Social skills training and parent education programs for aggressive preschoolers and their parents in South Korea

The purpose of this study was to develop and evaluate social skills training and parent education programs for aggressive young children and their parents in South Korea. Participants consisted of intervention group I, which included six children and their mothers in the social skills training and parent education programs; intervention group II, which included seven children and their mothers in the social skills training; and control group, which consisted of six children and their mothers. Pre-test-post-test control group design was used. Participants in both intervention groups reported a significant decrease in aggression and on improvement in pro-social behavior, emotional regulation, and social skills, while the control group reported an increase in aggressive behavior. Mothers in the intervention group I also reported an increase in warmth/acceptance. The findings indicate that both programs are highly effective in reducing aggressive behavior among young children and in fostering positive parenting behaviors.     

Influence of female managers on gender wage gap and returns to cognitive and non‐cognitive skills

There is a modest but growing empirical body of evidence on the influence of managers' gender on the wages of their male and female subordinates. Most of these studies, however, suffer from a very raw approximation of the managers' gender by the share of women in charge, and often lack many important gender‐specific personal characteristics, such as non‐cognitive skills and life–work preferences, which can lead to biased results. This article copes with the mentioned deficiencies by employing a very rich and representative dataset of 1948 employees from the Czech Republic. It reveals surprising results as it shows that the gender of the manager has an effect on the level of wages, but not on the gender wage gap. It also shows that the gender of the manager and his/her subordinate has only a weak impact on the remuneration of an employee´s non‐cognitive skills and life–work preferences.     

Parent adoption and implementation of obesity prevention practices through building children's asking skills at family child care homes

BackgroundEarly childhood education programs provide a setting to reach children and parents to modify home environments to prevent obesity. The Healthy Opportunities for Physical Activity and Nutrition Home (HOP’N) Home project was a novel approach that linked Family Child Care Homes (FCCH) to home environments by developing children’s asking skills for healthful home environmental change through curricular activities.ObjectiveTo evaluate the feasibility of engaging parents in obesity prevention practices through building children's asking skills at FCCH.MethodsFCCHs (n = 5 settings) and children (n = 25; aged 3−5 years; female = 36 %; non-Hispanic white = 91 %; low socioeconomic status = 28 %; overweight/obese = 52 %) and parents (n = 25) participated in a pre-post cohort design. We assessed children's body mass index and self-report variables at three time points. HOP'N Home included continuous staff training, group time, dramatic play, meal prompts, songs, and home activities.ResultsFCCH providers implemented 83%–100% of intervention activities. All parents (100 %) adopted the program, most (87 %) returned completed homework activities to FCCHs, and over 90 % implemented changes in the home. Percent of overweight/obese children decreased from pre-intervention (50 %) to post-intervention (29 %,p = 0.06) and follow-up (38 %,p = 0.06).ConclusionsIt is feasible to build children's asking skills and pair this strategy with home activities to engage parents to prevent obesity.     

Maternal child care preferences for infants,toddlers, and preschoolers: the disconnect between policy and preference in the USA

While much research exists looking at parental preferences for child care, much of that research uses child care choice as a proxy for preference. In an effort to examine the types of care mothers prefer if no constraints were placed on their decision, this quantitative study investigated how family demographic factors and family role ideology relate to the types of child care (parental and non-parental forms) mothers prefer ‘in an ideal world’ using a sample of 345 employed mothers of children under 6 years of age in a suburb of a large metropolitan area in the southern USA. Participants completed a questionnaire examining the types of care they viewed as ideal for infants (0–12 months old), toddlers (13–30 months old), and preschoolers (31–72 months old) if no constraints were placed on the decision. Results indicated that the preferences for type of care for mothers in this sample varied according to the child's age, with a large majority of mothers preferring parental care for their children. Ideological and demographic factors predicting preferences for first and second choice of child care were also explored through binary and multinomial logistic regression, revealing the influence of ethnicity, education, and family role ideology to preferences for infant care. These results add to the existing literature by confirming previous findings about the influence of child age to child care preferences, as well as highlighting the disconnect between these preferences and the way family policies are structured in the USA.     

Sunk-cost fallacy and cognitive ability in individual decision-making

This paper reports on a laboratory experiment aiming at documenting the sunk-cost fallacy in individual decision-making and at identifying the role of the cognitive ability in its manifestation. For this purpose, the design rules out loss aversion and cognitive dissonance, identified by the literature as being the main psychological drivers of the bias. The sunk-cost fallacy is identified by comparing a low and a high sunk-cost treatment, respectively, against a control group that does not incur a sunk cost. There is evidence of a weak manifestation of the sunk-cost fallacy, which is statistically significant only for the high sunk-cost treatment. However, strong evidence of the fallacy was found among the high-cognitive-ability subjects. Finally, although cognitive ability is predictive of status-quo bias, it was not found to reduce the sunk-cost bias.     

