Secondary self‐deception

According to doxastic accounts of self‐deception, self‐deception that P yields belief that P. For doxastic accounts, the self‐deceiver really believes what he, in self‐deception, professes to believe. I argue that doxastic accounts are contradicted by a phenomenon that often accompanies self‐deception. This phenomenon – which I term ‘secondary deception’ – consists in the self‐deceiver's defending his professed (deceit‐induced) belief to an audience by lying to that audience. I proceed to sketch an alternative, non‐doxastic account of how we should understand self‐deception in terms of the self‐deceiver's misrepresentation of himself as believing that P.     

Hope as an irreducible concept

I argue for a novel answer to the question “What is hope?”. On my view, rather than aiming for a compound account, i.e. analysing hope in terms of desire and belief, we should understand hope as an irreducible concept. After criticizing influential compound accounts of hope, I discuss Segal and Textor's alternative of describing hope as a primitive mental state. While Segal and Textor argue that available developments of the standard definition do not offer sufficient conditions for hope, I question the deep‐seated idea that desire and belief are even necessary conditions for hope. My suggestion is that we should take seriously the fact that we hope in a great variety of ways and should question the search for elements that are common to all cases. A promising alternative follows the Wittgensteinian idea that cases of hope are related in terms of family resemblance, i.e. are multiply realizable on the ontological level while falling under the non‐definable concept of hope.     

When ignorance excuses

An ingenious argument – we may call it the Argument from Excuse – purports to show that the Standard View of Ignorance is false and the New View of Ignorance is true. On the former, ignorance is lack of knowledge; on the latter, ignorance is lack of true belief. I defend the Standard View by arguing that the Argument from Excuse is unsound. I also argue that an implication of my case is that Factual Ignorance Thesis (FIT) is false. According to FIT, whenever an agent A acts from factual ignorance, A is morally blameworthy (culpable) for the act only if A is morally blameworthy (culpable) for the ignorance from which A acts.     

Examining the effects of group‐based instruction on emergent second‐language skills in young children

The present study evaluated the emergence of second‐language intraverbals in typically developing young children following a small‐group teaching intervention. Choral responding was employed with a group of 6 primary school children (5‐6 years old) to teach first‐language tacts (e.g., “What is this in English?” [“Hospital”]) and related second‐language tacts (e.g., “What is this in Welsh?” [“Ysbyty”]). A multiple‐probe design across stimulus sets was used to evaluate subsequent emergence of untrained first‐to‐second‐language derived intraverbals (e.g., “What is hospital in Welsh?” [“Ysbyty”]) and untrained second‐to‐first‐language intraverbals (e.g.,”What is ysbyty in English?” [“Hospital”]). Data indicated that the choral responding intervention produced robust increases in derived intraverbal relations for 3 of the 6 participants.     

Experiences of Altruism in the Therapeutic Relationship: Perspectives of Counselors‐in‐Training and Their Clients

The purpose of this phenomenological investigation was to explore experiences of altruism in the therapeutic relationship to better understand how counselors‐in‐training (CITs) and their clients mutually perceived the construct in sessions. Findings from interviews with clients (n = 14) included emotional–relational characteristics and cognitive–behavioral aspects of altruism by their counselors. Findings from interviews with CITs (n = 10) included explorations of the role of altruism in counseling, overall experiences of altruism in counseling sessions, and experiences of altruism with specific clients. Implications for practice and research are discussed.     

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.     

Expanding perspectives: A social inequities lens on intimate partner violence,reproductive justice,and infant mental health

Intimate partner violence (IPV) poses a threat to the attainment of reproductive justice. Women who experience IPV are limited in their ability to parent their children in a secure and nurturing environment, which can have negative effects on the mother and child immediately and long-term, potentially distressing reproductive well-being across generations. Societal inequities faced by women, particularly women of color, within education, economic, and legal systems are associated with risk factors for IPV. This article will use national- and state-level data with case examples and the lens of reproductive justice to consider the impact of and potential solutions to historical and institutional inequities related to IPV.     

Concordance of teacher-rated and performance-based measures of executive functioning in preschoolers

The most common method used to evaluate child behavior and functioning is rating scales completed by parents and/or teachers. Given that executive functioning (EF) plays a fundamental role in the developing child’s cognitive, behavioral, and social-emotional development, it would be ideal if ratings of EF and performance-based EF measures assess the same construct. However, most studies report a small to negligible association between performance-based measures and ratings of EF. There are few studies investigating this association for preschoolers, and most only include parent ratings. Teachers may be more reliable reporters of EF behaviors due to the higher demand for EF skills in the preschool setting than at home and because teachers may have a better sense of what behaviors are normative. In this study, we reviewed the associations between three EF rating scales completed by teachers on 243 preschool children. Results showed small to moderate correlations with EF measures of inhibition and cognitive flexibility/switching for all three scales, with the strongest associations observed between Child Behavior Rating Scale (CBRS) Behavioral Regulation subscale and child EF measures. Exploratory multivariate path analyses showed that, after controlling for age, sex, and socioeconomic status (SES), Behavioral Regulation significantly predicted performance-based measures of EF and accounted for incrementally more variance in the models. We conclude that in ideal situations, it is best to measure EF using both rating scales and performance-based measures of EF. The CBRS seems to be a sensitive measure of EF in preschoolers and may be a helpful brief screening tool for use with teachers.