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Although implicit bias training programs have become common, the effects of these programs on employee attitudes and behaviours are still unclear, particularly when it comes to the efficacy of repeated, mandatory training. Additional understanding of these programs' efficacy is needed for setting effective training policy. We measured the effects of training in a mandatory bias literacy program for academic staff involved in personnel decisions at an American public university, specifically by examining the relationship among bias-related knowledge, attitudes, and behaviours and two training variables: the number of times training had been completed, and the time since last training. Time since training had a beneficial effect on behavioural intentions whereas training repetition showed a slight detrimental effect. Results of demographic factors investigated indicated effects of gender, amount of personnel-related committee service, and years at the university on training outcomes. Implications of these results for training policy at universities are discussed. [ABSTRACT FROM AUTHOR]

In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories—motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation. [ABSTRACT FROM AUTHOR]

In neurons, soluble A7-ethylmaleimide-sensitive factor attachment receptor (SNARE) proteins drive the fusion of synaptic vesicles to the plasma membrane through the formation of a four-helix SNARE complex. Members of the Sec1/Munc18 protein family regulate membrane fusion through interactions with the syntaxin family of SNARE proteins. The neuronal protein Munc18a interacts with a closed conformation of the SNARE protein syntaxinla (Syxla) and with an assembled SNARE complex containing Syxla in an open conformation. The N-peptide of Syxla (amino acids 1-24) has been implicated in the transition of Munc18a-bound Syxla to Munc18a-bound SNARE complex, but the underlying mechanism is not understood. Here we report the X-ray crystal structures of Munc18a bound to Syxla with and without its native N-peptide (SyxlaΔN), along with small-angle X-ray scattering (SAXS) data for Munc18a bound to Syxla, SyxlaΔN, and Syxla L165A/E166A (LE), a mutation thought to render Syxla in a constitutively open conformation. We show that all three complexes adopt the same global structure, in which Munc18a binds a closed conformation of Syxla. We also identify a possible structural connection between the Syxla N-peptide and SNARE domain that might be important for the transition of closed-to-open Syxla in SNARE complex assembly. Although the role of the N-peptide in Munc18a-mediated SNARE complex assembly remains unclear, our results demonstrate that the N-peptide and LE mutation have no effect on the global conformation of the Munc18a-Syx1a complex. [ABSTRACT FROM AUTHOR]

This article compares the psychological adjustment of adolescent mothers with that of adolescent nonmothers, single adult mothers and married adult mothers. This study addressed deficiencies in the existing literature by comparing a sample of single adolescent mothers with independent samples of adolescent nonmothers, single adult mothers, and married adult mothers. The adolescent nonmother sample allowed an assessment of the impact of becoming a mother on adolescents' enjoyment with life, mental health, and well-being. Adolescent and single adult mothers were recruited from a variety of sources including a school-age mothers program; school social workers, preparation for childbirth classes; women, infants, and children programs, health clinics; and public notices such as newspaper announcements. This study provides insight into the lives of white adolescent women as they adjust to their new roles as mothers. Adolescent mothers' psychological adjustment was assessed in terms of their enjoyment with life, mental health, and well-being relative to that of separate samples of adolescent nonmothers, single adult mothers, and married adult mothers in order to account for differences due to becoming a parent, becoming a parent at a young age, and becoming a parent at a young age without being married.

This article examines factors that may influence optimal early parenting by Caucasian single mothers. The parenting of 53 single mothers was assessed using the Home Observation for Measurement of the Environment (HOME). Optimal parenting was linked with older maternal age, fewer maternal psychological symptoms, and less difficult infant temperament. Less optimal parenting was characteristic of mothers from disrupted families of origin and mothers who lived with adult relatives. The particular needs of the single mother should be considered when formulating public policy, identifying psychological risk factors, and designing intervention programs. [ABSTRACT FROM AUTHOR]

Summary This study includes both parents in an extension of previous research on parent-child interactions in relation to self-concept development. Fifth- and sixth-grade children (N = 172) were administered the Piers Harris Children's Self-Concept Scale and the Child's Report of Parental Behavior Inventory (shortened version). Girls rated (a) both parents higher on Inconsistent Discipline than did boys and (b) fathers higher on Lax Discipline than did boys. Both boys' and girls' self-concept scores were significantly correlated with mother dimensions, Acceptance of Individuation (+), Hostile Control (-), and Inconsistent Discipline (-), and with father dimensions, Control by Guilt (-) and Inconsistent Discipline (-). Girls' self-concept scores were significantly correlated with mothers' Intrusiveness (-), boys' with Acceptance of Individuation (+) and Hostile Control (-). Results for Inconsistent Discipline indicate the possible influence of parental controlling techniques on children's self-concept. [ABSTRACT FROM AUTHOR]