A defensive mindset: A pattern of social information processing that develops early and predicts life course outcomes

The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration.     

Visualizing statistical edutainment: What you see is what you get

Concepts of data visualization are explored using statistics educational fun items and illustrated by sharing results from the experiment we conducted on cartoon captions.     

Closely Observed Training: an exploration of links between social structures,training and identity

ABSTRACT

This paper suggests that, while there is a wealth of work on the economic benefits of training, relatively little attention is being given to relationships between vocational training and broader social structures and trends. The focus here is on social processes within vocational training. The paper is based on ethnographic research into training for employment in the field of institutional care. This study documented dramatic adjustments in young people's attitudes towards work which occurred in the course of training. The paper explores ways in which training contributed to these adjustments. Two fundamental inter‐related processes are identified, which may also have wider relevance: screening for social and cultural attributes and discipline. The analysis of the discipline of training draws upon the work of Foucault in order to highlight the importance of current trends towards increased ‘surveillance’ and accountability at work. Through such processes, it is suggested, training may both serve to reinforce links between class, gender and occupational destinations and may also reinforce the control of labour within occupations.     

Key Educational Factors in the education of students with a medical condition

The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented.