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In this study, as part of an intervention program in which students and their teachers participated in a school development project, we examined students' perceptions of connectedness to their urban school. A photovoice method was employed to map out the multiple emotions associated with the school connectedness experienced by 61 students from four Brussels' schools. Five different but simultaneously occurring emotional themes were revealed: togetherness, respect, success, readiness for learning, and pride. Moreover, students articulated the drivers that positively affect each of these emotional themes. Together, they provide guidance for creating a fertile ground for democratic practice in urban schools.

A core element of student-teacher partnerships, a form of student participation, is their dialogical nature. However, little research attention has been paid to communication in this context. Therefore, this study aims to gain an in-depth understanding of their deliberative communication patterns. Seventeen deliberative episodes, derived from two cases where students and teachers collaboratively participated in a year-long inquiry project, were subjected to a two-stage analysis: a within-case analysis to determine the structure, function, features, and content of each unit of deliberation, and a cross-case analysis to iteratively compare both cases. The study reveals that in these deliberative discussions: (1) students and teachers frequently and equally formulate substantive contributions or arguments, (2) they adopt four argumentative strategies: construction, confirmation, problematisation and regulation, (3) alternating use of the different argumentative strategies leads to more substantive and candid discussions, and (4) there is a need for moderating interventions. These findings call for reflection on the teachers' role when partnering, more specifically on how to facilitate deliberative communication without compromising on the authenticity between teachers and students.

Neuromyelitis optica spectrum disorder (NMOSD) is an acquired neurological disorder primarily affecting physical and visual functioning. There is a lack of empirical evidence in the existing literature about the nature of speech, language, and cognitive deficits associated with NMOSD. Hence, this case study provides assessment information about a 32-year-old female diagnosed with NMOSD who was administered the following formalized tests via teleconference: the Apraxia Battery for Adults--2nd edition, Cognitive Linguistic Quick Test, and Western Aphasia Battery-Revised. The participant, classified as having anomic aphasia, demonstrated good auditory and reading comprehension, writing difficulties, apraxia of speech, and mild difficulties with cognitive tasks requiring writing.

Student performance in general subjects such as language and mathematical skills is poor in secondary vocational education. A professional culture of teaching--including recruitment of well qualified teachers, effective teacher collaboration and effective teaching practice--could be the key to success. To what extent is there a professional culture of teaching in vocational education? Do differences in the professional culture of teaching affect student achievement? National achievement tests on functional language skills, mathematical skills and information processing were administered to third grade students (N = 3,381) in 116 secondary schools offering vocational education across Flanders. Their teachers (N = 184) completed an online questionnaire about their collaboration and teaching practice. We found evidence that teacher collaboration and effective teaching practices are strongly correlated. Positive correlations were found between combinations of characteristics of a professional culture of teaching and student achievement. However, in many schools a professional culture of teaching is not yet a reality. Our findings demonstrate a need for continually providing support within a professional culture of teaching to prevent teachers from leaving. Improving professional growth for teachers and their teaching teams is also needed, as well as a shift in education policies to support these needs.

After the transition to university, students need to build a new peer network, which helps them to adapt to university life. This study investigated to what extent students' prosocial attitudes and academic achievement facilitate the embeddedness in friendship and help-seeking networks, while taking structural network characteristics into account. Participants were 95 first-year bachelor's degree students and were part of learning communities consisting of 12 students at a university in the Netherlands. Measures included student-reports of prosocial attitudes, peer nominations of friendship and help-seeking networks, and officially registered grades (GPA). Longitudinal social network analysis, stochastic actor-based modeling with the package RSiena, revealed that both students' own prosocial attitudes and achievement played a role in their friendship formation, whereas only students' own achievement made the formation of their help-seeking relationships more likely. When students were friends, it was more likely that they approached each other for help and vice versa. Similarity in achievement level contributed to relationship formation in friendship and help-seeking networks. Overall, the results underscore the importance of both student' prosocial attitudes and achievement for their social adjustment (i.e., making friends) and only achievement for their academic adjustment (i.e., seeking help) during the first year of university within the context of small-scale teaching.

