Objective assessment of gender roles: Gender Roles Test (GRT-36)

This study was designed to develop a computerized test to assess gender roles. This test is presented as a decision-making task to mask its purpose. Each item displays a picture representing an activity and a brief sentence that describes it. Participants have to choose the most suitable sex to perform each activity: man or woman. The test (Gender Roles Test, GRT-36) consists of 36 items/activities. The program registers both the choices made and their response times (RTs). Responses are considered as stereotyped when the chosen sex fits stereotyped roles and non-stereotyped when the chosen sex does not fit stereotyped roles. Individual means (RTs) were computed for stereotyped and non-stereotyped responses, differentiating between domestic and work spheres. A "D" score, reflecting the strength of association between activities and sex, was calculated for each sphere and sex. The study incorporated 78 participants (69% women and 31% men) ranging from 19 to 59 years old. The results show that: (a) reading speed does not explain the variability in the RTs; (b) RTs show good internal consistency; (c) RTs are shorter for stereotyped than for neutral stimuli; (d) RTs are shorter for stereotyped than for non-stereotyped responses. Intended goals are supported by obtained results. Scores provided by the task facilitate both group and individual detailed analysis of gender role, differentiating the gender role assigned to men from that assigned to women, at the domestic and work spheres. Obtained data fall within the scope of the genderology and their implications are discussed.     

Factors affecting foster care breakdown in Spain

Breakdown of foster care has been defined as the situation in which one of the involved parties terminates the intervention before having achieved the goals established for the case plan. This work presents a study carried out with a Spanish sample of 318 closed cases of children who were placed in foster homes and kinship care. The data were collected through the exhaustive review of the child protection and foster placement files, complemented with interviews of the welfare workers in charge of each case. The rate of breakdown of the entire sample was 26.1%, although it was significantly different in kinship care (19.7%) and foster care (31.2%). The results of this study indicate that the variables related to breakdown depend on the placement modality, either in foster care or kinship care. In the first case, the variables related to the child's characteristics are noteworthy, especially behavior and academic problems, with special relevance in the 9-12-year-old group, and in children who were previously in residential care. In contrast, in kinship care, the parents' problems (prison, mental health) and having some measure of guardianship are the most important. The fact of undergoing foster placement after having lived in various residential homes is transcendental. Lastly, the availability of economic resources and even the foster carers' studies seem to be related to foster breakdown.     

Inside the Black Box: Assessing and Improving Quality in Youth Programs

Over the past decade, structured programming for children and youth during the non-school hours has expanded exponentially. A confluence of recent research studies and program evaluations backs the publicly perceived notion that after-school programs can positively influence important developmental and learning outcomes. The rapid expansion of the field and the potential of programs to contribute to child and youth development have made defining what high quality programs look like and learning how to improve program quality key challenges facing the field. This paper describes what is known about the relation between youth program quality and youth developmental outcomes, summarizes different quality assessment tools being used in the field, and discusses how such tools are being used to drive systemic quality improvement efforts.     

Racial Identity and Body Image Among Black Female College Students Attending Predominately White Colleges

This study examined attitudes about body image and racial identity among Black women at a predominately White college in the United States. We conducted in-depth qualitative interviews with 34 women about their school experiences, family, racial identity, self-esteem, and body image. We found that early childhood influences including family and school environment had profound impacts on their racial identity and body image. Through a qualitative analysis based in grounded theory, we found that participants’ identification with White and/or Black culture produced levels of body satisfaction and a set of beauty ideals that generally corresponded to four racial identity groups: identification with White or Black culture, floating between both, or having a diverse self-identity.     

