Slow down! Get off that phone! The impact of a high school road safety education program in influencing whether a young person speaks up to a risky driver

Risky driving behaviours such as mobile phone use and speeding remain common among young people, thereby contributing to their over-representation in road crashes. There is much evidence that similar-aged peer passengers can have a negative impact on a young driver’s behaviour; however, there is also research that supports the positive influence that peer passengers can have when they speak up about risky behaviours. Road safety education programs, such as the Royal Automobile Club of Queensland’s (RACQ) Docudrama program, aim to help young people understand the important role they play as peer passengers and, thus, the importance of being willing to speak up to a driver who may be engaging in risky behaviours. Extending on a previous evaluation of the RACQ Docudrama program, the current study uses an Extended Theory of Planned Behaviour framework to evaluate the program’s effectiveness in influencing peer passengers’ intentions and self-reported behaviour in speaking up against risky driving behaviours, including mobile phone use and speeding. A repeated-measures design compared participants’ responses over 3 time-points: Time 1 (one month before participating in the program), Time 2 (immediately after having participated in the program), and Time 3 (three months after program participation). The results indicate that levels of anticipated regret for having not spoken up were higher following participation in the program suggesting that it encouraged young people to consider how they would feel if something was to happen and they, as passengers, had not tried to prevent it by speaking up. Three months after participating in the program, the majority of participants reported that they were positively influenced by the program in terms of engaging in safer behaviours as passengers; although the significant effects regarding improvements were observed only immediately after participating in the program. The implications of such findings are discussed in terms of the need for some type of ‘booster’ post-program participation to capitalise on the positive immediate effects that the program evokes.     

Variations of career decision ambiguity tolerance between China and the United States and between high school and college

The variation of career decision ambiguity tolerance (CDAT) by cultures and development stages was examined in a sample of Chinese high school students (n = 339), a sample of Chinese college students (n = 356), along with U.S. college students (n = 328). It was hypothesized that career decision ambiguity tolerance decreases when individuals experience more societal/cultural pressure on decidedness and responsibility for their career decision making. Based on the three-factor structure of CDAT (i.e., preference, tolerance, and aversion), measurement invariance was examined between Chinese and U.S. college students and between Chinese high school and college students. While the factor of tolerance was not upheld in both Chinese samples, the factors of preference and aversion were found to be structurally invariant across cultures and developmental stages. The analyses comparing means of preference and aversion found that U.S. college students had a higher level of preference relative to Chinese college students. It was also found that in comparison to Chinese high school students, Chinese college students had a higher level of aversion. The criterion validity of CDAT in Chinese culture was supported in the findings of preference and aversion being associated with career exploration and career indecision. The implication of this study was discussed along with its limitations and suggestions for future research.     

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes

School climate has been linked to a variety of positive student outcomes, but there may be important within‐school differences among students in their experiences of school climate. This study examined within‐school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate‐low bullying, medium climate‐high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade‐level, parent education level, educational aspirations, and frequency of risk behaviors.     

Social functioning using direct and indirect measures with children with High Functioning Autism,nonverbal learning disability,and typically developing children

Social perception is an important underlying foundation for emotional development and overall adaptation. The majority of studies with children with High Functioning Autism (HFA) or nonverbal learning disabilities (NLD) evaluating social functioning have used measures of parent and/or teacher ratings. The present study utilized parent and teacher ratings of behavior as well as executive functioning in addition to direct measures of social perception. Three groups participated in this study (control [n = 38] HFA [n = 36], NLD [n = 31]). Results indicated that the HFA group experienced the most difficulty understanding emotional cues on the direct measure while both the HFA and NLD groups experienced difficulty with nonverbal cues. Significant difficulties were reported on the parent rating scale for sadness and social withdrawal for both clinical groups. Executive functioning was found to be particularly problematic for the clinical groups. The direct social perception measure was highly correlated with the measures of executive functioning and reflects the contribution that executive functions have on social functioning. These findings suggest that the clinical presentation on behavior rating scales may be very similar for children with HFA and NLD. Moreover, it appears that measures of executive functioning are sensitive to the clinical difficulties these groups experience. The findings also suggest there is a commonality in these disorders that warrants further investigation.     