This study evaluates the effectiveness of a newly developed educational framework for enhancing scientific literacy in rural high school classrooms. The Confluence Approach (TCA) is a curriculum aligned to the Next Generation Science Standards (NGSS) that utilizes a combination of project-based learning (PrBL) and place-based education (PlBE). TCA educational activities take place in students' local watersheds where they interact with local partners and gain experience carrying out science and engineering practices focused on water quality, water quantity, and water use in real world settings. In 2014-15, before and after participation in a year-long TCA program, researchers administered attitudinal surveys to understand the program's impact on two important aspects of scientific literacy: students' perceptions of science as important to society and personal decision-making, and student ability to carry out scientific practices. Qualitative and quantitative survey results were analyzed using a mixed methods approach, where qualitative data were coded using both a priori and grounded theories and quantitative data were analyzed with exploratory factor analysis and Mann-Whitney-Wilcoxon tests to compare pre- and post-survey responses. Results show that completion of a TCA program positively changed students' perceptions of the importance of science, both locally and globally, and it increased their confidence engaging in scientific practices. Recommendations from this work include utilizing local contextual factors as frequently as possible to enhance curriculum relevance for students and to use PrBL curriculum elements to elevate student confidence with scientific practices.

This study investigated the social integration (in relation to academic integration) of first-year students during the first semester at university. Sixteen focus group sessions with 93 students and 37 individual face-to-face follow-up interviews were conducted with first-year psychology and educational science students from a Dutch-speaking university in Belgium. Through the lens of appreciative inquiry, student-facilitated strategies such as welcome activities, campus tours, workshops, and extracurricular and cocurricular activities seemed important in enhancing both social and academic integration. Contact with older students was highly valued, but this did not involve all students and may have had negative effects for some. Participants emphasized the need for inclusivity of activities. Information technology, such as Facebook, could provide an important informal bridge. Participants also valued opportunities to develop age-peer friendships, which sustained their well-being and academic motivation throughout the first year. However, the peer interaction and learning provided did not fully address the social developmental needs among all newcomers. The consequences of these findings for future research, peer learning practices, and institutional policy are discussed.

Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers' philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students' differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers' philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail.

The aim of the present study was to examine the additive effect of elements of cognitive behavioral therapy (CBT) on the video game Mindlight in decreasing anxiety of children with an autism spectrum disorder (ASD). A non-concurrent multiple baseline design with 8 children with ASD in the age of 8-12 was used. CBT did not have the hypothesized additive effect on Mindlight in decreasing anxiety of children with ASD. Instead, multiple participants already experienced a decrease in anxiety during the Mindlight sessions. Yet, several participants did experience a stabilization in anxiety at a low level during the CBT sessions. For now, it can be concluded that CBT does not have an additive effect on Mindlight.

Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item "learning the teaching matter themselves" was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, "actively shaping the teaching situation" was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.

Adolescent depression is a major concern for public health and is associated with negative consequences and outcomes. Identifying adolescent characteristics that might relate to the risk for developing depression is crucial. This study investigated bidirectional associations between coping strategies and depressive symptoms over time. The participants were 1,341 secondary school students from the Netherlands (X-bar = 13.91, SD = 0.55, 47.5% girls) who completed self-report questionnaires at six waves over 2.5 years. Cross-lagged models were used to investigate the associations between coping strategies and depressive symptoms. Coping strategies did not predict depressive symptoms over time. However, there was an indication of the reverse relationship. When adolescents experienced elevated depressive symptoms, they used fewer adaptive techniques to target stress. Gender differences were found in the use of avoidance. The inconsistencies of these findings with earlier studies are discussed and provide new directions for future research on working mechanisms underlying depression prevention programs.

The Call for Papers invokes a history of thinking about images in terms of Western traditions, culminating in the 'apocalyptic discourses of today's cultural climate' Jacques Rancière describes in "The future of the image" (2007, p. 1). Not considered in this scenario are other ways of looking at, being moved by, thinking about, going with and feeling through images, which I will unfold in this paper. Starting with filmmaker Merata Mita from Aotearoa New Zealand, who contrasts living images of her ancestors in documentaries, 'very much alive' to her, with outsiders' selective collecting of those images (Mita, 1992); linking with Natalie Robertson's (2019) tracing of "takiaho" (relational cords), by which descendants keep connections with their ancestors in film fragments alive; I will also remember Aby Warburg's notion of "Nachleben" -- the 'survival', 'continuity' and 'metamorphosis' of images and motifs (Didi-Huberman et al., 2003, p. 273), and finally engage Mitchell's (2009) consideration of a road not taken by Rancière in contemplating "The future of the image." The paper explores a range of experiences, actions, reflections and emotions bundled in the terms "appropriation" and "iconicity": from engaged encounters to consumptive misuse in the first case, from fleeting celebrity fame to a particular form of material presence that contributes to identification and community building (Bartmanski & Alexander, 2012; Engels-Schwarzpaul, 2017; Refiti, 2015) in the latter. By bringing Maori and Pacific ways of thinking together with minor European thought traditions the paper shows that images, as appearance into visibility and doability, can not only connect the imagination with reality. They can also open up new and old realms of possibilities through affective and effective iconicity. Whether or not this can happen depends on the prevailing kind of belonging.

