Parental advice to preadolescent bystanders about how to intervene during bullying differs by form of bullying

The current study examined parental advice given to fourth‐ and fifth‐grade preadolescents who imagined being bystanders to different forms of bullying (physical, verbal, property attack, social manipulation, exclusion). We assessed the frequency with which parents advised youth to follow specific intervention strategies (stop the bully, help/comfort the victim, tell adults), and we tested whether the frequency by which parents provided each kind of advice varied by the form of bullying described. One hundred and six fourth‐ and fifth‐grade preadolescents completed an interaction in which their parent gave them advice about how to respond if they were bystanders to five hypothetical bullying situations. Each situation described a different form of bullying. Across forms of bullying, parents most frequently told bystander children to intervene by telling an adult. However, advice differed based on the form of bullying presented. Parents most frequently advised children to “tell an adult” in response to physical bullying or property attacks, most frequently advised children to “help/comfort victims” in response to social exclusion and physical attacks, and most frequently advised children to “stop the bully” in response to verbal and social manipulation bullying.     

Gay,Lesbian, and Heterosexual Couples About to Begin Couples Therapy: An Online Relationship Assessment of 40,681 Couples

We currently have little idea of precisely who goes for couples therapy. This is a report of the results of a validated online assessment of relationship and individual functioning based on 39,251 heterosexual, 1,022 lesbian, and 438 gay couples about to begin couples therapy. Using validated and reliable questionnaires of relationship and individual functioning, this report presents and compares, for each sexual-orientation, the percentage of couples, pre-therapy, who are coping with a variety of relationship problems. To test for the replicability of results, the sample was divided randomly into two subsamples and statistical tests were performed on each sample. Couples initiating therapy suffer from greater distress and many more co-morbidities than has been presumed in previous literature, and same-sex couples present a particular set of both strengths and challenges compared to heterosexual couples. Gay-male and lesbian couples were very different on trust and monogamy, as were heterosexual and lesbian couples. Based on this epidemiologically sized sample, the challenge to our field may be to create interventions with much larger effect sizes than we currently have.     

Imputation and low-rank estimation with Missing Not At Random data

Statistics and Computing - Missing values challenge data analysis because many supervised and unsupervised learning methods cannot be applied directly to incomplete data. Matrix completion based on...     

SORTING OUT THE CUCKOO'S NEST: A FACTORIAL SURVEY APPROACH TO THE STUDY OF POPULAR CONCEPTIONS OF MENTAL ILLNESS

Research relevant to understanding how mental illness is popularly conceptualized owes much to the methods pioneered by Star in 1950. However, while her six vignettes have been used extensively over the last 30 years to test the public's ability to recognize mental illness, subsequent research has provided little insight into which factors contribute most to the judgment process. This study introduces a factorial survey research method that is more appropriate for the task. A sample of 143 college undergraduates responding to the experimentally designed vignettes were found to be most influenced by a vignette person's behavioral impairment, followed by the psychological attributes of depression, obtrusive thoughts, beliefs, conflict, engagement/withdrawal, fear, and anxiety. Other factors that significantly affected mental illness ratings included a vignette person's past history of mental illness and the relationship of the vignette person to the rater. These ten dimensions were found to be considerably more important than sociodemographic characteristics in judging persons mentally ill.     

Issues Related to Time Averaging of Exposure in Modeling Risks Associated with Intermittent Exposures to Lead

Typical exposures to lead often involve a mix of long-term exposures to relatively constant exposure levels (e.g., residential yard soil and indoor dust) and highly intermittent exposures at other locations (e.g., seasonal recreational visits to a park). These types of exposures can be expected to result in blood lead concentrations that vary on a temporal scale with the intermittent exposure pattern. Prediction of short-term (or seasonal) blood lead concentrations arising from highly variable intermittent exposures requires a model that can reliably simulate lead exposures and biokinetics on a temporal scale that matches that of the exposure events of interest. If exposure model averaging times (EMATs) of the model exceed the shortest exposure duration that characterizes the intermittent exposure, uncertainties will be introduced into risk estimates because the exposure concentration used as input to the model must be time averaged to account for the intermittent nature of the exposure. We have used simulation as a means of determining the potential magnitude of these uncertainties. Simulations using models having various EMATs have allowed exploration of the strengths and weaknesses of various approaches to time averaging of exposures and impact on risk estimates associated with intermittent exposures to lead in soil. The International Commission of Radiological Protection (ICRP) model of lead pharmacokinetics in humans simulates lead intakes that can vary in intensity over time spans as small as one day, allowing for the simulation of intermittent exposures to lead as a series of discrete daily exposure events. The ICRP model was used to compare the outcomes (blood lead concentration) of various time-averaging adjustments for approximating the time-averaged intake of lead associated with various intermittent exposure patterns. Results of these analyses suggest that standard approaches to time averaging (e.g., U.S. EPA) that estimate the long-term daily exposure concentration can, in some cases, result in substantial underprediction of short-term variations in blood lead concentrations when used in models that operate with EMATs exceeding the shortest exposure duration that characterizes the intermittent exposure. Alternative time-averaging approaches recommended for use in lead risk assessment more reliably predict short-term periodic (e.g., seasonal) elevations in blood lead concentration that might result from intermittent exposures. In general, risk estimates will be improved by simulation on shorter time scales that more closely approximate the actual temporal dynamics of the exposure.     

