Ethical Commitments in Community-Based Research with Youth

This article offers an ethnographic account of a formally organized group of students who worked to influence policy in their schools and the adults they encountered in this activity. I also address my role as an observant participant to highlight a series of emergent “ethical opportunities” that created contexts for mutual human development. This account is intended to contribute to a discussion of the developmental role of contradictions highlighted in cultural-historical activity theory. In particular, I seek to highlight opportunities afforded by community-based research for all involved to respond to contradictions as learners, rather than arbiters of ethical practice.     

Affective Social Competence in Adolescence: Current Findings and Future Directions

Affective Social Competence (ASC) is a conceptual framework describing complementary processes of sending, receiving, and experiencing emotions in dynamic interactions. This framework may be applied across the lifespan. To date, however, empirical studies addressing ASC have focused predominantly on childhood samples. In this review, we examine empirical evidence relevant to ASC in adolescence in comparison with childhood. We then discuss future directions that may promote understanding of Affective Social Competence among adolescent samples: the use of person‐oriented analyses to integrate all three components of ASC; consideration of understudied social contexts that may influence and be influenced by ASC; and use of microgenetic designs to examine growth across transitions during early, middle, and late adolescence.     

Patterns in autobiographical reminiscing among early adults: Implications for forgiveness and self‐compassion

The ways early adults recount autobiographical experiences are associated with adjustment. Most prior research on autobiographical reminiscing has taken a variable‐oriented approach to examine relations of reminiscing variables with outcomes. The present study takes a person‐oriented approach to (a) identify systematic within‐individual patterns of reminiscing across multiple autobiographical memories; and (b) examine whether these patterns of reminiscing are uniquely related to self‐compassion and forgiveness. Participants were early adults (18 to 24 years) from undergraduate (n = 221) and community (n = 145) contexts. Participants self‐reported forgiveness and self‐compassion and described three autobiographical memories about past challenges: (a) a time they hurt someone else; (b) a time they were hurt by someone; and (c) a time they experienced a personal setback. Each memory was rated for positive self‐meaning (personal growth) and distancing of the current self from the past event (subjective distancing). Cluster analyses showed three subgroup patterns for personal growth and five subgroup patterns for subjective distancing. Participants displaying a pattern of higher personal growth across memories reported the highest forgiveness. Findings point to meaningful heterogeneity in autobiographical reminiscing and support the utility of a person‐oriented approach in providing a holistic view of early adults’ approaches for recollecting lived experiences.     

Assessment of older adults’ satisfaction with adult protective services investigation and assistance

This study examined elder self-neglect client satisfaction with services provided by an Adult Protective Services (APS) program. A total of 77 community-dwelling older adults with APS-substantiated self-neglect responded to the standardized and widely used 8-item Client Satisfaction Questionnaire. Approximately 75% of the participants reported being satisfied with the overall services. They felt that the services provided were responsive to their need(s) and helped them deal with their problem(s). Greater than 80% responded that they would refer a friend, would utilize APS in the future if necessary, and were at least satisfied with the amount of help received. The extent to which their needs were met received the lowest satisfaction scores. Future studies are needed to examine elder self-neglect client satisfaction in relation to specific services.     

Leadership in Children’s Services

This paper examines the different contexts for leadership in children’s services with a particular focus on integrated working. It reviews contemporary theories that appear to offer relevant frameworks for thinking about children’s service leadership. It is argued that children’s services require leadership at all levels to enable a dynamic, interactive service on the front line. Multi‐professional team leadership is a crucial and much underestimated role in integrated services, which should be thinking in terms of leadership capacity throughout the organisation rather than focusing predominantly on the most senior roles in the hierarchy.     

Parental Emotion Coaching and Child Emotion Regulation as Protective Factors for Children with Oppositional Defiant Disorder

We assessed linkages of mothers' emotion coaching and children's emotion regulation and emotion lability/negativity with children's adjustment in 72 mother–child dyads seeking treatment for oppositional defiant disorder (ODD). Dyads completed the questionnaires and discussed emotion‐related family events. Maternal emotion coaching was associated with children's emotion regulation, which in turn was related to higher mother‐reported adaptive skills, higher child‐reported internalizing symptoms, and lower child‐reported adjustment. When children were high in emotion lability/negativity, mothers' emotion coaching was associated with lower mother and child reports of externalizing behavior. Results suggest the role of emotion regulation and emotion lability in child awareness of socio‐emotional problems and support the potential of maternal emotion coaching as a protective factor for children with ODD, especially for those high in emotion lability.     

Can Machine Learning Create an Advocate for Foster Youth?

ABSTRACT

Statistics are bleak for youth aging out of the United States foster care system. They are often left with few resources, are likely to experience homelessness, and are at increased risk of incarceration and exploitation. The Think of Us platform is a service for foster youth and their advocates to create personalized goals and access curated content specific to aging out of the foster care system. In this article, we propose the use of a machine learning algorithm within the Think of Us platform to better serve youth transitioning to life outside of foster care. The algorithm collects and collates publicly available figures and data to inform caseworkers and other mentors chosen by the youth on how to best assist foster youth. It can then provide valuable resources for the youth and their advocates targeted directly toward their specific needs. Finally, we examine machine learning as a support system and aid for caseworkers to buttress and protect vulnerable young adults during their transition to adulthood.     

Emotion Socialization in the Context of Risk and Psychopathology: Maternal Emotion Coaching Predicts Better Treatment Outcomes for Emotionally Labile Children with Oppositional Defiant Disorder

We examined whether maternal emotion coaching at pretreatment predicted children's treatment response following a 12‐week program addressing children's oppositional defiant disorder (ODD) symptoms. A total of 89 mother–child dyads participated. At pretreatment, mothers and children engaged in an emotion talk task. Mothers also reported their beliefs about emotions at pretreatment and their child's disruptive behavior symptoms, emotion regulation, and emotion lability/negativity at pre‐, mid‐, and post‐treatment. Clinicians reported children's symptom severity at pre‐ and post‐treatment. Children's emotion lability/negativity moderated effects of maternal emotion coaching on children's post‐treatment ODD symptoms, with stronger benefits of emotion coaching for children high in emotion lability/negativity. Results suggest that emotion coaching may promote treatment response for children with ODD who are especially at risk due to their emotionality.     

New Zealand’s engagement with the Five Ways to Wellbeing: evidence from a large cross-sectional survey

ABSTRACT

The Five Ways to Wellbeing were developed in 2008 as a set of simple daily practices for individuals to improve their wellbeing. While there is some evidence to support the association between individual practices and wellbeing, it is unknown whether engaging in multiple practices – and in certain combinations – is associated with higher levels of wellbeing. A survey was undertaken with 10,012 adults throughout Aotearoa, New Zealand, to assess individual wellbeing and participation in the Five Ways to Wellbeing (Connect, Give, Take Notice, Keep Learning and Be Active). Wellbeing was assessed with the Flourishing Scale (Md?=?46, IQR 39–49). Three objectives explored the cross-sectional association between the Five ways to Wellbeing and wellbeing: (1) multiple wellbeing practices and wellbeing, (2) clustering of multiple wellbeing practices, and (3) wellbeing practices as predictors of wellbeing. Results show that levels of wellbeing increased with each additional practice (rho?=?.53, p?<?.001), regardless of the combination. However, the most important predictors of wellbeing were Keep Learning (β?=?.23, p?<?.001) and Take Notice (β?=?.22, p?<?.001). Studies investigating ways to increase participation in the Five Ways to Wellbeing are warranted to promote wellbeing in Aotearoa.