This study investigates to what extent differences in ability and effort attributions can explain students' reluctance to reorient after failure in the first year at the university. Reluctance to reorient after failure increases the likelihood of drop out. The empirical investigation is based on a sample of fulltime first-entry bachelor students enrolled in a social or behavioural science study programme at a Belgian university (N = 432). These students were asked to assess their study choices in a hypothetical failure scenario. Logit regression indicates that attributing failure to lack of ability is associated with a stronger tendency to reorient after failure. Furthermore, path analysis suggests that male students' reluctance to reorient after failure is at least partially explained by their weaker tendency to attribute failure to lack of ability. Given the malleability of attributions, we argue that study counselling services can benefit from the insights of this study.

Stakeholders in vocational education have difficulties communicating and collaborating on the design of education because they often lack a shared understanding of what constitutes effective student learning. The aim of this study is to investigate whether the perspectives of teacher educators, teachers and students on good education in vocational education are aligned with what literature says about Powerful Learning Environments (PLEs) and to what extent the perspectives of different groups of stakeholders are mutually aligned. Results of nine focus group interviews showed that perspectives are mostly similar in the three groups. They strongly favoured authentic and challenging pathways, endorsed the importance of supporting opportunities for developing key competences and, although not univocal by students, adaptive teaching and learning support, within a positive and safe learning community. Differences between preferences of different stakeholders on some of the design characteristics of PLEs underline the importance of developing a shared understanding about learning and teaching among stakeholders.

The "Questionnaire for the Assessment of Enjoyment in Physical Education" (QUAEPE) is an instrument for the assessment of three specific facets (pleasure, flow, recovery) of students' enjoyment in physical education. Based on a sample of 1,351 students, the aim of the present study was to examine measurement invariance across school tracks and relationships with students' grades in physical education. Support for strict measurement invariance across school tracks was found. The three facets of enjoyment correlated highest with grades in physical education for students attaining school in the lowest ability track and lowest for students in the highest ability track. These results suggest that there may be distinct classroom practices in physical education for different school tracks, which have an impact on the relationship between performance and affect.

In this study, the effects of peer acceptance and rejection on global self-esteem and emotional school engagement in adolescents were investigated. Moreover, in line with the differential susceptibility hypothesis, we examined the potential moderating effect of a polymorphism in the serotonin receptor gene (i.e., 5-HTTLPR). The sample consisted of 1,111 Flemish adolescents (49% girls; M[superscript age] = 13.79, SD = 0.94) in Grades 7-9. Self-report questionnaires, peer nominations, and saliva sampling were used to collect data. Peer rejection was associated with lower global self-esteem and less emotional school engagement. Contrary to our hypotheses, peer acceptance was not associated with emotional school engagement or global self-esteem. In addition, no significant moderating effects were found. These results indicate that only the negative experience of peer rejection plays a role in adolescents' self-esteem and emotional school engagement. Implications and suggestions for future research are discussed.

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning Environments in Vocational Education--to measure students' preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

This article provides an overview of national bibliographic databases that include data on research output within social sciences and humanities (SSH) in Europe. We focus on the comprehensiveness of the database content. Compared to the data from commercial databases such as Web of Science and Scopus, data from national bibliographic databases (e.g. Flemish Academic Bibliographic Database for the SSH (VABB-SHW) in Belgium, Current Research Information System in Norway (CRISTIN)) are more comprehensive and may, therefore, be better fit for bibliometric analyses. Acknowledging this, several countries within Europe maintain national bibliographic databases; detailed and comparative information about their content, however, has been limited. In autumn 2016, we launched a survey to acquire an overview of national bibliographic databases for SSH in Europe and Israel. Surveying 41 countries (responses received from 39 countries), we identified 21 national bibliographic databases for SSH. Further, we acquired a more detailed description of 13 databases, with a focus on their comprehensiveness. Findings indicate that even though the content of national bibliographic databases is diverse, it is possible to delineate a subset that is similar across databases. At the same time, it is apparent that differences in national bibliographic databases are often bound to differences in country-specific arrangements. Considering this, we highlight implications to bibliometric analyses based on data from national bibliographic databases and outline several aspects that may be taken into account in the development of existing national bibliographic databases for SSH or the design of new ones.

