Bringing Carl Rogers Back In: Exploring the Power of Positive Regard at Work

We draw on Carl Rogers’ client‐centred therapy theory and the theoretical lens of positive work relationships to explain why and how positive regard can be a powerful source for the development of employees’ sense of vitality, job performance and organizational citizenship behaviours (OCBs). We theorize that when employees experience relationships characterized by a high level of regard with their co‐workers they are likely to develop a sense of vitality, which in turn results in enhanced job performance and OCBs. These relationships are examined in both experimental and field studies. The results of these multiple studies provide general support for the power of positive regard in augmenting a sense of vitality and enhancing both job performance and citizenship behaviours.     

Recommended Distributions for Exposure Factors Frequently Used in Health Risk Assessment

Although there has been nearly complete agreement in the scientific community that Monte Carlo techniques represent a significant improvement in the exposure assessment process, virtually all state and federal risk assessments still rely on the traditional point estimate approach. One of the rate-determining steps to a timely implementation of Monte Carlo techniques to regulatory decision making is the development of "standard" data distributions that are considered applicable to any setting. For many exposure variables, there is no need to wait any longer to adopt Monte Carlo techniques into regulatory policy since there is a wealth of data from which a robust distribution can be developed and ample evidence to indicate that the variable is not significantly influenced by site-specific conditions. In this paper, we propose several distributions that can be considered standard and customary for most settings. Age-specific distributions for soil ingestion rates, inhalation rates, body weights, skin surface area, tapwater and fish consumption, residential occupancy and occupational tenure, and soil-on-skin adherence were developed. For each distribution offered in this paper, we discuss the adequacy of the database, derivation of the distribution, and applicability of the distribution to various settings and conditions.     

Paid maternal leave is associated with better language and socioemotional outcomes during toddlerhood

The United States is the only high-income country that does not have a national policy mandating paid leave to working women who give birth. Increased rates of maternal employment post-birth call for greater understanding of the effects of family leave on infant development. This study examined the links between paid leave and toddler language, cognitive, and socioemotional outcomes (24–36 months; N = 328). Results indicate that paid leave was associated with better language outcomes, regardless of socioeconomic status. Additionally, paid leave was correlated with fewer infant behavior problems for mothers with lower levels of educational attainment. Expanding access to policies that support families in need, like paid family leave, may aid in reducing socioeconomic disparities in infant development.     

BOOTSTRAP TESTS FOR THE ERROR DISTRIBUTION IN LINEAR AND NONPARAMETRIC REGRESSION MODELS

In this paper we investigate several tests for the hypothesis of a parametric form of the error distribution in the common linear and non‐parametric regression model, which are based on empirical processes of residuals. It is well known that tests in this context are not asymptotically distribution‐free and the parametric bootstrap is applied to deal with this problem. The performance of the resulting bootstrap test is investigated from an asymptotic point of view and by means of a simulation study. The results demonstrate that even for moderate sample sizes the parametric bootstrap provides a reliable and easy accessible solution to the problem of goodness‐of‐fit testing of assumptions regarding the error distribution in linear and non‐parametric regression models.     

Resolving the (Apparent) Talker Recognition Paradox in Developmental Speech Perception

The infant literature suggests that humans enter the world with impressive built‐in talker processing abilities. For example, newborns prefer the sound of their mother's voice over the sound of another woman's voice, and well before their first birthday, infants tune in to language‐specific speech cues for distinguishing between unfamiliar talkers. The early childhood literature, however, suggests that preschoolers are unable to learn to identify the voices of two unfamiliar talkers unless these voices are highly distinct from one another, and that adult‐level talker recognition does not emerge until children near adolescence. How can we reconcile these apparently paradoxical messages conveyed by the infant and early childhood literatures? Here, we address this question by testing 16.5‐month‐old infants (N = 80) in three talker recognition experiments. Our results demonstrate that infants at this age have difficulty recognizing unfamiliar talkers, suggesting that talker recognition (associating voices with people) is mastered later in life than talker discrimination (telling voices apart). We conclude that methodological differences across the infant and early childhood literatures—rather than a true developmental discontinuity—account for the performance differences in talker processing between these two age groups. Related findings in other areas of developmental psychology are discussed.     

Characteristics of effective summer learning programs in practice

The Center for Summer Learning examined various summer program models and found that there are nine characteristics that provide a framework for effective summer programs. In this chapter, the authors demonstrate how effective practices lead to positive results for young people. The nine characteristics of effective summer learning programs are (1) accelerating learning, (2) youth development, (3) proactive approach to summer learning, (4) leadership, (5) advanced planning, (6) staff development, (7) strategic partnerships, (8) evaluation and commitment to program improvement, and (9) sustainability and cost-effectiveness. These characteristics are divided into two sections. The first three characteristics address a program's approach to learning. Summer instructional techniques are most effective when academic learning is woven into enrichment activities and youth development. The second section covers program infrastructure to ensure the organization achieves and maintains quality programming. The nine characteristics complement each other to ensure a strong program that works to prevent summer learning loss and narrow the achievement gap. To demonstrate the variety of high-quality programs that include the nine characteristics, thirteen program profiles at the conclusion of the chapter each highlight one of the characteristics. These profiles show the various approaches that different summer programs have developed to accelerate academic achievement and promote positive development for young people in their communities.     

Co‐occurrence of and cross‐informant agreement on shyness,unsociability, and social avoidance during early adolescence

We investigated the co‐occurrence of and cross‐informant agreement on early adolescents’ shyness, unsociability, and avoidance measured by self‐ and peer reports for fifth to eighth graders (N = 383; 51% male) in the United States. Avoidance was significantly and positively associated with shyness and unsociability based on peer reports and self‐reports. Furthermore, 45% and 30% of peer‐ and self‐reported withdrawn adolescents had multiple motivations for withdrawal, suggesting prevalent co‐occurrence of withdrawal subtypes. Cross‐informant agreement was moderate for shyness and weak for unsociability and avoidance. We draw attention to the complexity of motivations underlying withdrawal, theorize about subtype co‐occurrence, and discuss challenges and opportunities related to peer‐reported unsociability and avoidance.     

Scale of Operations and Locus of Control in Market‐ Versus Mission‐Oriented Charter Schools*

Objective. The objective of this article is to investigate two distinct strands in the charter school movement: one that emphasizes school‐based management and another that emphasizes market efficiency. We were interested in whether charter schools that were founded or co‐founded by for‐profit education management organizations (EMOs) tend to pursue economies of scale and are less likely than others to implement school‐level decision making in key areas. Methods. The analysis uses data drawn from a survey we conducted of the population of charter schools in Arizona, Michigan, Pennsylvania, and Washington, DC. Results. We find that charter schools that were founded or co‐founded by EMOs tend to be larger and are less likely to exhibit decision‐making control at the school level. Conclusions. Our analysis underscores the importance of disaggregating the charter school phenomenon into its distinct constituent parts in order to draw meaningful lessons from this evolving and significant experiment in alternative education delivery mode.