Are belief‐based justifications associated with metalinguistic awareness? A cross‐sectional study in school‐age children

Previous research has consistently demonstrated that false‐belief (FB) understanding correlates with and predicts metalinguistic ability in preschoolers. Surprisingly, however, there is scant evidence on the question of whether this relation persists at later ages. The present cross‐sectional study sought to fill this gap by examining the association between FB understanding, belief‐based justifications and metalinguistic awareness. A sample of 150 children primary‐school children between 8 and 11 years of age were administered a test of receptive language, a second‐order theory‐of‐mind task and a comprehensive metalinguistic battery. The results of correlational and regression analyses showed that explicit metalinguistic awareness (in particular, performance in the Ambiguity and Phonemic Segmentation subtests) was significantly predicted by children's belief‐based responses to the justification question in the theory of mind task but only for children with small receptive vocabularies; in contrast, FB understanding made no independent contribution (either alone or in interaction with other measures). These findings complement and advance existing data by showing that, in school‐age children, the association between the 2 domains involves more mature, verbally explicit levels of FB understanding and metalinguistic awareness.

Highlights

• We examined the relation between metalinguistic awareness and theory‐of‐mind in primary‐school children.
• Metalinguistic awareness was associated to belief‐based justifications, but only for children with small vocabulary.
• In school‐age children the ability to provide verbal justifications plays a key role in the relation between theory‐of‐mind and metalinguistic awareness.

     

Avatar‐based counselling for young people within school counselling. Qualitative analysis of client experience

Background

This study is a qualitative analysis of clients’ experiences of a new avatar based counselling intervention, based on the ‘ProReal’ software ( www.proreal.world ). The intervention was piloted in eight secondary schools in the UK in 2016.

Aims

Twenty‐nine participants (53% of the full sample) were interviewed about their use of the software, experience of the intervention, process of change and views about its helpfulness.

Materials and Methods

Interviews were semi‐structured and were analysed using thematic analysis.

Results

The analysis shows that the intervention was potentially attractive to these clients, particularly those enthusiastic about digital software and clients who found visual communication helpful. The software provided additional opportunities for clients to communicate their inner worlds to the counsellor and supported the development of insight. Male clients, in particular, commented on its helpfulness.

Discussion

There is an indication that digital imagery supported the process of change in counselling and the development of meaning bridges: both internally and with the counsellor (Stiles, 2011; Stiles et al., 1990). However, the software could be experienced as an obstacle when clients wanted to talk about specific problems or ‘vent’ their feelings. All clients who reported that they did not find the software helpful were female. There were a number of suggestions about developing the software to increase opportunities for expression as well as appropriateness for clients from different minority ethnic backgrounds.

Conclusion

Use of digital software in counselling has a potential to enhance communication and support a process of change, particularly with male clients, those who find visual communication helpful, and clients enthusiastic about digital technology. Further research is needed to develop the intervention and compare it to the use of other creative media in counselling.     

Exploring Associations Among African American Youths' Perceptions of Racial Fairness and School Engagement: Does Gender Matter?

In addition to experiencing race as a unique social milieu within school, gender may also provide an important context for African American students. The authors explored gender differences in associations between African American youths' perceptions of racial fairness and school engagement (behavioral, emotional, and cognitive). One hundred thirty-nine (72 girls, 67 boys) African American high schoolers were recruited from the southeastern region of the United States. Gender differences were found for neither perceptions of racial fairness nor emotional and cognitive engagement. Girls reported higher behavior engagement relative to boys. Also, racial fairness was positively associated with emotional engagement among girls. For boys, racial fairness related positively to the three engagement dimensions. Implications and resources relevant for school psychology practice are discussed.     

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.     

Cognitive bias modification as a strategy to reduce children's fears and concerns about the secondary school transition

Background and objectives: Cognitive Bias Modification of Interpretations (CBM-I) has emerged as an anxiety-reducing tool for children and adolescents, targeting maladaptive interpretations of everyday situations. This literature falls short of addressing whether the effects of CBM-I extend to worries about a real-life stressor, such as a school transition. Design: The study comprised a between-groups design comparing the effects of CBM-I to an active control (AC) intervention in children. Method: We recruited 38 children within two months of their primary–secondary school transition and investigated the capacity for multi-session, parent-administered CBM-I, compared to an AC condition, to modify cognitive style and reduce anxiety symptoms and school concerns. Results: While benign interpretations increased significantly and negative interpretations tended to decrease following CBM-I, both interventions significantly reduced anxiety symptoms and school concerns. Conclusions: These findings indicate that anxiety-reducing effects of CBM-I in children extend to a real life stressful event, but that equivalent anxiety reduction may be achieved through exposure to potentially worrying situations and parent–child interaction in the absence of bias modification.