Pathways to Prevention: Improving Nonresident African American Fathers' Parenting Skills and Behaviors to Reduce Sons' Aggression

This study describes a test of the Fathers and Sons Program for increasing intentions to avoid violence and reducing aggressive behaviors in 8‐ to 12‐year‐old African American boys by enhancing the parenting skills satisfaction and parenting behaviors of their nonresident fathers. The study included 158 intervention and 129 comparison group families. Structural equation model results indicated that the intervention was effective for improving fathers' parenting skills satisfaction, which was positively associated with sons' satisfaction with paternal engagement. Sons' paternal engagement satisfaction was positively associated with their intentions to avoid violence. Although aggressive behaviors were lower for comparison group sons, the intervention effectively reduced sons' aggressive behaviors indirectly by enhancing fathers' parenting behaviors. Support for family‐centered youth violence prevention efforts is discussed.     

The Development of a Discussion Rubric for Online Courses: Standardizing Expectations of Graduate Students in Online Scholarly Discussions

This paper reports on the design and evaluation of a rubric for assessing discussions in online graduate level education courses. The aims of the research were twofold. The first goal was to develop a discussion rubric that provides guidance to graduate students participating in online courses that are heavily discussion based. The second goal was to evaluate the efficacy of the rubric in student comfort with the expectations for the course and the quality of the discussions. Qualitative and quantitative course evaluations from four sections of an online graduate course are utilized to report on the effectiveness of the rubric upon implementation. Student average grades also show a statistically significant increase with the implementation of the rubric.     

Equitable Written Assessments for English Language Learners: How Scaffolding Helps

This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.     

Child abuse and neglect and intimate partner violence victimization and perpetration: A prospective investigation

This paper describes the extent to which abused and neglected children report intimate partner violence (IPV) victimization and perpetration when followed up into middle adulthood. Using data from a prospective cohort design study, children (ages 0–11) with documented histories of physical and sexual abuse and/or neglect (n = 497) were matched with children without such histories (n = 395) and assessed in adulthood (M_age = 39.5). Prevalence, number, and variety of four types of IPV (psychological abuse, physical violence, sexual violence, and injury) were measured. Over 80% of both groups – childhood abuse and neglect (CAN) and controls – reported some form of IPV victimization during the past year (most commonly psychological abuse) and about 75% of both groups reported perpetration of IPV toward their partner. Controlling for age, sex, and race, overall CAN [adjusted odds ratio (AOR) = 1.60, 95% CI [1.03, 2.49]], physical abuse (AOR = 2.52, 95% CI [1.17, 5.40]), and neglect (AOR = 1.64, 95% CI [1.04, 2.59]) predicted increased risk for being victimized by a partner via physical injury. CAN and neglect also predicted being victimized by a greater number and variety of IPV acts. CAN and control groups did not differ in reports of perpetration of IPV, although neglect predicted greater likelihood of perpetrating physical injury to a partner, compared to controls. Abused/neglected females were more likely to report being injured by their partner, whereas maltreated males did not. This study found that child maltreatment increases risk for the most serious form of IPV involving physical injury. Increased attention should be paid to IPV (victimization and perpetration) in individuals with histories of neglect.     

Long-term effects of child abuse and neglect on emotion processing in adulthood

To determine whether child maltreatment has a long-term impact on emotion processing abilities in adulthood and whether IQ, psychopathology, or psychopathy mediate the relationship between childhood maltreatment and emotion processing in adulthood. Using a prospective cohort design, children (ages 0–11) with documented cases of abuse and neglect during 1967–1971 were matched with non-maltreated children and followed up into adulthood. Potential mediators (IQ, Post-Traumatic Stress [PTSD], Generalized Anxiety [GAD], Dysthymia, and Major Depressive [MDD] Disorders, and psychopathy) were assessed in young adulthood with standardized assessment techniques. In middle adulthood (M_age = 47), the International Affective Picture System was used to measure emotion processing. Structural equation modeling was used to test mediation models. Individuals with a history of childhood maltreatment were less accurate in emotion processing overall and in processing positive and neutral pictures than matched controls. Childhood physical abuse predicted less accuracy in neutral pictures and childhood sexual abuse and neglect predicted less accuracy in recognizing positive pictures. MDD, GAD, and IQ predicted overall picture recognition accuracy. However, of the mediators examined, only IQ acted to mediate the relationship between child maltreatment and emotion processing deficits. Although research has focused on emotion processing in maltreated children, these new findings show an impact child abuse and neglect on emotion processing in middle adulthood. Research and interventions aimed at improving emotional processing deficiencies in abused and neglected children should consider the role of IQ.     

Using Human Givens therapy to support the well‐being of adolescents: a case example

This article outlines the use of Human Givens (HG) therapy with adolescents reporting poor subjective well‐being. HG therapy is based on the assumption that human beings have innate needs, which, if unmet, lead to emotional distress and mental health problems. Hitherto, there has been no independently published empirical research into the efficacy of HG as a therapeutic intervention with young people. The article examines the theory and background to HG therapy; the emotional well‐being of children; and young people and counselling and therapeutic interventions in schools, before describing an exploratory case study into the effectiveness of the HG approach. This involves assessing the efficacy of an individual HG intervention for three young people reporting high anxiety or depression and/or low self concept. The HG process and therapy structure are detailed through an illustrative case study regarding a 16‐year‐old girl with moderate levels of anxiety and low self‐concept. Positive outcomes are observed for all three young people, providing tentative evidence that HG therapy might be useful to practitioners delivering therapeutic interventions in schools, although limitations of the small‐scale research design are highlighted. Issues relating to the provision of individual therapeutic interventions in school are discussed more widely, as are other possible applications of the HG approach in schools.     

Girls and Women,Sport, and Self-Confidence

This article explores research examining girls' and women's self-confidence in sport and physical activity. The article begins by addressing how self-confidence has been conceptualized and how researchers have measured it. A theoretical groundwork is presented by comparing three models that link confidence to achievement: Bandura's theory of self-efficacy, Harter's competence motivation theory, and Eccles (Parsons) et al.'s expectancy-value model. Next, research examining variables that have been hypothesized to influence female self-confidence, as well as a discussion of gender differences, is presented. Finally, enhancement strategies and future research directions are offered. It is suggested that researchers examine the impact of specific socializing influences when studying girls' and women's self-confidence and also that they undertake more model testing instead of examining variables in isolation.     

FACULTY ATTITUDES TOWARD THE MIXED‐AGE COLLEGE CLASSROOM

With the number of nontraditional students on college campuses continuing to increase, college educators need to become aware of issues regarding the mixed‐age classroom. Part of this awareness should be an understanding of how faculty perceive different‐aged students and their mixed‐age classroom experiences. Through telephone interviews with approximately 100 faculty, we investigate attitudes about the professor‐student relationship, views toward teaching in a mixed‐age classroom, and beliefs about both older and younger students.