

Multicultural competence in genetic counseling integrates racial-cultural knowledge, awareness, and skills into clinical interventions and research practices. Researchers and educators often cite racial-cultural factors as obstacles for visible racial-cultural people seeking help. However, the professional's unfamiliarity of how his or her own racial-cultural group affiliations are influenced by the history of discrimination and oppression coupled with their lack of self-understanding of racial-cultural issues for him- or herself has also limited the effectiveness of genetic counseling. The purpose of this study is to evaluate the effectiveness of the Handbook of Cross-Cultural Genetic Counseling, a multicultural curriculum developed for genetic counselor education for increasing multicultural counseling competence. The multicultural curriculum was evaluated for its effectiveness of increasing multicultural counseling competence using a nonequivalent control group design. A participant's multicultural counseling competence was hypothesized to increase after being taught the curriculum. The curriculum was effective for increasing multicultural counseling competence. Additionally, achieved multicultural counseling competence was not influenced by when the curriculum was taught. Trend analyses measuring the longitudinal impact of the curriculum on multicultural competence were significant. Implications of the results are discussed.     

Achieving Subjective Well-Being Around the World: The Moderating Influence of Gender,Age and National Goals for Socializing Children

We propose that one’s subjective well-being (SWB) arises from the satisfaction of one’s basic needs, but that the importance of attaining specific needs will vary according to one’s gender, age, and national culture. We argue that the role of one’s national-cultural background in that process can best be unpackaged in terms of the emphasis of a nation’s citizens on the goals for socializing children, namely, self-directedness versus other-directedness and civility versus practicality. Accordingly, we analyzed the responses of 65,025 persons across 50 nations to questions on the World Values Survey about their perceived state of health, financial satisfaction, trust of in-group members, and sense of personal control over events. Using HLM analysis, we showed that all four factors were significant predictors of SWB pan-nationally, but that the linkages of financial satisfaction and trust of in-group members to SWB were moderated by a nation’s self-directedness and civility; those of financial satisfaction and health were moderated by age. These results indicate that the socialization emphases characterizing one’s national culture operate to make some of the key contributors to one’s SWB more or less predictive. Cross-national studies are thereby vindicated in their capacity to reveal nation-specific formulas for psychological processes leading to SWB.     

Resolving the paradox of shame: Differentiating among specific appraisal-feeling combinations explains pro-social and self-defensive motivation

Research has shown that people can respond both self-defensively and pro-socially when they experience shame. We address this paradox by differentiating among specific appraisals (of specific self-defect and concern for condemnation) and feelings (of shame, inferiority, and rejection) often reported as part of shame. In two Experiments (Study 1: N = 85; Study 2: N = 112), manipulations that put participants’ social-image at risk increased their appraisal of concern for condemnation. In Study 2, a manipulation of moral failure increased participants’ appraisal that they suffered a specific self-defect. In both studies, mediation analyses showed that effects of the social-image at risk manipulation on self-defensive motivation were explained by appraisal of concern for condemnation and felt rejection. In contrast, the effect of the moral failure manipulation on pro-social motivation in Study 2 was explained by appraisal of a specific self-defect and felt shame. Thus, distinguishing among the appraisals and feelings tied to shame enabled clearer prediction of pro-social and self-defensive responses to moral failure with and without risk to social-image.     

Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. Local Lotto, a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings from the second iteration in a remedial class in a low-income neighborhood. The research questions consider how the spatial focus supported the learning of mathematics and provided opportunities for students to think critically about the lottery using that mathematics. Findings include student interest in and engagement with the theme of the lottery familiar from outside of school with associated social justice implications. Students used mathematics and spatial evidence, at various levels of spatial scale, to support arguments about the lottery with greater success at narrower levels of scale. Suggestions about further innovations to scaffold place in a “critical pedagogy of place” in mathematics are provided.     

Addressing two blind spots of commonly used experimental designs: The Highly‐Repeated Within‐Person approach

Two well documented but still neglected blind spots of often‐used study designs limit a researcher's ability to make inferences about psychological phenomenon. First, typical designs focus on effects of conditions at the group level and are not able to assess the extent to which effects characterize each participant in the study. This blind spot can lead to erroneous (or incomplete) conclusions about the effects of manipulations both for a given participant and at the group level. Second, commonly used research designs often use a limited sample of stimuli, constraining conclusions to the particular stimuli. This blind spot can lead to non‐replication when different stimuli are used. We propose that the Highly‐Repeated Within‐Person (HRWP) approach helps mitigate these limitations. Using a study on the effects of anti‐smoking messages, we illustrate how the HRWP approach helps alert researchers when the conclusions at the group level may not apply to all (or any) participant, quantifies the heterogeneity of effects of manipulations across people, and increases confidence regarding the generalizability of the effects. We discuss how the HRWP approach may help conceptualize issues of replicability in a new light.     

Implicit ambivalence of significant others: Significant others trigger positive and negative evaluations

Despite the rich literature on implicit partner evaluations, there has been scant attention to a defining feature of significant other mental representations—their affective complexity. Recent findings (Zayas & Shoda, 2015), however, provide an empirical demonstration that significant others automatically and simultaneously activate positive and negative evaluations—a phenomenon we refer to as implicit ambivalence. A primary aim of this paper is to extend extant theory by elaborating on the features of the dyadic context that may contribute to the formation of implicit ambivalence. Particularly, drawing from research from relationship science, social cognition, and social neuroscience, we focus on the ability of significant others to dynamically and simultaneously confer rewards and threats, the attunement of perceivers to potential social rewards and social threats, and aspects of sense‐making of another person's mind that may give rise to implicit ambivalence. From this new perspective, implicit ambivalence is not a pathological or rare state. Quite the opposite, implicit ambivalence may be a normative, typical process, that is triggered even by people who are highly positive in one's network. We identify future directions for social cognition and relationship science.