Parent‐Adolescent Communication About Sex: Retrospective Reports by Latino College Students

Latina female (n= 97) and Latino male (n= 69) college students (M age = 21.4 years) completed self‐report surveys regarding family of origin experiences, including sexual communication with parents while growing up. Latino parents of this comparatively highly educated sample tended to use direct rather than indirect strategies for communicating about sexuality with their children. Young women reported higher levels of sexual communication with mothers while growing up than did young men, and respondents reported less communication with fathers than mothers. Among young women, sexual communication with mother was positively associated with non‐Mexican origin and negatively associated with having older brothers living at home. In contrast, maternal education was positively associated with mother‐son communication about sex. Paternal education and the absence of older brothers positively predicted communication with both sons and daughters. The analyses provide novel information regarding sexual communication in Latino families and suggest directions for future research.     

A sea change on the island continent: frameworks for risk assessment,prevention and intervention in child health in Australia

This article overviews prevention and early intervention approaches focusing specifically on their relevance to the health of children and young people in Australia. Australian public health has a sound track record although concealed within the aggregate profile are a number of sub-populations with poorer health indicators. Recognition of this has increased efforts to improve the health of children and young people especially in exploring the impact of social environments within the communities where children are raised. This paper examines emerging research in this area drawing out key lessons and learning from Australian experience in the field of early intervention and prevention in community settings.     

Minimal treatments and problem gamblers: A preliminary investigation

In view of the increasing popularity of minimal intervention treatments for problem drinking, a self-help manual for people who wish to reduce or stop gambling was prepared. Twenty-nine (ACT residents) who responded to advertisements for help with problem gambling were allocated to either of two minimal treatments, Manual (only) and Manual & Interview. On average, clients from both groups reduced the frequency of their gambling sessions, frequency of overspending, and amount spent per week in the first three months and next three months after first contact, but expenditure per session increased from three to six months, after an initial improvement. There was no evidence that a single in-depth interview added to the effectiveness of the manual.This project was funded by a grant from the Australian National University Faculties Research Fund.     

Eye-contact as a chance product of individual looking: Implications for the intimacy model of argyle and dean

From time to time during social encounters, people look at one another in the region of the eyes, and sometimes their eyes meet to make eye-contact. According to Argyle and Dean (1965), eye-contact in dyadic encounters signals the intimacy of the interaction and is controlled largely by the competing approach and avoidance forces that motivate the pair. In the present paper, new analyses are reported of three published experiments that were designed originally to test aspects of the intimacy model and it is shown that the duration of eye-contact is no more than a chance product of how long the two subjects look individually. Looking and not eye-contact, it is argued, should be the basis for models of visual interaction, and the intimacy model is ill-founded conceptually; the role of emotion in gaze has been overstressed at the expense of the concept of information; and the most important aspect of vision is in any case not looking and eye-contact but visual access to the whole person. The more cueless the encounter—that is, the fewer the social cues from vision and all the other senses combined—the greater the psychological distance; and the greater the psychological distance, the more task-oriented and depersonalized the content of what people say and, in turn, the less spontaneous their style of speech and the less likely a debate to end in compromise.Research for this article was sponsored by the Social Science Research Council of Great Britain.     

Regression coefficient analysis for correlated binomial outcomes

At present, the generalized estimating equation (GEE) and weighted least-squares (WLS) regression methods are the most widely used methods for analyzing correlated binomial data; both are easily implemented using existing software packages. We propose an alternative technique, i.e. regression coefficient analysis (RCA), for this type of data. In RCA, a regression equation is computed for each of n individuals; regression coefficients are averaged across the n equations to produce a regression equation, which predicts marginal probabilities and which can be tested to address hypotheses of different slopes between groups, slopes different from zero, different intercepts, etc. The method is computationally simple and can be performed using standard software. Simulations and examples are used to compare the power and robustness of RCA with those of the standard GEE and WLS methods. We find that RCA is comparable with the GEE method under the conditions tested, and suggest that RCA, within specified limitations, is a viable alternative to the GEE and WLS methods in the analysis of correlated binomial data.     

Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment

Few studies have examined the influence of environmental factors on children's executive functioning (EF) performance. The present study examined the effects of a punitive vs. non‐punitive school environment on West African children's EF skills. Tasks included a ‘cool’ (relatively non‐affective) and ‘hot’ (relatively affective/motivational) version of three EF tasks: delay of gratification; gift delay; and dimensional change card sort. Children had more difficulties with the hot versions of the tasks than the cool versions, and older children outperformed younger children. After controlling for verbal ability (Peabody picture vocabulary test‐third edition), a consistent pattern of interaction between school and grade level emerged. Overall, kindergarten children in the punitive school performed no differently than their counterparts in the non‐punitive school. However, in grade 1, children in the punitive school performed significantly worse than their counterparts in the non‐punitive school. These results point to the need to consider interactions among discipline style, age, and internalization processes of self‐regulation to better understand environmental influences on EF development.     

Problems With and Needs for Interdisciplinary Interactions in Vocational Guidance

This article summarizes 10 presentations in a discussion group of the 2007 joint international symposium of the International Association for Educational and Vocational Guidance, Society for Vocational Psychology, and National Career Development Association held in Padua, Italy. This discussion group focused on interdisciplinary interactions in vocational guidance. The group engaged in dialogue to address the changing needs of world workers in the dynamic global economy by considering interdisciplinary research and practice implications. This article summarizes the major discussion topics and offers propositions for a way for the vocational guidance profession to move forward on these issues.     

Does it get better? LGBTQ social work students and experiences with harmful discourse

Although the field of social work is grounded in social justice, the social work educational experience, including classrooms, may not live up to this value, especially for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Using a qualitative phenomenological approach, this study examined the experiences of harmful discourse in social work classrooms for LGBTQ students. Findings indicate that students experienced being misgendered, tokenized, and erased through cis-/heteronormative language and classroom teachings. Although social work is guided by frameworks of social justice, microaggressions and discrimination may be vaguely glossed over, if addressed at all. This study highlights the gap between the values social work teaches and how social work education is delivered.