Social–Emotional Factors and Academic Outcomes Among Elementary‐Aged Children

Social–emotional comprehension involves encoding, interpreting, and reasoning about social–emotional information, and self‐regulating. This study examined the mediating pathways through which social–emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary‐aged children. In both samples, social–emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social–emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social–emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social–emotional factors are associated with academic outcomes. Copyright © 2015 John Wiley & Sons, Ltd.     

Influence of Time in Treatment and Follow-Up Duration on Methadone Treatment Outcomes

Data for 422 methadone treatment clients in the National Treatment Improvement Evaluation Study (NTIES) were analyzed. Clients maintained continuously in methadone treatment for longer than 12 months and clients who leftbetween 3–12 months were compared with clients treated for less than 3 months. Additionally, clients treated for 3–12 months who had short follow-up periods (6-month average) were compared with 3–12-month clients with long follow-up periods (11-month average). Positive treatment outcomes includinglower drug use, reduced risk of viral infectionand sexually transmitted disease (through needle sharing and multiple sex partners), and less criminality wereassociated with both longer duration treatment and shorter follow-up periods. The findings suggested that continuous methadone treatment of 12 or more months is optimal, whereas stays of less than3 months may be ineffective. Furthermore, stays of 3–12 months are likelyto be beneficial over a relatively short time span, for example 6 months.     

Clients in Treatment for Alcohol Problems: Treatment Experiencesand Outcomes

This report presents an analysis of National Treatment Improvement Evaluation Study data describing the characteristics and treatment experiences of clients entering treatment for alcohol problems. Three client groups were contrasted—those entering treatment for alcohol only, for alcohol plus other drugs, or for other drugs only. Clients using alcohol only were more often white, male, and currently employed. Alcohol only clients were treated predominantly in outpatient settings. Alcohol only clients were frequently referred to treatment by the criminal justice system, and less often self-referred. In all 3 study groups, employment, general health, and mental health outcomes were improved following treatment. Illicit drug use increased marginally for the alcohol only group following treatment. No significant posttreatment reductions in reports of total abstinencefrom alcohol were found for any of the groups. Findings are discussed as they relate to research, treatment practice, and policyareas.     

Ethnoracial comparisons in anxiety and depression outcomes among Native Hawaiian and Pacific Islander college students

We explored differences in distress scores at intake as well as the change in anxiety and depression scores over the course of 12 therapy sessions for Native Hawaiian and Pacific Islander (NHPI) college students. Data were collected from the Center for Collegiate Mental Health (N = 256,242). Results support the notion that NHPI college students experience anxiety and depression in therapy differently from other ethnic groups with moderate-to-large magnitudes of effect.     

A New Multilevel CART Algorithm for Multilevel Data with Binary Outcomes

The multilevel logistic regression model (M-logit) is the standard model for modeling multilevel data with binary outcomes. However, many assumptions and restrictions should be considered when applying this model for unbiased estimation. To overcome these limitations, we proposed a multilevel CART (M-CART) algorithm which combines the M-logit and single level CART (S-CART) within the framework of the expectation-maximization. Simulation results showed that the proposed M-CART provided substantial improvements on classification accuracy, sensitivity, and specific over the M-logit, S-CART, and single level logistic regression model when modeling multilevel data with binary outcomes. This benefit of using M-CART was consistently found across different conditions of sample size, intra-class correlation, and when relationships between predictors and outcomes were nonlinear and nonadditive.     

Perinatal maternal mental health and infant socio-emotional development: A growth curve analysis using the MPEWS cohort

