Search

Scales assessing stressor exposure often fail to demonstrate adequate psychometric qualities, demonstrating low interitem reliability or complex factor structures, as would be expected, given that the majority of stressors are independent events. However, in large-scale mass crisis events, the stressors may be highly interrelated, indicating shared experience. Furthermore, few stressor exposure scales also measure appraised stressfulness of those stressors. Development of a psychometrically sound measure of both stressor exposure and appraisal advances the study of highly stressful events such as community-wide crises, especially in providing a useful measure of its cumulative stressfulness. The coronavirus disease 2019 (COVID-19) pandemic is an enduring, worldwide stressor with an indefinite timeline. The COVID-19 Stressor Scale is a 23-item measure of stressor exposure and appraisal related to the pandemic developed within the first weeks of widespread shelter-in-place practices in the Unites States. We present initial psychometric results of the COVID-19 Stressor Scale. Results of a principal components analysis indicate that the measure is unidimensional and has strong internal consistency. Evidence of convergent and discriminant validity were demonstrated. The COVID-19 Stressor Scale is a useful measure for studying the ongoing stressors associated with the pandemic and presents a model for measuring other massive, ongoing crises.

A systematic review explored the creation and maintenance of community coalitions as effective for alcohol and other drug (AOD) prevention in adolescence. Community coalitions influence the implementation of effective and sustainable community-based prevention via infrastructure supporting development, delivery, and assessment of human service issues. For this review, 1,435 articles were identified, most including insufficient detail on the purposes and activities of coalitions or focus on adolescents. Of the 16 studies included, few discussed comprehensive frameworks describing coalition formation and maintenance or measureable influences on adolescent AOD prevention outcomes. Therefore, we propose four organizing principles for building sustainable community coalitions for adolescent AOD prevention.

Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social-emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict increased problem behaviors include delinquency and substance use. SEC is a protective factor that moderates the relationship between risks associated with trauma and subsequent outcomes. The current study used a longitudinal experimental design (treatment vs. comparison) to examine outcomes from a trauma-informed initiative in a disadvantaged community with high trauma exposure rates for K-8th grade students (n = 245). The intervention focused on bolstering children's social-emotional skills and resilience while reducing trauma symptoms and improving academic performance through multimodal programming. Hierarchical Linear Modeling indicated significant improvements in SEC from the intervention group, in contrast to the comparison group (B = 3.42, t = 3.04, p < 0.01), with gender effects indicating females see the greatest benefit (B = 3.52, t = 4.27, p < 0.01). Results indicated the significance of addressing SEC for children in disadvantaged communities, particularly those indicating a trauma history and resulting symptomology, as well as boys, who indicated reduced treatment effects.

This longitudinal study sought to investigate associations between adolescent substance use and family functioning and whether internalizing symptoms play a mediating role in this relationship; based on growing evidence from the literature, we also explored gender differences. Participants (N = 1,036) completed surveys in school during 2007, 2008, and 2009. Path analysis results indicated that boys' alcohol use negatively predicted family functioning while marijuana use results indicate both significant impacts on family functioning. Further results show that boys' depressive symptoms mediated the relationships between alcohol use and family cohesion and adaptability. For girls, depressive symptoms negatively predicted family functioning (cohesion, adaptability, communication with mother/father), whereas anxiety symptoms positively predicted this same set of family functioning outcomes with the exception of communication with father.

The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, emotion regulation, preschool language skills, and attention to predict child outcomes in 1st grade. Early caregiving environments were directly predictive of peer relationship satisfaction, oppositional behavior, social skills, and classroom competence over and above significant mediated effects through preschool self-regulation (language, inattention, and anger/frustration). These results suggest that the characteristics of supportive and stimulating caregiving shift in valence over time, such that qualities of the infant-child relationship that are significant in predicting early childhood outcomes are not the same as the caregiving qualities that move to the foreground in predicting primary school outcomes. Implications for school-readiness programming are discussed, including interventions in the early caregiving system to encourage sensitive and supportive parent-child interactions to bolster school readiness via the development of social-emotional competence.

In this paper, we report on the results of a study conducted at New York University Abu Dhabi in the fall of 2013. Our goal in the study was to gain a global college student perspective on issues related to intellectual property, including copyright and plagiarism. We found that, contrary to popular opinion, most of our students have a solid understanding of the nature of intellectual property rights, as interpreted within the North American higher education community. In addition, the majority of our students view violations of intellectual property rights and norms, such as plagiarism, negatively.

Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored temperament, personality, and child-parent attachment as possible associates of delay ability. The sample consisted of 50 2- and 3-year-old children and their primary caregivers. Two laboratory tasks, the Preschool Strange Situation and the newly created Gift Delay Task, were conducted on separate occasions to assess child-parent attachment and delay of gratification, respectively. Parents and preschool teachers completed child temperament (EASI-III) and personality (California Child Q-Set) questionnaires. Based on the award-oriented behavior in the Gift Delay Task, children were classified into three groups: Delay (20%), Touch and Go (i.e., approached the gift, but demonstrated some delay ability; 46%), and Non Delay (34 %). Reports on activity, impulsivity, decision time, negative emotionality, over-control, and affect were found to be associated with delay ability. The association between child-parent attachment and delay was not statistically significant, but an interesting trend emerged. A larger percentage of Non Delayers were rated as Insecure-Ambivalent ("C"), and more Delayers were rated as Securely attached ("B"). Implications for behavioral interventions focused on parental support and scaffolding are discussed.

Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored parent behavior during a laboratory paradigm as possible associates of delay ability. The sample consisted of 50 two- and three-year-old children and their primary caregivers. A newly created laboratory task, the gift delay task, was conducted to assess delay of gratification. Additionally, parents completed a child temperament (EASI-III) questionnaire. Based on the award-oriented behavior in the gift delay task, children were classified into three groups: delay (20%), touch and go (i.e., approached the gift, but demonstrated some delay ability; 46%), and non delay (34%). Likewise, parents were classified into three groups: non-directive (parents did not initiate any interactions, but may have participated in child-led activity), active (parents initiated interaction with the child no more than 3 times), and very active (parents initiated 4 or more interactions with the child). Significant differences in emotionality and impulsivity were found between the 3 groups of children; additionally, significant differences in delay ability were found based on parent classifications suggesting that there is an optimal level of involvement on part of the parent that helps the child to wait, but beyond this point, involvement may be detrimental to a successful delay outcome. Implications for behavioral interventions focused on parental support and scaffolding are discussed.

In the last 10 years, over 80% of adults surveyed report some familiarity with Shaken Baby Syndrome (SBS) and the dangers of shaking infants younger than 2 years of age ([Dias et al., 2005] and [Russell and Britner, 2006]). Hence, in the context of SBS prevention, the question of whether caregivers knew the safety risks of shaking an infant becomes less meaningful than questioning whether caregivers have an awareness of alternate responses they could use to respond safely to the relatively normative occurrence of inconsolable crying (Barr, Trent, & Cross, 2006). Objective: The present work is a continuation of efforts to prevent abusive head injury during infancy particular to SBS by raising awareness and provides prevention professionals with a reliable and shorter, single-page version of the Shaken Baby Syndrome Awareness Assessment (Russell & Britner, 2006). Methods: A sample of 370 adults completed the short version of the measure during 2008. Results: Psychometric results, including Cronbach's alphas and Pearson's correlations, are all significant and meet acceptability standards. Conclusion: These results indicate the short version of the measure is ready for use in the prevention field. Practice implications: The Shaken Baby Syndrome Awareness Assessment--short version is best used to support child abuse prevention professionals in engaging caregivers in a conversation about responding to a crying infant safely. By talking about the responses a caregiver might be willing to use in the high-stress context of an infant's inconsolable crying bout, intervention efforts can be tailored to maximize on caregiver strengths and achieve a high degree of goodness of fit with the values held in the care environment. Increasing the goodness of fit between caregivers' values and the steps recommended through an intervention program supports the likelihood that the behavior described in the program's service plan will be used. (Contains 1 figure.)

As the demands on school leaders expand, it's becoming more and more important to lead from one's strengths. The authors' review of literature on essential school leadership responsibilities led them to write "Differentiated School Leadership: Effective Collaboration, Communication and Change through Personality Type," which revealed 26 separate roles for school principals that have an impact on student achievement. If one tries to fill all 26 roles by himself/herself, he/she: is headed straight for burnout, will probably struggle with some roles that simply do not suit him/her, and will rob others of the chance to add their strengths and ideas to school leadership. This article discusses the use of personality type theory to make the most of one's natural style and build effective teams. This theory can help one move from the old Lone Ranger mentality to sharing leadership in an effective, efficient way. The theory also helps to explain why literature on school leadership emphasizes some critical roles over others. (Contains 2 online resources.)