Peer-assisted learning (PAL) is nowadays commonly implemented in medical education. Mostly PAL is utilized to specifically support teaching within one subject or a specific curricular situation. Here, we present a large-scale peer teaching program that aims to address the individual student's learning needs. In addition, it provides a platform for students to participate in academic teaching. A retrospective data analysis was performed to reveal the program's development and acceptance. The program was implemented in 2008/09 with three tutorials conducted by 24 student tutors to support students preparing for reexaminations. Since then, the program has continuously grown. In 2015/16, 140 tutors conducted 52 tutorials, consisting of 2,750 lessons for 1,938 tutees. New tutorial categories were continuously introduced. In 2015/16, these encompassed tutorials that were held concomitantly to the formal curriculum, tutorials that exceeded the contents of the formal curriculum, tutorials for preparation for the state examination, and electives. Evaluations among the tutees revealed that 93.5% of the respondents rated the courses overall as "good" or "excellent" (n 13,489) in 2015/16. All elements of the peer teaching program are managed by one academic group. This encompasses the organization of tutorials, the quality management, and the qualification of tutors, including content-related supervision and didactic training. We conclude that the implementation of a large-scale peer teaching program can complement the formal curriculum. This might be beneficial for both tutors who can actively train their didactic and content-related competencies, and tutees who can autonomously consolidate and expand their knowledge.

We examined cognitive deficits in problematic drinkers with and without mild to borderline intellectual disability (MBID). Problematic drinkers were expected to show a significantly lower estimated performance IQ (PIQ), but not a lower estimated verbal IQ (VIQ), compared to light drinkers. Participants (N = 474) were divided into four groups based on IQ and severity of alcohol use-related problems. IQ was estimated using (a short form of) the Wechsler Adult Intelligence Scale third edition. Severity of alcohol use-related problems was assessed using the Alcohol Use Disorder Identification Test. Overall, there were no significant differences between light and problematic drinkers on estimated VIQ. Within the group without MBID, estimated PIQ was significantly lower. Estimated PIQ was not lower in problematic drinkers with MBID compared to light drinkers with MBID. The results are indicative of cognitive deficits in problematic drinkers without MBID. Screening for cognitive deficits with additional instruments is advised.

Background: The goal of this study was to examine the relationship between drinking motives and interpretation bias (interpreting ambiguous stimuli in an alcohol-related way) in problematic drinkers with and without mild to borderline intellectual disability (MBID). Method: Participants (N = 178) were divided into 4 groups based on severity of alcohol use-related problems and full-scale IQ. They completed a word-association task and the Drinking Motives Questionnaire Revised (DMQ-R). Results: Problematic drinkers showed an interpretation bias towards alcohol. Participants with MBID had a relatively strong interpretation bias. The DMQ-R coping motive predicted the strength of the bias in negative scenarios, whereas the DMQ-R coping and social motives predicted the strength of the bias in positive scenarios. Conclusions: The activation of this bias might depend on individual differences in drinking motives, which provides implications for the assessment and treatment of problematic alcohol use in individuals with and without MBID.

A teacher describes how a team of educators from two elementary schools in Massachusetts used the Next Generation Science Standards to create a social history curriculum focused on depth--and story--instead of isolated facts.

The use of systems in many introductory courses is limited and often implicit. Modeling two or more objects as a system and tracking the center of mass of that system is usually not included. Thinking in terms of the center of mass facilitates problem solving while exposing the importance of using conservation laws. We present below three laboratory activities that build this systems thinking for introductory physics students.

Background: Problematic alcohol use is associated with neuropsychological consequences, including cognitive biases. The goal of the study was to explore the moderating role of executive control and readiness to change on the relationship between alcohol use and cognitive biases in light and problematic drinkers with and without mild to borderline intellectual disability (MBID). Method: Participants (N = 112) performed the visual dot probe task to measure the strength of the cognitive biases. Executive control was measured using two computerised tasks for working memory capacity (Corsi block-tapping task) and inhibitory control (Go/No-go task). Readiness to change was measured using the Readiness to Change Questionnaire. Results: No cognitive biases or executive dysfunctions were found in problematic drinkers. Working memory capacity and inhibitory control were impaired among individuals with MBID, irrespective of severity of alcohol use-related problems. Executive control and readiness to change did not moderate the relationship between alcohol use and cognitive biases. Conclusion: The results fail to support the dual-process models of addiction, but results need to be treated with caution given the problematic psychometric qualities of the visual dot probe task. Implementing a neurocognitive assessment and protocols in the treatment of substance use disorders seems premature.

