The History and Timing of Depression Onset as Predictors of Young Adult Self‐Esteem

Depression often emerges early in the lifecourse and is consistently shown to be associated with poor self‐esteem. The 3 main objectives of the current study are to (1) evaluate the association between a history major depression and self‐esteem in young adulthood, (2) assess the relationship between timing of depression onset and young adult self‐esteem, and (3) help rule out the alternative interpretation that the relationship between major depression and self‐esteem is due to state dependence bias stemming from recent depressive symptoms and stressful life events. To address these objectives we use data from a 2‐wave panel study based on a community sample of young adults in Miami‐Dade County, Florida (n=1,197). Results indicated that a history of major depression during sensitive periods of social development is associated with negative changes in self‐esteem over a 2‐year period during the transition to young adulthood. Among those with a history of depression, earlier onset was more problematic than later onset for young adult self‐esteem, although the difference disappeared once the level of self‐esteem 2 years prior was controlled. The linkages between the history and timing of depression onset with self‐esteem were observed net of recent depressive symptoms and stressful life events and are thus robust to an alternative interpretation of state dependence. The findings support the argument that major depression, especially if it develops earlier during child‐adolescent development, has negative consequences for one's self‐esteem.     

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.

     

Ainu right to education and Ainu practice of ‘education’: current situation and imminent issues in light of Indigenous education rights and theory

Several years have passed since the adoption by the United Nations of the Declaration on the Rights of Indigenous Peoples (UNDRIP). Yet, what changes have happened in the lives of Indigenous peoples for whom the Declaration was written? This paper employs a framework of Indigenous educational theory to focus on the case of the Ainu of Japan and examines what kind of changes could be happening vis‐à‐vis Ainu education but are not. I explain the current stalled state of deliberations regarding implementation of the UNDRIP, outline the current resource base for an Ainu‐run education system, and argue that it is the duty of the Japanese government to provide the infrastructure and expertise necessary to implement such an educational initiative, as well as to aid the Ainu in overcoming ‘internalized oppression’ which currently hampers many Ainu from embracing their Ainu identity and thereby vocally advocating their rights to an Indigenously driven Ainu education. I briefly touch upon the relevance of the Ainu situation to other Asian Indigenous peoples and contend that the Ainu case provides one useful watermark for comparison with other Indigenous peoples’ scenarios.