An Intervention to Increase Early Childhood Staff Capacity for Promoting Children’s Social-Emotional Development in Preschool Settings

This article describes the development, implementation, and outcomes of a pilot intervention designed to enhance preschool programs’ ability to support children’s social-emotional development. Working with two Head Start programs, the intervention included (1) restructuring existing early childhood mental health consultation services; (2) engaging programs in a mental health-specific strategic planning; (3) providing training to program staff in early childhood mental health best practices; and (4) implementing staff wellness activities to promote a healthy organizational culture. Research Findings: Results from quantitative staff surveys found significant improvement over time in terms of reduced staff stress, increased levels of understanding of best practices in early childhood mental health, and more evidence of a shared understanding of how best to meet children’s mental health needs. Results were strongest for management and teaching staff, compared to other staff types. Practice Implications: Head Start and preschool programs may benefit from institutionalizing strategies to ensure that continued attention is paid to their program’s mental health services through ongoing strategic planning, supporting staff wellness, and by effective use of mental health consultants. Mental health consultants may be most valuable when they focus on capacity-building activities such as staff coaching and training, and working with management teams to ensure a collective “mental health perspective”.     

Acquisition of the cardinal word principle: The role of input

We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., 0105 and 0175), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number.     

Value differentiation in adolescence: the role of age and cultural complexity

Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures.     

Are contextual and designed student–student interaction treatments equally effective in distance education?

This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student–student, student–teacher, and student–content (Bernard et al., Review of Educational Research, 79(3), 1243–1289, 2009). This follow-up study considers two forms of student–student interaction treatments, contextual interaction and designed interaction. Typical contextual interaction treatments contain the necessary conditions for student–student interaction to occur, but are not intentionally designed to create collaborative learning environments. By contrast, designed interaction treatments are intentionally implemented collaborative instructional conditions for increasing student learning. Our meta-analysis compared the effect of these two types of interaction treatments on student achievement outcomes. The results favored designed interaction treatments over contextual interaction treatments. Examples of designed interaction treatments and a discussion of study results and their potential implications for research and instruction in distance education and online learning are presented.     

Effect of aerobic and strength training on pain tolerance,pain appraisal and mood of unfit males as a function of pain location

The purpose of this study was to examine the effect of aerobic and strength conditioning on pain tolerance, pain appraisal and mood as a function of upper and lower limb pain location. Unfit males (n=48) were randomly assigned to one of four groups: aerobic training, strength training, combined aerobic and strength training, and a ‘no training’ (control) group. The fitness regimens consisted of exercising at least three times per week for 12 weeks. Pain tolerance and appraisal and mood were ascertained before the treatment (baseline), and after 6 and 12 weeks. Statistical analyses using MANOVA indicated that the presence of aerobic training increased upper limb pain tolerance but was also linked to a more severe pain appraisal compared with the absence of aerobic training. Aerobic work also improved vigour while decreasing fatigue, tension and depression. Strength training had no influence on pain tolerance and positive mood states, but increased depression. Lower limb pain tolerance was unaffected by the treatments.     

A Physiological Comparison of Performance-Matched Female and Male Distance Runners

Abstract

Eight male and eight female runners were matched on performance in a 24.2 km (15 mile) road race (X time ± SD = 115.1 ± 2.2 min for females, 115.8 ± 3.2 min for males). All subjects completed a graded treadmill run during which [Vdot]O ₂ and heart rate (HR) were monitored at several submaximal running speeds and at maximal exercise. Blood samples, collected at rest and 3 min after maximal exercise, were analyzed for hematocrit and hemoglobin (Hb), lactic acid (LA) and 2,3-diphosphoglyceric acid (2,3-DPG) concentrations. Body composition was assessed via hydrostatic weighing. Group comparisons revealed that the males were taller, heavier, and higher in Hb than the females (p < .05). The sexes did not differ significantly in percentage of body fat or in [Vdot]O ₂ (ml · kg ^–1 · min ^–1 ), HR, respiratory exchange ratio, or ventilatory equivalent of oxygen during submaximal running or at maximal exercise (p > .05). 2,3-DPG was higher in the females when expressed relative to Hb (p < .05). These data indicate that female and male distance runners of equal performance levels are very similar in body composition and in metabolic and cardiorespiratory responses to exercise. The higher Hb observed in males may have been offset in part by the females' higher 2,3-DPG/Hb ratio.     

Enrollment in Physical Education Is Associated With Overall Physical Activity in Adolescent Girls

Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998–2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th-and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level.