An Evaluation of Staff Preference for Graphic Characteristics

The purpose of the current study was to assess staff preference for how data were displayed on graphs. Specifically, preference for line versus bar graphs was assessed, as well as preference for data displayed as one date in time versus multiple dates showing performance trends. A secondary purpose of the study was to assess staff comprehension of the data presented across different graphic displays. Participants included 60 entry-level direct care staff and 25 seasoned therapists. Therapists had more advanced training in applied behavior analysis than the direct care staff. The vast majority of direct care staff preferred data depicted as a bar graph versus data depicted as a line graph, even preferring a single bar graph over a time-series line graph. The therapists preferred time-series line graphs to bar graphs. Most staff demonstrated understanding of the data, regardless of how it was depicted.     

Leader individual differences,situational parameters,and leadership outcomes: A comprehensive review and integration

In this article, we provide a wide-ranging review of recent research on leader individual differences. The review focuses specifically on the explosion of such research in the last decade. The first purpose of this review is to summarize and integrate various conceptual frameworks describing how leader attributes influence leader emergence and leader effectiveness. The second purpose is to provide a comprehensive review of empirical research on this relationship. Also, most prior reviews primarily examined leader personality traits; this review includes a broader array of leader attributes, including cognitive capacities, personality, motives and values, social skills, and knowledge and expertise. The final broad purpose of this paper is to review and integrate situational and contextual parameters into our conceptual framing of leader individual differences. Few, if any, prior reviews have systematically accounted for the critical role of such parameters in cuing, activating, or delimiting the effects of particular leader attributes. We do so in this article.     

Using the Theory of Planned Behaviour to Understand Motivation to Register Births in Lombok,Indonesia

Despite government interest in promoting birth registration, more than a third of Indonesian children do not have a birth certificate, affecting the realisation of both their human and citizen rights. While barriers to registering children's births in Indonesia have been assessed, there is limited research on how communities perceive the importance of having a birth certificate. This study used focus group discussions to explore parental motivations around birth registration. The results of a thematic analysis found that perceived use of birth certificates, perceived control over the application process and social norms related to certificate ownership affect the intention to apply.     

The Impact of Adolescents' Classroom and Neighborhood Ethnic Diversity on Same‐ and Cross‐Ethnic Friendships Within Classrooms

This study examines how classroom and neighborhood ethnic diversity affect adolescents' tendency to form same‐ versus cross‐ethnic friendships when they enter middle school. Hypotheses are derived from exposure, conflict, and constrict theory. Hypotheses are tested among 911 middle school students (43 classrooms, nine schools) in the Netherlands. Multilevel (p₂) social network analyses show that students were more likely to engage in same‐ethnic rather than cross‐ethnic friendships. In line with conflict theory, greater classroom and neighborhood diversity were related to stronger tendencies to choose same‐ethnic rather than cross‐ethnic friends, among both ethnic majority and minority students. Diversity did not hamper reciprocity, as students in more ethnically diverse classrooms were even more likely to reciprocate friendships.     

Mental illness etiology beliefs among African American men with serious mental illness and their social support networks

Semi-structured qualitative interviews were conducted with 26 African American men with serious mental illness who were consumers of community mental health services and 26 members of their social support networks. All participants were asked what they believed had caused the consumers’ mental illness. Consumer participants most commonly identified chronic life stressors as a causal factor, while social supports most often identified intrinsic factors such as genetics or biology as causes of mental illness. Some support participants believed that unintentional drug use had precipitated the onset of mental illness or had no causal theories. The fact that some support participants could not identify a causal explanation may indicate failure on the part of mental health care systems to engage with consumers’ social support networks and provide education about mental illness and its causes. The implications of etiology beliefs on mental health service utilization are discussed.     

Desire for the desert: racialising white teachers’ motives for working in remote schools in the Australian desert

Abstract

Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between ‘progressive’ (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers’ and missionaries’ desires to travel to the social margins. This article adopts a discursive understanding of remoteness to examine contemporary white teachers’ decisions to work in Aboriginal schools in the desert – decisions that are often articulated through unwitting recourse to the ‘three Ms’ or ‘tourist’. The article explores these identity constructs and how they enable different performances of whiteness. It examines how white people’s desires are often covertly raced but does not however, position the teacher as a priori racist. Rather, desire is theorised as a social construct in which subjects invest, which may at times contribute toward processes of decolonisation. This rendering moves beyond a logic of individualism and underpins the argument that recognising how these dynamics play out is vital with respect to understanding the place of white teachers inside remote Indigenous Education. Moreover, such insights are valuable for appreciating how whiteness continues to be reproduced in White Australia under a guise of good intentions.