This study focuses on prisoners' motivation for participation in educational programs within a remand prison in Flanders (Belgium), using a standardized questionnaire (N = 486). Descriptive, bivariate, and logistic regression analyses are used to map differences in educational motives. The results show that 29% of the respondents participated in education within the institution before or during the study. The most indicated motive for participation is the desire to learn (63.2%), followed by obtaining a degree (54.7%), and making plans for the future (40.2%). These motives were clustered in motivational categories. The most occurring motivational orientations, or categories, are the micro goal (79.49%), learning (63.2%), and normalization orientation (54.7%). Social reasons and recommendations by others are less common. Furthermore, this research demonstrates differences in motivational orientations based on individual and prison-related features of the prisoners. Younger respondents, for example, are more likely to have a micro-goal orientation. Also, increased length of incarceration goes hand in hand with a decreased likelihood of the presence of the normalization orientation towards the learning. The article concludes with some practical recommendations to empower educational activity providers in responding to different motives of prisoners while developing the educational curriculum.

The present study evaluated long-term effects of a home-based smoking prevention program targeting smoking-specific parenting in families with children with and without asthma. A total of 1398 non-smoking children ("mean age" 10.1) participated, of which 197 (14.1%) were diagnosed with asthma. Families were blinded to group assignment. The intervention group (n = 684) received booklets with assignments that actively encouraged parents to engage in smoking-specific parenting strategies. Control families (n = 714) received booklets containing basic information about youth smoking. Latent growth curve modeling was used to calculate intercepts and slopes to examine whether there was change in the different parenting aspects over the study period. Regression analyses were used to examine whether a possible change was different for intervention and control condition families with and without a child with asthma. For those smoking-specific parenting aspects that changed over time, families in the intervention and control condition increased similarly. Families with a child with asthma did not engage in parenting at higher levels due to the intervention program than parents of non-asthmatic children. This prevention program did not affect smoking-specific parenting in the Netherlands. Future prevention research could focus on other risk factors for smoking initiation among adolescents with asthma.

There have been numerous studies investigating the extent to which teacher-student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on-task behaviour. The article describes the results of a quasi-experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback patterns, student behavioural responses and student perception of equity in the classroom environment. Fifteen teachers took part in a five-session professional development programme in which they investigated their own teaching practice by means of collaborative appreciative inquiry. The pre-test and post-test data in the control group illustrate that girls who receive very high levels of positive feedback at the beginning of the year succeed in maintaining and even strengthening their position as favoured students while at the same time lowering their level of raising hands and increasing their level of calling out to the teacher. By contrast, the data in the intervention group show a drop of very high levels of positive feedback and we see the levels of misbehaviour in boys and girls rise. Students' sense of equity increases for all conditions to some extent. The paper considers two alternative explanations for the results: some students actively resist changes in teacher treatment and various confounding factors might have been omitted. Implications and suggestions for further research and the design of professional development programmes on gendered classroom interactions are discussed.

This study explores how teacher educators involved in developing collaborative teacher research teams of pre-service and in-service teachers perceive their new role. Ten teacher educators in 9 teams were involved in a 1-year teacher research cycle. Thematic analysis was performed on the transcriptions of audio-taped group sessions, video diaries of the teacher educators, and field notes of the researcher. Three recurrent sub-roles of teacher educators as brokers between theory and practice were confirmed: researcher, coach, and mentor. A 4th sub-role as "learner" emerged from the data, stressing the preoccupation of teacher educators with their own professional development. The dynamics of teacher research teams shape the way teacher educators grow into their role as brokers: Teams with a high research disposition and self-regulation provide a better learning environment for teacher educators. We argue for the development of a systematic support programme for teacher educators who take on the role of broker.

Teachers believe they don't interact any differently with boys than with girls. However, an examination of the evidence base on gendered student-teacher interactions shows--at times contradicting--unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video-stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers' (re)actions in the classroom. Content analysis and thematic analysis of teachers' recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers' (re)actions come to the surface; (2) "video-stimulated recall" interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners' professional learning process, it is important for researchers to allow practitioners to co-investigate their practice.