Purpose: The current study sought to compare interventional materials intended to raise public awareness of the caregiving practices connected to Shaken Baby Syndrome (SBS). Two hundred and sixty four adults (mean age 32 years) were recruited for participation through convenience sampling at a large Northeastern university. Participants fell into two groups--those who regularly cared for children (46%) and those who did not (54%). Methods: SBS awareness was surveyed prior to an educational intervention and at three times points (2, 6, and 12 weeks post-intervention) longitudinally. Three intervention levels were used: Two different video conditions, each with an informational brochure, and the brochure-only condition. Survey responses were combined into five factor scores. Changes in factor score over time were modeled using event history analysis to predict the conditional probability of change in awareness as a discreet event. Results: The resulting models show consistent results for three of the five factors, predicting the highest likelihood of increased awareness for a teaching video intervention, followed by a testimonial video, and the lowest probability for increased awareness for the use of an intervention using only a brochure. Negative change, or decreased awareness, was not predicted by the type of intervention materials. Demographic variables were not significant predictors of either positive or negative change. Conclusion: The results indicate that the addition of video materials, and in particular material focusing on teaching alternative behaviors, significantly increases the likelihood of positive changes in SBS awareness over interventions which use only a brochure. Implications for practice or research: The present study uses a two by three design to describe levels of improved awareness of Shaken Baby Syndrome across two groups of participants (those who regularly care for children and those who do not) and type of educational material (a brochure versus two different videos each in combination with the brochure). Results show a differential effect for each intervention level, and indicate a need for careful selection of educational materials for intervention programs concerned with preventing SBS through public awareness. (Contains 1 figure and 2 tables.)

This paper presents a set of topical and pedagogical considerations for instructors teaching material on sensitive topics with either the primary or secondary aim of addressing prevention. Prevention can be approached as an effort to create changes in an individual's attitudes/beliefs, knowledge, and behavior. Following this framework, classroom content that challenges students' perceptions, preconceived notions, and attitudes can be seen as preventive in nature. Preparing students to work through the same layers of complexity that thoroughly trained and experienced researchers and practitioners struggle with requires particular attention to the classroom environment.

Personality type theory describes normal differences in how people are energized, take in information, make decisions, and approach work and life--all key elements in how people teach and learn. Understanding one another's personality type preferences helps teachers share their instructional strategies and classroom information. Type theory lessens the "culture of silence" that discourages teachers from engaging in deep, reflective conversations. Without this kind of framework, teachers often avoid critiquing out of fear of being critiqued. Teachers who use a framework based on personality type theory think of their colleagues as resources. Any framework that accomplishes so much takes time to learn. To understand why that time is worth the effort, this article discusses some common issues and explanations of how a type framework enables constructive collaboration, rather than defensive reactions.

Recent estimates of Shaken Baby Syndrome awareness suggest that approximately half of all American adults have not heard of the often devastating risks of shaking an infant. Using a sample of 288 undergraduate students, we developed a measure of attitudes around infant care practices. A total of 264 community participants completed a revised survey. Between-group comparisons, exploratory factor analyses, and internal consistency tests were employed to determine the directionality and reliability of any scale structure present in the data. A five factor structure fits the data reliably, and each of these factors seems to represent a unique dimension. Implications for using this measure clinically and preventatively are discussed.

Facing shifting organizational cultures, technological innovations, and the growth of digital information, administrators must consider how best to utilize the resources and staff devoted to cataloging special collections. A survey of special collections cataloging among Association of Research Libraries member institutions showed variation in organization, staffing, and workflow. Cooperation and flexibility are necessary for success.

Personality type concepts have been introduced at Anwatin Middle School, an urban middle school in Minneapolis, Minnesota, where nearly two-thirds of the students receive reduced price or free lunches. In Anwatin's diverse climate--approximately 70% of Anwatin's students are students of color, mostly Black and Hmong--looking at personality preferences focuses on individual strengths and preferences for learning instead of cultural or ethnic assumptions. At Anwatin, teachers are provided with hands-on, personality-type exercises and lesson plans that allow them to experience the different personality styles in their classrooms. This experience has shown that in schools that have incorporated personality type concepts into the classroom, nearly 80% of the students who are identified as either academically or behaviorally "at risk" had preferences for extraversion and perceiving. This suggests that perhaps it is the school structures--rather than the students--that are often the source of the problem for at-risk students. The overarching goal in using personality type theory is to help students and teachers understand themselves and each other. Although students can learn to use their less-preferred personality preferences, educators should remember that it is easier for teachers to adjust their styles than for adolescents to adjust theirs. (Contains 1 figure.)

Examines ways in which simple and effective Web searching can save catalogers time and money in the process of name authority work. Discusses the role of authority control; the NACO project and USMARC; and evaluating authority information found on the Web. (Author/LRW)