Homesickness and adjustment in university students

The transition to college or university can be an exciting new experience for many young adults. For some, intense homesickness can make this move difficult, even unsustainable. Homesickness--defined as the distress or impairment caused by an actual or anticipated separation from home--carries the unique hallmark of preoccupying thoughts of home and attachment objects. Sufferers typically report depression and anxiety, withdrawn behavior, and difficulty focusing on topics unrelated to home. For domestic and international university students, intense homesickness is particularly problematic. It can exacerbate preexisting mood and anxiety disorders, precipitate new mental and physical health problems, and sometimes lead to withdrawal from school. New research, consolidated here for the first time, points to promising prevention and treatment strategies for homesick students, the result of which can be a healthy, gratifying, and productive educational experience.     

Using Textual Prompts to Teach Mands for Information Using “Who?”

Recent research on teaching mands for information to children with language deficits has focused on manipulating establishing operations (EOs). However, only a few of those studies have programmed both EO conditions (in which information is needed) and abolishing operation (AO) conditions (in which information has already been provided) to ensure functional use of the mand for information. Shillingsburg, Bowen, Valentino, and Pierce (Journal of Applied Behavior Analysis, 47, 136–150, 2014) provided a successful demonstration of differential responding between EO and AO conditions demonstrating control of the response by the relevant EO. Echoic prompts resulted in successful mands for information “Who?” One limitation of this study was that the participants did not re-issue the initial mand upon approaching the named adult to retrieve the item. This may be problematic in the natural environment as it is unlikely that the named adult would know what the child was looking for. The current study sought to replicate and expand previous research by using textual prompts to teach the mand “Who?” in four children diagnosed with autism (Phase 1) and by requiring the mand for the item be re-issued upon approaching the named adult (Phase 2). Textual prompts resulted in differential use of the mand for information during EO and AO conditions for all of the participants. Additionally, three of the four participants who did not re-issue the mand to the named adult during the Phase 2 baseline did so following the intervention. Overall, results support the use of textual prompts to teach mands for information to children with autism.

     

Author Correction: Aligning Needs and Capacities to Boost Government Competitiveness

Public Organization Review - The original version of this article unfortunately contained a mistake. The missing acknowledgements of the original article is provided below: Acknowledgements This...     

Aligning Needs and Capacities to Boost Government Competitiveness

National competitiveness indices are often theoretical underdeveloped, limiting their engagement with academic literature. Because many are based on neoliberal ideology, a new approach is needed to incorporate governance and administration theory, and to enhance relevance to developing countries. This article introduces government competitiveness, a concept that recognizes overlooked factors like the role of social organizations, the use of diverse policy inputs and policy development processes, and the imperative to address human needs at all development stages. The conceptual foundation draws from systems theory, needs theory, and intervention stages theory to inform a comprehensive framework that bridges development scholarship and practice.

     

Do securely and insecurely attached children derive well‐being from different forms of gender identity?

We examined whether attachment security moderates influences of two gender identity variables—felt gender typicality and felt pressure for gender differentiation—on preadolescents' well‐being. We tested two hypotheses. The first was that attachment security protects children from the distress that can stem from feeling gender atypical or from feeling pressure for gender conformity. The second was that secure children derive well‐being from believing they are similar to same‐gender peers whereas insecure children derive well‐being from believing it important to be different from other‐gender peers. We assessed children's attachment security, gender identity, and well‐being (self‐esteem, internalizing problems) in two successive years (N = 211, M initial age = 10.1 years). Results supported the second hypothesis. Attachment security may govern children's contingencies of well‐being.     

International collaborative ventures between higher education institutions: a British–Russian case study

The starting point for our research is a model of developmental space designed by Coenders. Developmental space in this model is a social space arising from interaction between people. Coenders states that this developmental space is conditional for the probability of success for groups working on innovation. This model is relevant and useful because it is increasingly common for groups in organizations to work on innovation. Human Resource Development (HRD) professionals, involved in organizational development, often facilitate these groups as a process consultant. The model of Coenders is not complete yet, and for analysing and influencing the developmental space, the model is too complex. In a developmental research, we refine and adjust the model of the developmental space. The goal of our study is to develop a model of the developmental space as a starting point for groups and HRD professionals to analyse and influence that space.     