Pregnancy and the early post partum period are widely understood as a critical period for the infant’s emotional development and the earliest influence shaping social interaction. The present study aims to understand the potential influence of both antenatal and postnatal maternal anxiety and depressive symptoms on socio-emotional outcomes in offspring aged 12 months. The study used longitudinal data from a prospective cohort study on Australian pregnant women and their children. Data were available for 282 mothers and their children. Maternal depressive and anxiety symptoms were measured in early pregnancy, trimester three of pregnancy, six and 12 months postpartum. Social and emotional development in children was measured using the Brief Infant and Toddler Social Emotional Assessment (BITSEA) at 12 months. Using growth curve analysis of 4 waves of repeated measurement to examine intercept and slope, we found that both initial maternal depression and anxiety symptom levels, and the growth of these symptoms over time, predicted more problems with children’s social and emotional development. In the final model anxiety accounted for 19% of the variance in child socio-emotional problems and depression 23% of variance. The results emphasise the importance of perinatal maternal mental health as a potential risk factor for child development. This carries important implications for policy development, such as the need to build early identification and early intervention models in to the current clinical practice for perinatal care, specifically, to develop targeted screening, assessment and interventions to address maternal mental health issues for at-risk parents during pregnancy, and continuing monitoring of young children whose mothers have experienced perinatal mental health difficulties.     

Conversation: The challenges of teaching in a “nano department”

A panel at the 2016 American Academy of Religion conference staged, taped, transcribed, and edited this conversation about the challenges and opportunities of teaching in a “nano department” – an undergraduate religion or religious studies department (or combined religion and philosophy department) with only one, two, or three faculty members. Two things quickly become evident: one is the impossibility of coverage of the full religious studies curriculum, and the other is the necessity for collaboration with other departments. Neither of these is unique to nano departments, but there exists an intimacy between students and faculty in small departments, a necessary freedom to rethink the place of the study of religion in the liberal arts curriculum, and a disruptive value in what can be critiqued and contributed from a marginalized position. Arguably, nano departments are the canaries in the academic coal mine, charting the future of the humanities that cannot be discerned from the vantage point of Research‐1 contexts.     

Conversation with 2016 American Academy of Religion Excellence in Teaching Award Winner Joanne Maguire Robinson

This conversation between the editors of Teaching Theology and Religion and Joanne Maguire Robinson continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, and Mary Elizabeth Mullino Moore. The exchange takes as its point of departure the teaching statement that Professor Robinson produced in support of her candidacy for the American Academy of Religion's Excellence in Teaching Award. Issues addressed include the impact of institutional context on one's teaching, teaching the humanities in universities that are ever more focused on job training, making the transition from a graduate program focused on research to teaching undergraduates who are unlikely to take even a second course in the study of religion, and ways in which women are challenged to navigate multiple responsibilities while striving to make their way in a male‐dominated academy.     

儿童入学准备状态的理论模型与干预途径

入学准备状态是指学龄前儿童为了能够从即将开始的正规学校教育中受益所需要具备的各种关键特征或基础条件。本文从三个方面介绍了国外关于儿童入学准备状态研究的新进展：（1）儿童学校适应结果的早期预测因素和儿童入学准备状态的生态学模型;（2）入学准备状态评定工具的发展状况和效度评价; （3）国外针对入学准备状态不足儿童采用的干预措施及其效果评价。最后,对当前研究的不足和未来发展方向进行了讨论,并结合文化差异对开展中国儿童入学准备状态研究提出了建议。     

Discrimination between hopes and expectancies for nonvolitional outcomes: psychological phenomenon or artifact?

Despite the large literature concerning the impact of hope and expectancy on various outcomes (e.g., nonvolitional), less is known about the constructs of hope and expectancy themselves. In a recent study, Montgomery et al. (2003) demonstrated that hopes and expectancies are separate but related constructs; however, because both hopes and expectancies were measured within the same context, it is possible that these findings were simply a methodological artifact. Furthermore, it is unknown whether these data would generalize to other populations. Taking into account the importance of this distinction for both the expectancy and hope literatures, the present study sought to: (1) Determine if the distinction between hope and expectancy is a general and reliable phenomenon by using a culturally different sample (i.e., Romanian sample); and (2) Examine the robustness of this distinction by controlling for the context effect. One hundred-twenty five volunteers completed items in regard to 10 nonvolitional outcome scenarios in one of five measurement contexts. The results revealed that hope and expectancy were distinct constructs (p<0.0001), and that this distinction is both general and robust across contexts. Implications for theory and research are discussed.