Background: Problematic alcohol use is characterized by disrupted associative processing of environmental clues, where problematic drinkers interpret ambiguous, alcohol-relevant clues in an alcohol-related way. The present study examined the strength of this interpretation bias in a large sample (N = 230) of light and problematic drinkers with and without mild to borderline intellectual disability (MBID, IQ 50-85). Method: All participants were asked to finish 24 open-ended, ambiguous scenarios with their first, spontaneous response. Results: Consistent with the hypothesis, problematic drinkers with and without MBID were found to have an interpretation bias toward alcohol. The difference in the strength of the bias between light and problematic drinkers was strongest for negative scenarios. Participants with MBID showed a stronger interpretation bias compared to participants without MBID, especially on the negative scenarios. Conclusion: Problematic drinkers tend to interpret ambiguous, alcohol-relevant clues in an alcohol-related way and this tendency increases with higher levels of alcohol use-related problems. These results extend our knowledge on substance use disorder and provide new lines of inquiry for the assessment and treatment of problematic alcohol use in individuals with MBID.

The main aim of the present study was to examine state levels of loneliness in adolescence. Both concurrent associations and temporal dynamics between social contexts and state levels of loneliness were examined. Data were collected from 286 adolescents (M[subscript age] = 14.19 years, 59% girls) by using the Experience Sampling Method. Results showed that adolescents had higher levels of state loneliness when they were alone, compared with being with company. When adolescents were with others, they were most lonely at school and with classmates. Adolescents showed a relief effect when they entered the company of friends after being alone, whereas a spillover effect of solitude was found when adolescents entered the company of family after being alone. Our findings show the dynamics of state loneliness, in that being with classmates increases state loneliness, whereas being with friends reduces loneliness after being alone.

Background: Childhood internalizing and externalizing problems are closely related and often co-occur. Directional models have been employed to test how these problems are related, while few studies have tested a third variables model. Objective: This study investigates whether internalizing and externalizing problems are reciprocally or unidirectionally related, whether these relations can be explained by third variables, and how these relations are associated with onset and stability. Methods: A community sample of 1,434 children aged 5.08 (SD = 1.25) and their mothers participated in two 1-year interval data waves. Internalizing and externalizing problems were examined with the Strengths and Difficulties Questionnaire. Results: Using latent cross-lagged modeling, externalizing problems were found not be related to subsequent internalizing problems, or vice versa. These results were also found when controlling for inadequate parenting, parenting stress, maternal health and social preference. When taking problem level into account, externalizing problems were related to stability of clinical level internalizing problems, even when controlling for third variables inadequate parenting, parenting stress, maternal mental health and social preference. Conclusions: Strong autoregressive paths for internalizing and externalizing problems were found. Internalizing and externalizing problems do not seem to influence each other over time in the community sample. When investigating relations among internalizing and externalizing problems, it seems to be important to take problem level into account.

"The Western tradition", as passe-partout, includes fringe figures, émigrés and migrants. Rather than looking to resources at the core of the Western tradition to overcome its own blindnesses, I am more interested in its gaps and peripheries, where other thoughts and renegade knowledges take hold. It is in the contact zones with strangers that glimpses of any culture's philosophical blindness become possible and changes towards a different understanding of knowledge can begin. In the context of education, I am above all interested in PhD candidates who wish to draw on the bodies and modes of knowledge they bring with them to the university. Some are not well represented: Indigenous and other non-Western traditions, non-English languages, and the renegade knowledges of marginalised groups. My context is that of creative practice-led PhD theses at AUT University, Auckland (Aotearoa/New Zealand) which have made me aware of the importance of cosmopolitics to understand education in the context of entangled histories of colonisation and domination; border-crossing interdependencies; new types of conflict and new ways of building communities. My study thus explores aspects of transculturation--involving not only ethnic cultures (often the default understanding of culture) but also different disciplinary knowledge cultures. The place that no-one owns in Western tradition, the place of fringe figures, émigrés and migrants, may offer a point from which non-traditional candidates' thoughts can lever off to build connections with their own stores of knowledge. (Non-traditional candidates belong to minorities in Western universities until about thirty years ago when traditional candidates were "male, from high-status social-economic backgrounds, members of majority ethnic and/or racial groups, and without disability".) This usually means for Western supervisors that they need to recognise their ignorance towards parts of their own traditions, as well as those of their candidates. The proposition I will explore is that the emergent research of non-traditional candidates can thrive on gaps and on the fringes--provided that both candidates and supervisors are able to be porous to the unknown and "troubled by the presumption of equality". The potential of the gap, the unknown, which simultaneously separates and connects candidates and supervisors, can be the beginning of generating a thing in common. This is a rich and creative place for new thought, which may open the academy to transcultural knowledge.