Variability in the Inter‐group Attitudes of White Children: What We Can Learn from Their Ethnic Identity Labels

The current study examined the ethnic identity of White (N = 120), Latino (N = 87), and African‐American (N = 65) children and early adolescents (aged = 9–14 years), with an emphasis on whether the specific ethnic label White children used to describe themselves might reflect differences in their inter‐group attitudes and whether those differences mirror group differences between White children and children in ethnic minority groups. Results indicated that White children who identified with a minority label (i.e., White biracial, hyphenated American, ethnic/cultural/religious label) had more positive ethnic identities, were more aware of discrimination, and were less likely to show biases in their perceived similarity to in‐group and out‐group peers than youth who identified as White or American. In many instances, White children who identified with a minority label did not differ from ethnic minority youth. In addition, although all participants were more positive about their ethnic in‐group than out‐groups, children who identified their ethnicity as American were less positive about out‐groups relative to other children. Taken together, the findings indicate that children's self‐chosen ethnic identity is as important as their ascribed ethnic or racial identity in predicting their inter‐group attitudes.     

Identifying and developing effective approaches to foster intercultural understanding in schools

This paper provides a systematic review of education literature focused on identifying school-based approaches for developing students’ intercultural understanding. Studies were assessed using selection criteria and then critically appraised for study quality. A key finding from the review is that developing students’ intercultural understanding beyond cultural awareness requires students and teachers to take a critical approach toward cultural diversity, as well as the opportunity for ongoing intercultural and intergroup contact. Studies reported that only building cultural awareness and knowledge is not enough to promote long-term changes in attitudes. There is a need for more rigorously evaluated longitudinal school-based interventions. Finally, studies consistently call for investment in teachers’ professional and personal intercultural capabilities. The paper concludes by calling for school-based interventions that are informed by best practice approaches at a whole school level in order to effectively develop students’ intercultural attitudes and skills.     

Public Perceptions of Florida Red Tide Risks

This research integrates theoretical frameworks of risk perception, social amplification of risk, and the role of place-specific contexts in order to explore the various perceptions surrounding Florida red tides. Florida red tides are naturally occurring events that are increasing in frequency, duration, and severity. This has implications for public health, the local economy, and ecosystem health. While many of the negative impacts of Florida red tides are not easily controlled, some of the secondary impacts may be mitigated through individuals' responses. However, public perception and consequent reactions to Florida red tides have not been investigated. This research uses questionnaire surveys, and semi-structured interviews, to explore the various perceptions of the risk surrounding red tides. Surveys and interviews were conducted along two Florida west coast beaches. The results indicate that the underlying foundations of the social amplification of the risk framework are applicable to understanding how individuals form perceptions of risk relative to red tide events. There are key differences between the spatial locations of individuals and corresponding perceptions, indicating that place-specific contexts are essential to understanding how individuals receive and interpret risk information. The results also suggest that individuals may be lacking efficient and up-to-date information about Florida red tides and their impacts because of inconsistent public outreach. Overall, social and spatial factors appear to be influential as to whether individuals amplify or attenuate the risks associated with Florida red tides.     

Using regulatory fit theory to examine how the communication context of compliance-gaining interactions influences compliance

Compliance-gaining research focuses mainly on how message variations differentially affect compliance; however, few studies have examined how framing the compliance-gaining goal (i.e., promotion/prevention) and providing a means to achieve the goal function concurrently to influence compliance. The current study uses regulatory fit theory to examine how a fit between goals and means of compliance-gaining messages affects compliance. A field experiment was conducted in which subjects were presented with a compliance-gaining request in which goals and means were varied. Results indicated that compliance rates and donation amounts were higher under conditions of fit between the regulatory orientation of goals and means rather than non-fit. Findings are discussed in light of their implications for compliance-gaining research and regulatory fit theory.