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Background: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior., Methods: Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity-centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development., Results: This model can guide research and practice through an equity-centered and comprehensive approach. This model can enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments., Conclusion: Our model suggests that a comprehensive approach can ensure the safety and well-being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety., (© 2024 The Author(s). Journal of School Health published by Wiley Periodicals LLC on behalf of American School Health Association.)

Peer review is a core component of scientific practice. Although peer review ideally improves research and promotes rigor, it also has consequences for what types of research are published and cited and who wants to (and is able to) advance in research-focused careers. Despite these consequences, few reviewers or editors receive training or oversight to ensure their feedback is helpful, professional, and culturally sensitive. Here, we critically examine the peer-review system in psychology and neuroscience at multiple levels, from ideas to institutions, interactions, and individuals. We highlight initiatives that aim to change the normative negativity of peer review and provide authors with constructive, actionable feedback that is sensitive to diverse identities, methods, topics, and environments. We conclude with a call to action for how individuals, groups, and organizations can improve the culture of peer review. We provide examples of how changes in the peer-review system can be made with an eye to diversity (increasing the range of identities and experiences constituting the field), equity (fair processes and outcomes across groups), and inclusion (experiences that promote belonging across groups). These changes can improve scientists' experience of peer review, promote diverse perspectives and identities, and enhance the quality and impact of science. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Adults attach special value to objects that link to notable people or events - authentic objects. We examined children's monetary evaluation of authentic objects, focusing on four kinds: celebrity possessions (e.g., Harry Potter's glasses), original creations (e.g., the very first teddy bear), personal possessions (e.g., your grandfather's baseball glove), and merely old items (e.g., an old chair). Children ages 4-12 years and adults ( N = 151) were asked how much people would pay for authentic and control objects. Young children consistently placed greater monetary value on celebrity possessions than original creations, even when adults judged the two kinds of items to be equivalent. These results suggest that contact with a special individual may be the foundation for the value placed on authentic objects.

Generics ("Dogs bark") convey important information about categories and facilitate children's learning. Two studies with parents and their 2- or 4-year-old children (N = 104 dyads) examined whether individual differences in generic language use are as follows: (a) stable over time, contexts, and domains, and (b) linked to conceptual factors. For both children and parents, individual differences in rate of generic production were stable across time, contexts, and domains, and parents' generic usage significantly correlated with that of their own children. Furthermore, parents' essentialist beliefs correlated with their own and their children's rates of generic frequency. These results indicate that generic language use exhibits substantial stability and may reflect individual differences in speakers' conceptual attitudes toward categories., (© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.)

Psychological essentialism is the belief that some internal, unseen essence or force determines the common outward appearances and behaviors of category members. We investigated whether reasoning about transplants of bodily elements showed evidence of essentialist thinking. Both Americans and Indians endorsed the possibility of transplants conferring donors' personality, behavior, and luck on recipients, consistent with essentialism. Respondents also endorsed essentialist effects even when denying that transplants would change a recipient's category membership (e.g., predicting that a recipient of a pig's heart would act more pig-like but denying that the recipient would become a pig). This finding runs counter to predictions from the strongest version of the "minimalist" position (Strevens,2000), an alternative to essentialism. Finally, studies asking about a broader range of donor-to-recipient transfers indicated that Indians essentialized more types of transfers than Americans, but neither sample essentialized monetary transfer. This suggests that results from bodily transplant conditions reflect genuine essentialism rather than broader magical thinking., (Copyright © 2013 Cognitive Science Society, Inc.)