Mentors for adolescents in foster care

Significant numbers of adolescents in foster placement plan to live independently following discharge. Mentoring is increasingly being used as a support service to assist older foster youths to make the transition to adult living. A survey of 29 child welfare programs indicate that a variety of mentoring models are in use. The main models are transitional Life Skills Mentors, Cultural-Empowerment Mentors, and Corporate-Business Mentors. Mentoring connects foster wards with a cross-section of community citizens who provide a bridge to higher education and employment, and serve as a resource for transitional problem-solving. Information is needed on the impacts of mentor-mentee matches and efforts to sustain mentor-mentee relationships.Based on a paper presented at the Second National Child Welfare Conference, Division of Child Welfare Research, Arlington, Virginia, 1994. The research is supported by Research Grant #90CW1026 entitled Mentors as Resources for Preparing Foster Youths for Independent Living, from the Department of Health and Human Services, Administration for Children and Families, Washington, D.C.the Principal Investigator, Foster Youth Project and Adolescent Mentor Project.     

Flash Flood Risks and Warning Decisions: A Mental Models Study of Forecasters,Public Officials,and Media Broadcasters in Boulder,Colorado

Timely warning communication and decision making are critical for reducing harm from flash flooding. To help understand and improve extreme weather risk communication and management, this study uses a mental models research approach to investigate the flash flood warning system and its risk decision context. Data were collected in the Boulder, Colorado area from mental models interviews with forecasters, public officials, and media broadcasters, who each make important interacting decisions in the warning system, and from a group modeling session with forecasters. Analysis of the data informed development of a decision‐focused model of the flash flood warning system that integrates the professionals’ perspectives. Comparative analysis of individual and group data with this model characterizes how these professionals conceptualize flash flood risks and associated uncertainty; create and disseminate flash flood warning information; and perceive how warning information is (and should be) used in their own and others’ decisions. The analysis indicates that warning system functioning would benefit from professionals developing a clearer, shared understanding of flash flood risks and the warning system, across their areas of expertise and job roles. Given the challenges in risk communication and decision making for complex, rapidly evolving hazards such as flash floods, another priority is development of improved warning content to help members of the public protect themselves when needed. Also important is professional communication with members of the public about allocation of responsibilities for managing flash flood risks, as well as improved system‐wide management of uncertainty in decisions.     

A review of international human resource management: Integration,interrogation, imitation

International human resource management (IHRM) represents an important dimension of international management. Over the past three decades, there has been considerable growth in research and practice in IHRM. While there have been extensive developments in this field, numerous scholars have identified aspects requiring review and revision. Hence, this paper reviews and interrogates the progress in IHRM's theoretical development. The review leads to the conclusion that research in IHRM has tended to emphasize integration over other forms of progress. In response, and in provocation, imitation rather than integration is suggested as an approach for the development of future theoretical and conceptual directions in IHRM.     

Minimax designs for approximately linear models with AR(1) errors

We obtain designs for linear regression models under two main departures from the classical assumptions: (1) the response is taken to be only approximately linear, and (2) the errors are not assumed to be independent, but to instead follow a first-order autoregressive process. These designs have the property that they minimize (a modification of) the maximum integrated mean squared error of the estimated response, with the maximum taken over a class of departures from strict linearity and over all autoregression parameters ρ,|ρ,| < 1, of fixed sign. Specific methods of implementation are discussed. We find that an asymptotically optimal procedure for AR(1) models consists of choosing points from that design measure which is optimal for uncorrelated errors, and then implementing them in an appropriate order.     

Flattening the learning curve of leadership development: reflections of five women higher education leaders during the Coronavirus pandemic of 2020

ABSTRACT

For an adult, non-traditional student focused college, the pandemic brought into stark reality the challenges that the dislocation brought ‘home,’ literally, for many people. This article presents a set of reflections of five women leaders at a public institution of higher education. Through their reflections, they discuss their responses to the challenges faced by faculty, staff and students during the pandemic. Issues of gender, race, class, precarious work, technological access, and related challenges are raised to the surface. We offer three implications for HRD and leadership development research and practice.