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A broad literature exists reviewing approaches for students struggling to learn to read (Inns, Lake, Pellegrini, & Slavin, 2018; Scammacca, Roberts, Vaughn, & Stuebing, 2015; Slavin, Lake, Davis, & Madden, 2011; Wanzek & Vaughn, 2007; Wanzek et al., 2016, 2013; Wanzek, Wexler, Vaughn, & Ciullo, 2010). These reviews focus on Tiers 2 and 3 of a multi-tiered model, on students who need additional support. Tier 1 is crucial for elementary reading, because it touches all students, and because successful Tier 1 instruction can reduce the need for far more expensive Tier 2 and 3 intervention.Fewer reviews have focused on Tier 1 literacy instruction in the elementary grades (Dietrichson, Bøg, Filges, & Klint Jørgensen, 2017; Graham & Hebert, 2011; Graham et al., 2017; Same et al., 2018; Slavin, Lake, Chambers, Cheung, & Davis, 2009; Swanson et al., 2017). The current review provides this, building upon these prior reviews in several ways.

Since the outbreak of the COVID-19 pandemic, cases of discrimination and hate crimes against minority populations including international students have soared in the U.S. This study explores the relationship between international students’ perceived discrimination and their self-reported overall health and the role of social support and positive emotions in such relationship. In total, 203 international students studying at two U.S. universities participated in an online survey. The results indicated that (1) when international students perceive higher levels of discrimination, they experience lower levels of positive emotions and have lower levels of perceived social support; and (2) positive emotions were significantly associated with both psychological distress and physical health. Perceived social support was only significantly associated with physical health not psychological distress. We also provided meaningful implications for higher educational institutions that strive to enhance international students’ overall health.

This paper investigates South Korean educational responses to school closures amid the COVID-19 pandemic, viewed with a risk and resilience framework. The COVID-19 crisis emerged and worsened right before the beginning of the new school year (March 2) in South Korea, and immediately led to students’ limited access to educational facilities. Well-established IT infrastructure and national curriculum facilitated the adoption of distance learning in South Korean schools. However, educational inequality due to family influences, and financial instabilities in early care and education settings disrupted students’ optimal learning during the changes. The situation brought both benefits and challenges to South Korean education system. The adoption of distance learning potentially downgraded overall educational quality, but it also provided opportunities to improve educational content and professional development for teachers, and to promote individualized learning for students. Despite some challenges, distance learning was an effective alternative for South Korean schools during the COVID-19 crisis. More practical and research efforts are needed in order to reduce educational inequality and maximize the effectiveness of distance learning.

Disorganized attachment has been proposed as a mediating mechanism in the relation between childhood abuse and dissociation. However, support for mediation has been mixed when using interview or self-report measures of attachment. In the current work, relations among severity of abuse, attachment disorganization, and dissociation were assessed in young adulthood using both interview and interaction-based measures of attachment. One hundred and twelve low-income young adults were assessed for socioeconomic stresses, abusive experiences in childhood, and attachment disorganization at age 20. Attachment disorganization was assessed with the Adult Attachment Interview, coded independently for Unresolved states of mind and for Hostile-Helpless (HH) states of mind. Attachment disorganization was also measured using a newly validated assessment of young adult-parent interaction during a conflict discussion. Mediational analyses revealed that the link between childhood abuse and dissociation was partially explained by disturbances in young adult-parent interaction. Narrative disturbances on the Adult Attachment Interview were related to abuse and to dissociation but did not mediate the link between the two. Results are discussed in relation to the role of parent-child communication processes in pathways to dissociation.

Objective : The present study assessed whether the often reported relation between childhood abuse and the extent of borderline personality disorder (BPD) and antisocial personality disorder (ASPD) features would be mediated by Hostile–Helpless (HH) and/or Unresolved (U) states of mind on the Adult Attachment Interview (AAI). Method : One hundred and three young adults from low- to moderate-income families were assessed for HH and U states of mind on the AAI, psychopathology on the SCID I and II, and childhood abuse experiences on three validated measures of abuse. Results : As expected, childhood abuse was related to extent of both BPD and ASPD features and to HH states of mind. In addition, BPD and ASPD features were significantly related to HH states of mind on the AAI, and those states of mind mediated the relations between severity of childhood abuse and later BPD and ASPD features. Contrary to predictions, scores for lack of resolution of loss or trauma on the AAI were not found to mediate the relations between childhood abuse and either BPD or ASPD. Conclusions : Findings indicate that pervasively contradictory and unintegrated states of mind regarding attachment experiences play an important role in linking past abuse to current personality pathology. Keywords: Hostile–Helpless; attachment; borderline personality disorder; antisocial personality disorder; abuse; adult attachment interview (Published: 4 November 2015) Citation: Translational Developmental Psychiatry 2015, 3: 28785 - http://dx.doi.org/10.3402/tdp.v3.28785