Randomized trial of a brief depression prevention program: an elusive search for a psychosocial placebo control condition

This trial compared a brief group cognitive-behavioral (CBT) depression prevention program to a waitlist control condition and four placebo or alternative interventions. High-risk adolescents with elevated depressive symptoms (N=225, M age=18, 70% female) were randomized to CBT, supportive-expressive group intervention, bibliotherapy, expressive writing, journaling, or waitlist conditions and completed assessments at baseline, termination, and 1- and 6-month follow-up. All five active interventions showed significantly greater reductions in depressive symptoms at termination than waitlist controls; effects for CBT and bibliotherapy persisted into follow-up. CBT, supportive-expressive, and bibliotherapy participants also showed significantly greater decreases in depressive symptoms than expressive writing and journaling participants at certain follow-up points. Findings suggest there may be multiple ways to reduce depressive symptoms in high-risk adolescents, although expectancies, demand characteristics, and attention may have contributed to the observed effects.     

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out rates. The anthropologist/researchers employed participant observation, interviews, and review of student work to explore the dynamics, challenges, and constraints confronted during the process. The intervention demonstrated the gap between practice and theory in a middle school environment marked by well-defined hierarchies and roles as well as high-stakes testing.     

高中生家庭亲密度与安全感的相关研究

目的探讨高中生家庭亲密度与安全感的相关关系。方法采用家庭亲密度和适应性量表和安全感量表对120名高中生进行施测。结果①男女高中生在家庭亲密度上存在显著差异,女生的家庭亲密度显著高于男生,安全感总分及其两个因子的得分,男女生之间不存在显著差异;②独生子女与非独生子女在家庭亲密度,安全感及其两个因子上均不存在显著差异;③高中生的家庭亲密度与安全感及两个因子分别存在显著性正相关。结论良好的家庭亲密关系有利于高中生人际安全感以及对生活掌控能力的形成。     

First time gun carrying and the primary prevention of youth gun violence for African American youth living in extreme poverty

First time gun carrying is specified as a logical starting point for the primary prevention of youth gun violence, which is also consistent with the public health approach to the prevention of firearm injuries for at risk African American youth. However, it is difficult to disentangle youth gun violence from other aspects of violence that are concentrated in high poverty settings. Insights from developmental life-course criminology (DLC) are used to: (1) categorize first time gun carrying as a critical inflection point in the development of youth violence; and (2) categorize exposure to violence in the community as a developmental pathway for first time gun carrying for youth attempting to prevent and/or deter future violent victimization. The ecological-transactional model of community violence provides a more nuanced breakdown of the impact of exposure to violence in the community on first time gun carrying given the embeddedness of contexts that shape child and adolescent development in high poverty settings. Finally, several areas for future research are outlined that include a need to better integrate gun carrying into existing theories as well as future longitudinal studies of high risk African American youth.     

Breakdown in the metacognitive chain: Good intentions aren’t enough in high school

Two experiments examined the effects of a metacognitive betting implementation in high school Biology students. The results showed that people were generally good at monitoring their own knowledge in that students performed better on items judged with high bets than items judged with low bets. We also found that those who were required to make bets, as compared to those who did not, had higher intentions of studying for longer periods of time, prior to the test. However, there were no differences in actual study time. Nor was there a difference in final performance, as one would expect, between the betters and the non-betters. In summary, we found indication of (1) good intentions when using the betting procedure, but (2) breakdown in the metacognitive chain during control. That is, while requiring students to make deliberate judgments improves their intentions to study, they, unfortunately, fail to carry out those intentions.     

Comparative Effects and Social Validation of Support Strategies to Promote Mindfulness Practices Among High School Students

Abstract

We compared the effects of support strategies for promoting formal mindfulness practices of 9th grade high school students who participated in a 10-week school-based mindfulness education program. The students also completed social validity ratings of the support strategies they selected and the formal mindfulness practices they learned. All of the support strategies were associated with increased average minutes of formal mindfulness practices. Students who did not select an extra support strategy also had increased minutes of formal mindfulness practices but of less magnitude in contrast to the two most effective strategies. The social validity ratings of the support strategies ranged from equivocal to good approval, and the students gave positive ratings to the majority of formal mindfulness practices. We discuss the implications of these findings for designing mindfulness education programs, implementing practice-promoting support strategies, and conducting mindfulness research with school children and youth.