The elementary-school functioning of children with maltreatment histories and mild cognitive or behavioral disabilities: A mixed methods inquiry

This mixed methods inquiry examined the school functioning of elementary school-aged children with maltreatment histories and mild cognitive or behavioral disabilities. Quantitative analyses of linked social service and education administrative data bases of 10,394 children in Minnesota with maltreatment histories indicated that 32% were eligible for special education services. Of those children with maltreatment histories and identified disabilities, 73% had mild cognitive or behavioral disabilities. The most frequent primary disabilities categories were specific learning disabilities (33%) and emotional/behavioral disabilities (27%). Children with maltreatment histories and mild cognitive or behavioral disabilities scored significantly below children with maltreatment histories and no identified disabilities on standardized assessments of math and reading, and this gap increased with grade level for math. Qualitative interviews with 22 child welfare professionals and 15 educators suggested why some children with maltreatment histories, especially those with mild cognitive or behavioral disabilities, struggle in school. Risks to school functioning included children's and families' multiple unmet basic and mental health needs which can mask or overshadow children's mild disabilities; poor cross systems collaboration between child welfare, education and mental health systems; and inadequate funding, especially for mental health services. Protective factors included child engagement in school, parent engagement with child welfare services and a professional culture of cross-systems collaboration. Implications are discussed for holistic child, family and system-level interventions.     

如何培养高校办公室工作人员的沟通技巧

成功并非取决于我们多努力工作,也不在于我们有多少学问,而是在于我们沟通能力的好坏与否。本文从高等学校办公室工作人员与学校领导、同事、学生三类人群的沟通方面出发,阐述了如何克服沟通障碍,掌握沟通技巧,以及在工作中运用这些技巧提高工作效率,提升工作人员素质。     

Routinising research: academic skills in analogue and digital worlds

This paper explores research routines which are so mundane that they are rarely noticed and may be hard to even verbalise. How does one acquire the bodily dexterity of rifling through a filing cabinet, skimming Google lists or judging a book by holding in it one’s hands? Drawing on interviews with and observations among scholars of both the analogue and digital generations, mainly in the social and cultural sciences, I look at how such routines are established, naturalised and transformed. They may be seen as methods slowly turning into inconspicuous habits. To what extent do such practices, which are often seen as intensely personal, actually mirror norms and cultural conventions of specific academic settings? With a focus on materialities and sensibilities, I discuss three arenas of everyday academic activities: writing, reading and handling information.     

Inequality in digital skills and the adoption of online safety behaviors

ABSTRACT

Cyber-safety behaviors are important in preventing the loss of an individual's digital assets and ensuring the safety of important daily online activities. Individuals’ cyber-safety is also critical for national cybersecurity. The issue is highly relevant for Israel, a country that relies on the digital capabilities of its workers for its major technology industries and is also often a target of cyberwarfare and cybercrime attacks. The purpose of this study is to identify the determinants of cyber-safety behavior. We investigate the role of age, gender and education in the use of safety-related digital skills and antivirus software. Using a 2014 survey of a national sample of Internet users in Israel (N?=?1850), we found that age, gender, education and quality of access are associated with the level of users’ digital security skills. In addition, these skills and the frequency of conducting financial activities online are the main determinants of antivirus behaviors. Our results expand the understanding of cyber-safety by showing that social and digital disparities are reproduced in the use of measures to prevent online threats, putting the digitally disadvantaged at greater risk of becoming victims of online threats.     

Intercultural knowledge,awareness and skills observed in a foreign language classroom

This article reports on findings from a research study conducted in a university-level Japanese course, which utilised intercultural learning approaches, methodologies and techniques. The purpose of the investigation was to assess student intercultural development as conceptualised in Deardorff's Process Model of Intercultural Competence.) The findings suggest that when an appropriate learning environment is provided, component elements of intercultural competence will develop. Emergent conclusions also highlight the importance of external engagement, reflection, scaffolding and training in foreign language classrooms.     

