Multicultural Personality Dispositions and Trait Emotional Intelligence: An Exploratory Study

ABSTRACT

This study examined the relationship between multicultural personality dispositions and trait emotional intelligence. The sample included 152 graduate education students enrolled at a university in a large northeastern city of the United States. The multicultural personality dispositions of Cultural Empathy and Social Initiative predicted variance in trait emotional intelligence above and beyond the variance accounted for by gender and potential socially desirable responding. Study limitations are highlighted, and suggestions for follow-up quantitative and qualitative research are presented.     

A model of communicative perspective-taking for typical and atypical populations of children

Successful communication requires that individuals attend to the perspective of their conversational partners and use this information to modify their behavior accordingly. This paper presents a framework by which to understand children’s communicative perspective-taking skills and, within this framework, outlines three routes by which children’s communicative perspective-taking performance can be disrupted. First, children may have difficulty in communicative contexts due to deficits in mentalizing ability whereby they are unable to appreciate another’s perspective. Second, children may have intact mentalizing abilities but do not have the cognitive skills to support the use of this information when generating communicative behaviors. Third, decreased social exposure may lead to exacerbated deficits in either mentalizing ability or the use of mentalistic information within communicative contexts. Patterns within both typical and atypical populations (i.e., autism, ADHD, and mood disorders) are reviewed.     

应对校园欺凌:社会情绪能力的干预研究

校园欺凌现象在全球范围普遍存在,为有效解决校园欺凌问题,研究一采用《特拉华校园受欺凌量表》、《简易应对方式量表》以及《社会情绪健康量表》对416名5～6年级小学生进行了调查,结果发现,小学生消极应对方式可以显著预测校园受欺凌,社会情绪能力在消极应对方式与校园受欺凌中起调节作用。此基础上,研究二开展基于社会情绪能力的校园受欺凌团体辅导干预研究。结果表明,社会情绪能力的提升可以显著降低校园受欺凌水平。     

Couples' evaluations of fatherhood in different stages of the family life cycle

Fathers' and mothers' views on mothers' satisfaction with paternal behaviour as well as the respective processes of origination were studied in 393 cohabiting couples from three different stages of the family life cycle. Data on paternal competence and the couples' relationship characteristics were included as predictors in multiple regression analyses, and the stages of the family life cycle were taken into account with multigroup regression analyses. Results showed that the mothers were more satisfied with paternal behaviour than the fathers thought the mothers were. Moreover, mothers were satisfied when the fathers were willing to spend time with the child, whereas fathers thought that their partners were satisfied when they were able to establish and maintain a relationship with the child. Couple relationship satisfaction had a consistent impact on fathers' views, whereas it was not relevant to mothers' views unless the oldest child had reached adolescence.     

Language Matters: Competent Mental Health Treatment for Latina/Latino/Latinx Undocumented Immigrants—A Comment on Alfaro and Bui

Commenting on Alfaro and Bui’s article “Mental Health Professionals’ Attitudes, Perceptions, and Stereotypes Toward Latino Undocumented Immigrants,” this article explores and confirms the importance of continued and increased attention to language and word choice regarding Latina/Latino/Latinx immigrants as well a multicultural awareness and competence training for mental health professionals. Mental health professionals must be aware of connections between social determinants of health and well-being, as well as the impact of their own cultural awareness and language use, on their implicit bias and capacity for empathy with clients who they may perceive to be different than themselves. Ethical guidelines require mental health professionals to consistently seek learning opportunities to increase their cultural awareness in order to provide competent mental health services to Latina/Latino/Latinx undocumented immigrant clients that ameliorate suffering and facilitate flourishing.     

Kindergarteners' Narrative Competence Across Tasks and Time

The authors investigated children's narrative competence by analyzing the development of the reciprocal relationship between storytelling and story retelling performances over a school year through a cross-lagged panel design. The participants in this study were 170 Italian kindergarten pupils (M age = 4.98 ± 0.31 years). Children were asked to produce oral narratives in two different tasks: a storytelling and a story retelling task. Narrative competence was assessed in terms of structure and coherence. The cross-lagged panel analyses showed that both storytelling and story retelling tasks are stable constructs, but they differ in the emphasis on coherence. Data confirmed the pivotal role played by storytelling as a task, and structure as a component in fostering the development of children's narrative competence. Overall, results from this study suggest that storytelling and story retelling are tasks that involve interrelated but not overlapping processes, and trigger different aspects of narrative competence.     

Cultural Competence and School Counselor Training: A Collective Case Study

This collective case study investigated the experiences of bilingual counselors‐in‐training who assessed school‐wide cultural competence in public schools. Analysis and interpretation of data resulted in the identification of 5 themes: eye‐opening experiences, recognition of strengths, the role of school leaders, road maps for change, and empowering marginalized groups. Implications and recommendations are discussed. Este estudio de caso colectivo investigó las experiencias de consejeros bilingües en formación que evaluaron la competencia cultural institucional en escuelas públicas. El análisis e interpretación de los datos dieron como resultado la identificación de 5 temas: experiencias reveladoras, reconocimiento de puntos fuertes, el papel de los líderes académicos, hojas de ruta para el cambio y empoderamiento de grupos marginalizados. Se discuten las implicaciones y recomendaciones.     

Making Sense in and of the Asexual Community: Navigating Relationships and Identities in a Context of Resistance

Despite some increased visibility in recent years, the asexual community and asexuality generally remain largely unknown. Aiming to demystify asexuality, this paper discusses the context of anti‐asexual animosity in which the (largely American) asexual community is situated. Specifically, the asexual community constructed itself in response to hostility, including explicit anti‐asexual discrimination, homophobia against asexual people perceived to be lesbian or gay, and the negative impact of (implicit) pathologising low sexual desire. This theoretical paper outlines some of the unique challenges asexual people face negotiating identities and relationships; the collective sense‐making strategies they use (generating language and discourse) to do so; and why these things are central to understanding asexual people's experiences. This is accomplished through a purposeful review of literature and a case study of the Asexual Visibility and Education Network as an asexual community space. Understanding the challenges asexual people face and the resources they invoke to overcome them helps applied psychologists develop the cultural competence they need to work effectively with the asexual people they will encounter. Copyright © 2014 John Wiley & Sons, Ltd.     

Peers,parents, and coaches,oh my! The relation of the motivational climate to boys' intention to continue in sport

ObjectivesMotivational climates (Ames, 1992) and goal orientations (Nicholls, 1989) are essential in understanding children's experiences with sport. We examined the perceived task-involving motivational climates created by parents, peers, and coaches and their task goal orientation in relation to male adolescent athletes' sport competence, self-esteem and enjoyment, and ultimately, their intention to continue participating.DesignWe used a cross-sectional design with a large convenience sample of male adolescent athletes from the U.S. (N = 405, ages 12–15 years).MethodBoys anonymously completed survey questionnaires during their physical education classes at school.ResultsTask goal orientation was explained by task-involving parent, peer, and coach initiated motivational climates, although parent and peer climates were most influential. Boys with higher task goal orientations reported greater sport competence, self-esteem, and more enjoyment in sport. Intention to continue playing sport primarily was predicted by the boys' enjoyment, and secondarily, by their self-esteem.ConclusionsConsistent with past research, task motivational climates from parents, peers, and coaches play a key role in boys' enjoyment of their sport, which is essential for continued participation.