Psychometric properties of the Children's Depression Inventory in community and clinical sample

The psychometric characteristics of the Children's Depression Inventory, CDI (Kovacs, 1992) in a sample of 1705 participants (792 boys and 913 girls) and a clinical sample of 102 participants (42 boys and 60 girls) between 10 and 18 years old are presented. Reliability coefficients range, for both samples, from .82 (test) to .84 (retest) in the community sample, and .85 (test, clinical sample); test-retest reliability is .81 in the community sample. The mean scores are similar to other Spanish and English ones. Girls score higher than boys. The cut-off point that best differentiates between depressive and community participants is 19, with a sensitivity of 94.7%, a specificity of 95.6%, a positive predictive value of .90, and a negative predictive value of .98.     

36‐month‐olds conceal visual and auditory information from others

By three years of age, children are skilled at assessing under which circumstances others can see things. However, nothing is known about whether they can use this knowledge to guide their own deceptive behaviour. Here we investigated 3‐year‐olds’ ability to strategically inhibit or conceal forbidden actions that a nearby adult experimenter could see or hear. In the first experiment, children were more likely to disobey the adult when she did not have visual access to their activities than they were when she was looking at them. In the second experiment, in which the adult could never see the child, children refrained from making noise when engaging in a prohibited action that the adult might hear. These results suggest that by three years of age children use their knowledge of others’ perceptual states to decide whether it is safe to commit a transgression and, moreover, actively conceal perceptual cues that could reveal to others their ongoing transgression.     

Income,Motivation, and Satisfaction with Life: An Empirical Analysis

This paper focuses on how different types of motivations can condition satisfaction with life, studying whether individual heterogeneity in motivations affects the relationship between income and life satisfaction and whether the relationship between motivation and satisfaction differs for people in different income-groups. Data used in this study comes from the World Values Survey and the focus is placed on the relationship between income, motivation and satisfaction with life. Once variables such as gender, age, religion, health or education are controlled for, we find that different motivations significantly affect individual wellbeing. Moreover, our results suggest that moving from extrinsic to intrinsic motivation leads individuals to enjoy greater satisfaction with life. This is so independent of the level of income, but the role of intrinsic motivation is particularly significant for people in the low-income class. Life satisfaction also increases, within extrinsic motivation, when moving from importance placed on a good income to focusing on security and, within intrinsic motivation, when moving from emphasis placed on social relatedness to an increased feeling of accomplishment. Overall, our results suggest that different goals and intended outcomes condition individual’s perceptions of wellbeing, with intrinsic motivations being crucial in attaining greater levels of satisfaction with life.     

Body weight increase in expectant males and helpers of cotton-top tamarin (Saguinus oedipus): a symptom of the Couvade syndrome?

In the cooperative breeding system of cotton-top tamarin (TCB; Saguinus oedipus) males gain weight during the last months of pregnancy of their partners as a way to cope with energy costs of reproduction. This phenomenon was described only in humans as a symptom of . As after infants' birth, TCB male and female helpers lose weight, the same as fathers do, it might be expected that previously, they also gain weight. In 8 groups of TCB, we explored body weight changes of the three categories of individuals, in periods of six months, under three different reproductive conditions: control (no pregnancy and without offspring), pregnancy (pregnancy and without offspring), and raising (with offspring). We found that across pregnancy, TCBs increase their weight in the last trimester of that period while across breeding TCBs reduce their weight in the first trimester. Expectant males and also helpers could be preparing during pregnancy in relation to the weight losses they experience when raising their young.     

From residential care to school: peer relationships at school of minors in residential care

In this study, peer relationships of minors in residential care in a school context are analysed, both from the perspective of the peers and the teachers. Using a sociometric test and an evaluation protocol for teachers in 50 classrooms, a sample of 60 minors in care is compared to a normative sample of 843 minors. The results show that minors in residential care have a higher rate of rejection by their classmates in academic activities, but not for leisure ones. Furthermore, in comparison with the normative sample, they are more frequently described with negative adjectives. There is a high level of agreement between the peer evaluation and that of the teachers in the most visible aspects in the classroom. The implications of these results for the improvement of the adjustment of this group are discussed.