Dosage matters: The relationship between participation in the Nurturing Parenting Program for infants, toddlers, and preschoolers and subsequent child maltreatment

This article uses statewide data on caregivers of young children referred to the Nurturing Parenting Program (NPP) for allegations of abuse and neglect to examine the relationship between program dosage and subsequent maltreatment. At six months after participating in the program, caregivers who attended more sessions were significantly less likely to be reported for child maltreatment, holding other factors constant. At two years after participating, caregivers attending more sessions were significantly less likely to have a substantiated maltreatment incidence, controlling for other characteristics of families associated with maltreatment. These findings demonstrate the program is associated with preventing short-term allegations and longer-term substantiated incidences of maltreatment for a child welfare population. By demonstrating the importance of participation in the NPP, we increase the evidence about effective parent education programs for this population.     

Public relations supervisors and Millennial entry-level practitioners rate entry-level job skills and professional characteristics

An online survey was administered to 109 Millennial entry-level public relations employees and 56 supervisors regarding entry-level job skills and professional characteristics. The Millennial entry-level workers rated their job performance in the above average and average ranges. The supervisors rated six of the eight job skills and all 16 professional characteristics as significantly poorer than the Millennials rated themselves. The job skills of computer and social media skills were the only two items that did not generate a significant difference. The researcher outlines ways in which faculty, students, employers, and Millennial-aged employees can build learning communities that will help undergraduate students and Millennial workers develop proficient job performance and keep faculty up-to-date regarding current industry trends.     

Myth,Romance, Philosophizing,and Irony,and the Social Studies Curriculum

Sixth-grade students are challenged in understanding social studies content relevant to particular contexts, then connecting the content and context to their contemporary lives while communicating new knowledge to peers and teachers. Using political cartoons published after September 11, 2001, one sixth-grade social studies teacher designed probing questions and developed meaningful learning experiences relating historical events to current concerns of the students supplementing their curriculum and textbook. Through verbal and written interactions, the students demonstrated in-depth understanding of September 11, 2001, and consequential global ramifications. Subsequently, this teacher used the same strategy to engage learners in additional historical events effectively integrating social studies and literacy to introduce conflict analysis, increase critical thinking, expand text connections, and enhance literacy skills.     

Risk mitigation and trust: Experimental Evidence from Jordan and the United States

This paper examines how trust and trustworthiness respond to lowering the principal’s risk in cultural settings focused on risk mitigation vs. risk prevention. We employ a binary-choice trust game and show that principals are confronted with a complex optimization problem: risk mitigation lowers the principal’s cost of betrayal but if agents are inequality averse or reciprocally minded, it can also increase its likelihood. This may be exacerbated in cultures not used to fostering trust by risk mitigation. Our experiments suggest that lowering risk only increases trust in the United States but not in Jordan. In both countries, trustworthiness decreases as the principal’s vulnerability decreases. We extend our findings to naturally occurring vulnerabilities in addition to the financial ones created in the laboratory.     

Social media,empathy and interpersonal skills: social work students’ reflections in the digital era

ABSTRACT

This paper examines second-year social work students’ (n = 19) reflections on empathy as part of an interpersonal skills course at a regional university in Australia. Students were asked to consider their personal, online and classroom experiences, before responding to a reflective learning prompt: ‘Online communication is killing connection: (the Facebook Like symbol) does not equal empathy’. Qualitative analysis of their responses identified tensions between students’ engagement with social media and their developing understandings of empathy. Students reported an ease and confidence in the use of social media, but were also aware of the risks associated with perceived anonymity, shifting boundaries and an absence of audial and verbal cues in establishing context and quality of communication. Their reflections also suggested that the range of stimulus material used in the interpersonal skills course—including podcasts—had increased their social media awareness and their desire to improve their online interpersonal skills. The implications for professional and pedagogical objectives, as well as curriculum design are discussed.     

Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings

This study examines adopted Chinese girls' social skills at home and in school as well as the effect of pre-adoption adversity on these skills. Parent ratings of 869 girls and teacher ratings of 611 of the 869 girls were obtained using the Social Skills Rating System for parent (SSRS-P) and teacher (SSRS-T) respectively. The girls were adopted on average at 15.6 months (SD = 13.9) and were in three age groups, including preschool, elementary school, and secondary school. Data on five indicators of pre-adoption adversity (i.e., signs/symptoms, delays at adoption, initial refusal/avoidance of adoptive mothers, crying/clinging behaviors, and age at adoption) were obtained from the same adoptive parents 2 years prior. Findings suggest that both parents and teachers rated the girls as either similar to or better than US norms on the SSRS. Parent–teacher agreement on SSRS subscales was significant but modest (rs = 0.12–0.25). Two indicators of pre-adoption adversity (i.e., delays at adoption and initial refusal/avoidance of adoptive mothers) predicted poorer social skills at home; two other indicators of pre-adoption adversity (i.e., signs/symptoms and age at adoption) predicted poorer social skills in school.     

