Conflict Resolution Patterns of Preschool Children With and Without Developmental Delays in Heterogeneous Playgroups

The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed.     

Maternal Supportive Behavior,Cognitive Talk,and Desire/Emotion Talk at 24 Months: Distinct Factors and Differential Antecedents

Objective. Mental-state talk is an important aspect of parenting, but it is not clear whether this type of talk is structurally distinct from behavioral support or sensitivity. Although assessment of sensitive, supportive behavior captures a mother’s responses to her child’s needs, mental-state talk assesses a mother’s consideration of (and comments on) her child’s inner world. This study examined the structure and antecedents of mental-state talk, behavioral support, and sensitivity. Design. Data from the NICHD Study of Early Child Care and Youth Development were used, and mothering was assessed during a laboratory session when children were 24 months old (N = 1114). Results. Confirmatory factor analyses provided support for the hypothesized three-factor model, in which maternal supportive behavior, cognitive talk, and desire/emotion talk formed distinct factors. Furthermore, maternal depressive symptoms assessed at 1 and 6 months predicted less supportive behavior, whereas traditional parenting beliefs assessed at 1 month predicted lower levels of all three mothering outcomes. Conclusion. Maternal talk about mental states is a unique component of parenting, and cognitive talk is distinct from desire and emotion talk.     

Teaching in transition: Examining school-based gender inequities in central/southeastern Europe and the former Soviet Union

In the last decade, gender equity has become one of the most prominent issues in education reform efforts worldwide. Yet, questions of gender equity have received very little attention in the education reform efforts in the post-socialist countries during the transition period. Focusing on the political, economic, and social changes of the 1990s, this article examines school-based gender equity as it is treated in textbooks, curriculum, teacher attitudes, school environment, leadership and tracking. The article presents gender-sensitive strategies for reform and explores how existing ‘gender-neutral’ education practices detrimentally affect gender equity in schools, providing country-specific examples. The article concludes with recommendations for teaching in transition, given the education sphere's strong potential to redress gender inequities.     

Passive avoidance in chicks as a function of differential rearing

Chickens were tested, following either communal or isolation rearing, on a passive avoidance task at ages ranging from 12 h to 5 days. Performance was poorer after isolation primarily due to lack of improvement in this group with increased test age. These results confirmed the influence of experience in the development of the maturation-dependent processes underlying passive avoidance. The possible nature of such processes was discussed, and an extension of the generally proposed model based on inhibitory control development was outlined, excessive arousal or stress being implicated in the emergence of such inhibition. The importance of such an analysis for more precise testing of the inhibitory model as previously proposed, and specific predictions from this interpretation based on present results, were discussed.     

Social facilitation of pecking following differential rearing

White-Leghorn × Black-Orpington chicks were reared socially, in isolation, or were isolated and exposed to an artificial stimulus at 16 h. They were tested at 24, 48, or 72 h for pecking in the presence of another chick, of the artificial stimulus, or in isolation. Socially reared chicks pecked more during pair-testing than in isolation, and showed no increase in pecking with the artificial stimulus. Imprinted chicks pecked most with the artificial stimulus, but showed a slight increase in pecking during pair-testing compared with isolation. Isolates showed similarly low peck rates under all conditions. These results, showing the importance of familiarity with test conditions in facilitation, were interpreted as consistent with an arousal-reduction account of facilitation. The importance of stimulus movement was also discussed, both as a potential dimension of stimulus generalization and as a factor in maintaining a minimum level of arousal essential to responding.     

Inspire to aspire: raising aspirational outcomes through a student well-being curricular focus

Australian Government policy initiatives to increase young peoples' participation in higher education are pursued in this paper. It argues that pedagogy and curriculum have a direct influence on student engagement. The interrelationships between pedagogical practices, curriculum based on a well-being framework, and the shaping of subjectivities and aspirations of young people in a region characterised by socio-economic challenge are explored. This 2-year case study used action research by university academics, school-based teachers and school students in an R-12 school in the northern suburbs of Adelaide, South Australia. Findings drawn from narratives, field notes, student work samples and professional conversations, situate well-being as central to young people's self-awareness of their aspirations. The themes of: Pedagogies and learning activities; Relationships, caring and connections, and; Places, spaces and belonging help to arrange the argument that concludes that young people living in low socio-economic areas do have aspirations for the future. Furthermore, the educational implications highlight the significance of the role of the teacher within the social and emotional domains which connect student life-worlds within their particular contexts, building cultural capital and broadening capabilities, self-awareness, aspirations and achievement.     

Prior Sexual Victimization and Disclosure of Campus Sexual Violence Among College Students

Using survey data from a large, public university, the authors examined the relationships of precollege sexual violence experience to revictimization and disclosure. Among victims of campus sexual violence, those with prior sexual victimization were no more or less likely to disclose to campus resources and were less likely to disclose to peers. Results suggest that institutions need to be prepared to support students with a range of victimization experiences. There is also a need for earlier and expanded sexual violence education and awareness efforts.