When postgraduate researchers' interests lie outside the body(ies) of knowledge with which their supervisors are familiar, different supervisory approaches are called for. In such situations, questions concerning the appropriateness of traditional models arise, which almost invariably involve a budding candidate's relationship with a knowing-established researcher/supervisor. Supervisory relationships involving creative practice-led research in particular confront significant challenges by new and emerging themes, questions, processes and practices. My lack of disciplinary knowledge regarding two PhD candidates' projects led me some years ago to question the effects of this lack and to search for effective ways of dealing with it. A subsequent commitment to different modes of candidate/supervisor collaborations was based on three assumptions: One, a supervisor is not, in the first instance, a conveyor or purveyor of knowledge. Two, postgraduate researchers already have substantial and refined pockets of relevant knowledge to draw on. Three, and very importantly, they are able to activate networks of distributed knowledge, often outside of the University. The argument presented in this article draws theoretically on Jacques Rancière and Hannah Arendt's ideas of pedagogy and public space, as well as notions of cosmopolitics (Cheah & Robbins), mode 2 knowledge (Gibbons et al.) and not-knowing in Art & Design (Jonas). Reflections on my experiences of supervising PhD and Master of Art & Design candidates, together with ideas offered by contributors to a book I have recently edited, will locate moments of choice and the emergence of the unforeseeable, of vigilance towards singular events as much as collective understanding.

Background: The purpose of this study was to examine the association between adolescents' body mass index (BMI) z-scores and their subsequent level of schooling, extending previous longitudinal research by using objectively measured weight and height data. Methods: A longitudinal study with 3 study waves (1-year intervals) involving 1248 Dutch adolescents (49% girls; mean age = 13.7 years) at schools providing different educational levels was used to determine adolescents who moved and did not move to a lower educational level in the first year, or in the second year, and to examine whether this movement could be predicted by BMI z-scores (zBMI), after controlling for a large range of potential confounding factors. Results: A total of 1164 Dutch adolescents continued in the same level of education, whereas 84 adolescents moved to a lower educational level (43 moved in the first and 41 in the second year). A higher zBMI significantly increased the risk of a general transition to a lower educational level, and of a transition in the first year, but not in the second year, after controlling for potential demographic, behavioral, and psychological confounds. Conclusions: Findings suggest that a higher zBMI during adolescence immediately lowers educational achievement level during general secondary education.

Background: While child self-reports of psychopathology are increasingly accepted, little standardized instruments are utilized for these practices. The Berkeley Puppet Interview (BPI) is an age-appropriate instrument for self-reports of problem behavior by young children. Objective: Psychometric properties of the Dutch version of the BPI will be reported, specifically, test-retest reliability, intra-class correlations, congruent and concurrent validity. Methods: In a sample of 300 children (M[subscript age] = 7.04 years, SD = 1.15), the BPI was administered twice, with a 1-year interval. Parents and teachers filled out questionnaires about their children's problem behavior. Results: Findings from the analyses indicate that the BPI subscales have sufficient test-retest reliability and can be reliably coded. Furthermore, findings suggest adequate congruent validity. More support for concurrent validity is found among externalizing problems in comparison to internalizing problems. Conclusions: With regard to the present study, the BPI seems to have adequate psychometric properties. As such, the BPI enables interviewing young children about their psychopathology-related symptoms in a standardized way. The BPI could be applied in clinical practice as a complement to the diagnostic cycle, allowing children's self-reports to play an increasingly important role.

During adolescence, teenagers try a range of risk behaviors including smoking, drinking, and the use of soft drugs. Because substance use contributes to an unhealthy lifestyle of teenagers on the short term and can lead to serious health problems on the longer term, prevention in this target group is important. This chapter provides an overview of the determinants of substance use on the one hand, and primary and secondary prevention opportunities on the other hand, especially in the school context. At the end, future directions and recommendations for school, youth, and family are discussed.

This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051 students and teachers participated in a survey study. The results show that features of organizational culture affect students' and teachers' perceived need for innovation, their views about innovative approaches to instruction, responsiveness to instructional innovations and the perceived implementation level of educational innovations. In addition, differences among teachers and students and among the institutions were examined and discussed.

Cross-sectional studies have shown a positive association between expressive suppression and depressive symptoms. These results have been interpreted as reflecting the impact of emotion regulation efforts on depression. However, it is also possible that depression may alter emotion regulation tendencies. The goal of the present study was to prospectively examine the bidirectional association between habitual use of suppression and depressive symptoms in young adolescents. Participants were 1,753 adolescents (mean age = 13.8 years) who reported their use of suppression and depressive symptoms at two time points with a 1-year interval. Suppression and depressive symptoms were correlated within each time point. Depressive symptoms preceded increased use of suppression 1 year later, but suppression did not precede future depressive symptoms. Overall, the findings suggest depressive symptoms may be a potential precursor of habitual use of suppression during adolescence. (Contains 1 table and 1 figure.)