The relationship between problematic internet use and interpersonal cognitive distortions and life satisfaction in university students

Objective

The aim of the study was to analyze the relationship between problematic internet use by college students and interpersonal cognitive distortions and life satisfaction.

Methods

A total of 418 students, 260 females and 158 males, studying in different departments of the Fatih Faculty of Education, Karadeniz Technical University, participated. The Online Cognition Scale, Interpersonal Cognitive Distortions Scale, Life Satisfaction Scale and Personal Information Form were used as instruments.

Results

A significant positive correlation was determined between problematic internet use and interpersonal cognitive distortions (r = .33, p < .01), and a negative one with life satisfaction (r = − .21, p < .01). Interpersonal cognitive distortions, life satisfaction and gender account for 21% of total variance (F₍₃₄₁₃₎ = 37.30, p < .05). Findings revealed that males exhibit more problematic internet use than females, which subjects with a pessimistic perception of events have a higher level of problematic internet use than those with an optimistic perception and that subjects who always feel lonely exhibit greater problematic internet use than those who never or only sometimes experience feelings of loneliness.

Conclusions

Interpersonal cognitive distortions, life satisfaction and gender were significant predictors of problematic internet use. Problematic internet use exhibits significant variations according to gender, perception of events and feelings of loneliness.     

Behavioral economic phenomena in decision-making for others

We examine whether biases identified in the behavioral-economics literature apply in decision-making for others (DMfO). We conduct a laboratory experiment in which subjects make decisions on behalf of themselves and others in eighteen tasks that measure the following biases: present-bias in time preferences, reflection effect in risk preferences, compound risk aversion, decoy effect, anchoring bias, endowment effect, and identifiable-victim bias. In our experiment, DMfO is DMfO simpliciter: unincentivized decisions made by one individual on behalf of another–the individual making decisions faces no direct costs or benefits when engaging in DMfO (as she would in a principal-agent framework or with bequest motives), and DMfO is not framed as giving advice or guessing others’ behavior. Although we find that DMfO is by and large statistically indistinguishable from decisions for oneself, we identify the following self-other discrepancies: (i) willingness to pay (i.e., bids to procure goods and donations to charity) is higher in DMfO than in decisions for oneself in tasks associated with the anchoring bias, end owment effect, and identifiable-victim bias; and (ii) the propensity to give uninterpretable responses is higher in DMfO than in decisions for oneself. We also find order effects, with DMfO more similar to decisions for oneself when DMfO follows decision making for oneself. Lastly, in response to open-ended items soliciting self-reports of subjects’ approach to DMfO, most subjects report having followed some version of the “Golden Rule” (e.g., deciding for others as they would for themselves) or having tried to maximize the other subject’s payment or utility; very few subjects report motivations that can be construed as rivalrous.     

The effects of public's cognitive appraisal of emotions in crises on crisis coping and strategy assessment

This study tested a cognitive appraisal model that examines the variance in publics’ emotional responses, strategies of coping with crises, and acceptance of different organizational crisis responses, as a function of publics’ appraisal of crisis predictability and controllability. A within-subjects experiment was designed to induce participants’ primary negative emotions (i.e., anger, sadness, and fright, and anxiety), which were found to have differential influences on publics’ coping strategy preference and organizational crisis strategy acceptance.     

Inequality in mobilizing online help after a negative life event: the role of education,digital skills,and capital-enhancing Internet use

Many studies have investigated inequalities in coping with stressful life events and often education is found to play a role in this (the higher educated are usually more successful in dealing with their problems in terms of well-being consequences). We examine whether something similar occurs on the Internet, whether the higher educated are more successful in mobilizing help online, and whether this is related to their digital skills and the way in which they use the Internet. With the latter, we link online coping to digital inequality research. Researchers have investigated digital inequalities with regard to skills and types of Internet use. However, we know little about the extent to which these factors translate into inequalities in resources mobilized from the Internet. This latter type of inequality is highly relevant, since it is an intermediary step between Internet use and (improved) well-being and life chances. Using a large sample of individuals living in the Netherlands, we find educational differences in the mobilization of online problem-focused coping resources, but no differences with regard to online socioemotional or disengagement coping resources. The educational inequalities in online coping are somewhat smaller than educational inequalities in offline coping, leading to remarkable consequences for social policy. Furthermore, we find a relatively complex pattern of interrelations between offline inequality (education) and different types of digital inequality (skills, usage, resources). In our conclusions we make a plea for more research on outcomes of Internet use and we discuss the implications of our findings for further research.