Rejection Reactivity,Executive Function Skills,and Social Adjustment Problems of Inattentive and Hyperactive Kindergarteners

This study examined emotional reactivity to rejection and executive function (EF) skills as potential mediators of the social behavior problems of inattentive and hyperactive kindergarteners. Participants included 171 children, including 107 with clinical levels of ADHD symptoms, 23 with sub‐clinical levels of ADHD symptoms, and 41 typically developing children (63 percent male; 73 percent Caucasian, 11 percent African‐American, 4 percent Latino/Hispanic, 1 percent Asian, and 11 percent multiracial; M_age = 5.2 years). Inattention (but not hyperactivity) was uniquely associated with poor EF, social withdrawal, and aggression. In structural equation models, EF skills mediated the associations between inattention and both aggression and social withdrawal. Hyperactivity (but not inattention) was uniquely associated with rejection reactivity and each contributed uniquely to aggression. Findings suggest that difficulties with emotion regulation may warrant more attention in early interventions planned for children with high levels of ADHD symptoms.     

Collaborating with parents during intervention with parental agreement: Practitioner perspectives on procedural justice

With growing concerns about the efficacy and costs of intrusive child protection interventions and increasing recognition of citizen rights to participation in governance, jurisdictions are looking to collaborative alternatives that divert families from the courts and out‐of‐home care. In Queensland (Australia), “intervention with parental agreement” (IPA) is one such response. Under IPA, the statutory child protection authority can work collaboratively with families, without a court order, to respond to children assessed as “in need of protection.” In this paper, we use procedural justice theory as a lens to explore how IPA policy is enacted in practice. Procedural justice relates to the quality of treatment a person receives and the fairness of the process than an authority uses during decision‐making (Tyler, 2006 ). It is associated with voluntary cooperation and compliance; key practice concerns when working to address child maltreatment via parental agreement rather than court ordered intervention. We report on a qualitative study that utilized semistructured, in‐depth interviews to capture the perceptions of 30 practitioners regarding the factors that shape the extent to which they enact IPA policy in a procedurally fair manner. Strategies for enhancing procedurally just enactment of IPA policy in practice are discussed.     

Translating Social Motivation Into Action: Contributions of Need for Approval to Children's Social Engagement

This research examined how children's need for approval (NFA) from peers predicted social behavior (prosocial behavior, aggression, and social helplessness) and peer responses (acceptance, victimization, exclusion). Children (N = 526, mean age = 7.95, standard deviation = .33) reported on NFA and teachers reported on social engagement. Approach NFA (motivation to gain approval) predicted more positive engagement and less conflictual engagement and disengagement. Conversely, avoidance NFA (motivation to avoid disapproval) predicted less positive engagement and more conflictual engagement and disengagement. Some results differed by gender. This study suggests that social motivation contributes to children's peer relationships, providing a specific target for interventions to optimize social health.     

An Evaluation of the Counseling on Access to Lethal Means (CALM) Training with an Area Agency on Aging

Firearms are a significant risk factor in suicide and older adults are disproportionately impacted in suicide by this means. This study investigated the impact of Counseling on Access to Lethal Means (CALM) training with geriatric case managers at an Area Agency on Aging. A concurrent mixed methods approach was used to explore 1) geriatric case managers’ attitudes, beliefs, and behavioral intentions about counseling on access to lethal means following CALM training, and 2) perceived barriers to assessing for suicidality and counseling clients on access to firearms. The CALM evaluation data was collected immediately posttest at CALM training, at three-month follow up. Results indicated that 38% of respondents reported they had, since CALM training, discussed reducing access to lethal means with clients and/or families. At three-month follow up, data showed that most beliefs, attitudes, and behavioral intentions about counseling clients and families on this topic increased. Focus group findings indicated that training had a positive effect on participants’ attitudes, beliefs, and behavioral intentions about counseling on access to lethal means.The findings of the present study offer additional evidence and implication for trainings of this type.     

Safe at home? Housing decisions for women leaving family violence

Internationally, domestic violence policy has shifted towards supporting women to stay at home with the perpetrator of violence excluded. However, the practical realities indicate that this is a complex arena in which the rhetoric of rights for “women and children to stay in their own home” needs to be underpinned by additional support to provide safety and protection for those choosing this option. The current study examines decision making about accommodation options and the role of civil protection orders among 138 women accessing domestic violence support services in Victoria Australia. It shines a light on the intersection between justice responses and the housing needs of women and their children leaving a violent relationship. Our findings reveal that for this sample of women, staying in their own home left them more open to breaches of intervention orders than those who re‐located. In spite of the frequency of breaching, a majority of women believed that they were safer with the protective order in place. We conclude that supporting women to “stay at home” with the perpetrator removed may be a pathway to safety for only a minority of women particularly if support from police and courts is not proactive and reliable.     

Dimensions of Parenting Associated with Child Prekindergarten Emotion Regulation and Attention Control in Low‐income Families

Delays in emotion regulation and attention control are common among children growing up in poverty, and they contribute to significant socioeconomic gaps in school readiness and later school attainment. In this study, the emotion regulation and attention control skills of 210 prekindergarten Head Start participants were assessed (M age = 4.80 years old). Home interviews and videotaped parent–child interactions were used to evaluate three aspects of parenting (e.g., warm‐sensitive, directive‐critical, and parenting stress). Structural equation models documented significant, unique associations linking directive‐critical parenting and parenting stress with poor child emotion regulation skills. Directive‐critical parenting was also uniquely associated with low levels of child attention control. Warm‐sensitive parenting was not uniquely related to either emotion regulation or attention control at this age. The findings suggest that, by prekindergarten, parent stress management and reduced directiveness emerge as the primary correlates of child emotion regulation and attention control whereas warm‐sensitive parenting plays a diminished role.     

Sport and Social Inequalities

This article reviews recent research on the relationship between sport and social inequalities, focusing on gender, race, nation and social mobility. Through an engagement with these areas of research, we highlight how sport reflects and reinforces broader hierarchical structures; how it serves as a site for both inclusion and exclusion, but in ways that work unevenly; and how sport is ultimately a site for social reproduction of hierarchy and social stratification. We argue that the gender, racial and national hierarchies that sport is embedded within interact to largely prevent sport from being a site for social mobility, despite popular myths to the contrary.     

Helping parents,protecting children: ideas from Germany

This paper focuses on the help‐seeking process in the field of child welfare and, with a view to identifying some of the key conditions which facilitate the process, it examines the ways in which the German system responds to parental requests for help. It is based on recent comparative studies between English users of child welfare and protection services and a similar group in Germany and on discussions with German and English social workers. It is suggested we can usefully learn from the preventative services available in Germany under the Children and Young Persons Help Act (1990) which make both help seeking and help giving more straightforward. Copyright © 2000 John Wiley & Sons, Ltd.     

Understanding the Impact of Using Oral Histories in the Classroom

Oral histories are a powerful pedagogical tool in developing historical understanding and important learning skills simultaneously. Teachers use firsthand accounts of historical time periods and/or events to help develop students' sense of history. In addition to gaining historical understanding, students are able to bring history alive by capturing personal stories and connecting with individuals to better understand their experiences and point of view. The purpose of this interpretive case study was to explore in depth how classroom teachers can develop knowledge of the social studies by engaging students in collecting oral histories of local residents. In addition, this case study explores how these strategies impact students' perception of learning social studies and their historical understanding.