Background: Children and youths' self-report of mental health problems is considered essential but complicated. Objective: This study examines the psychometric properties of the Dominic Interactive, a computerized DSM-IV based self-report questionnaire and explores informant correspondence. Methods: The Dominic Interactive was administered to 214 Dutch children, 6-11 year old, 122 attended special education schools and 92 children attended public schools. Within 2 weeks 155 children were reassessed. Parents of 211 children completed a paper version of the Dominic Interactive. Results: The findings showed moderate to good internal consistency and test-retest reliability, although stability increased with age. Factor structure concerning generalized anxiety disorder and major depressive disorder displayed ambiguous results. Comparing special education with public school children revealed that both parents and children in special education reported significantly more problems on almost all scales. The results on informant correspondence revealed that discrepancies in reports were not consistent across individual pairs; they were due to a few extreme cases. Eliminating these cases increased the agreement in reports. Conclusions: Although more research is needed to determine the value of the Dominic Interactive, the Dominic Interactive has the potential to contribute with its unique features to the existing self-report instruments for screening and assessing child mental health.

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers' innovative teaching. A questionnaire on teachers' core competencies and innovative teaching performance was developed and tested. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance. The theoretical and practical implications are discussed. (Contains 8 tables and 1 figure.)

Background: By interacting with children, group care workers shape daily living environments to influence treatment. Current literature provides little knowledge about the content of youth residential care. Objective: In this study, a questionnaire called the Group care worker Intervention Checklist was developed. Method: Group care workers completed the questionnaires for 212 children placed in youth residential care in the Netherlands. Results: Factor analyses revealed three constructs: controlling, warmth/support, and autonomy granting. Reliability of these scales proved to be good. Controlling was associated with Externalizing Behavior Problems while both Warmth/Support and Autonomy Granting were associated with Internalizing Behavior Problems. Conclusions: These findings imply that group care worker interventions can be reliably measured and are related to child problem behavior.

More than 50% of Dutch 12-year olds already started drinking. Since it is known that delaying the onset of alcohol use results in a lower risk of alcohol-related problems, the recently developed "In control: No alcohol!" prevention program is targeted at elementary school children and their mothers. In this pilot study, the success of program implementation and impact of the program on quality of alcohol-specific communication, rules and monitoring were evaluated, using a randomized controlled design. A total of 108 children (11-12 years) and their mothers participated in the prevention program, while the control group consisted of 105 dyads. Families participating in the experimental condition showed an increase in frequency of alcohol-specific communication and 75% of the dyads reported that they took part in at least 3 of 5 magazines, suggesting implementation was successful. The program led to an increase in quality of communication but only for those dyads in which mothers' alcohol use was above average. The program led parents to set up a non-drinking contract with their children and to monitor their children more closely. Results are promising but need to be replicated in a larger longitudinal study.

This profile celebrates and chronicles selected themes and highlights of the ideas, scholarly accomplishments, leadership, humanity, and work ethic of Edwin L. Herr, one of the major forces in the counseling profession, for purposes of archiving elements of his history and stimulating continuity of his ideas, achievements, and dedication.

We are still coming to terms with the legacy of Randolph Bourne. Although he died at the age of 32 just as the United States was cheerfully entering the First World War under the banner of "democracy," the words he penned in an unfinished essay still resonate in the American social conscience: "War is the Health of the State." This maxim, once thought the exclusive property of leftist radicals, now can be heard echoing from every political corner of the blogosphere as progressives and libertarians alike find cause to question the motives of governmental power. Yet despite his reappearance as a symbol, Bourne in many ways remains as forgotten as ever--perhaps even more so as his once provocative claim has been transformed into a talking point. This essay endeavors to recapture the voice of Bourne in all its complexity, seeking to place him at the forefront of the contemporary American intellectual tradition as one of its most piercing critics, most visionary poets, and most eloquent rhetors. Specifically, we show how Bourne's critique of the "State" foresaw the rise of the technological society organized by ideological propaganda, how his vision of the Beloved Community anticipated our modern ideals of global transnationalism, and how his literary essays practiced a form of aesthetic rhetoric which employed dramatistic methods to bring about a new state of expanded social consciousness. (Contains 113 notes.)