Third-Party Sociomoral Evaluations in Children With Autism Spectrum Disorder

We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Results indicate a preserved capacity to understand the mental states of perpetrators and an implicit moral sensitivity to the third-party harms in children with ASD. Nonetheless, children with ASD showed specific sensitivity and emotional arousal when viewing damage to objects. These findings contribute to the understanding of the underlying mechanisms of moral reasoning in ASD and its possible association with the autistic symptoms.     

Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.     

The relationship between perceived ageism and depressive symptoms in later life: Understanding the mediating effects of self-perception of aging and purpose in life,using structural equation modeling

The purpose of this study is to examine the relationship between perceived ageism and depression in later life and to clarify the mechanism underlying this relationship by examining the mediating effects of self-perception of aging and purpose in life. The Health and Retirement Study surveys were used for this secondary analysis of data. The sample included 3,991 older adults, and structural equation modeling (SEM) analyses using structural regression models were conducted. SEM analyses revealed that full mediation effects of self-perception of aging and purpose in life exist. Older adults who perceive ageism are likely to have negative self-perception of aging, and this negative view of their own aging is likely to decrease purpose in life and increase depressive symptoms. The results of this study imply that more efforts and resources are necessary to reduce ageism and its negative effect on depression among older adults. Additionally, the current study suggests the necessity of anti-ageism policies and social services. Increasing positive self-perception of aging, purpose in life, and resilience could be the key to a better quality of life for older adults.     

Students’ Reflections on Their Field Practicum: An Analysis of BSW Student Narratives

This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning.     

Relationship between the WRAT and WRAT-R

Level II of the Wide Range Achievement Test and the Wide Range Achievement Test-Revised were administered to 45 subjects. The results indicated that the WRAT-R standard scores were significantly lower (8–11 points) than the WRAT Standard scores for Reading, Spelling, and Arithmetic. Correlations between the standard scores of the two tests were .98, .97, and .79 for Reading, Spelling, and Arithmetic, respectively. Reasons for the lower arithmetic correlation are discussed. Vocational and guidance counselors, school psychologists, and other users should consider these findings when using WRAT and WRAT-R scores in making academic/vocational or other placement decisions. The WRAT-R should be used as a screening, not diagnostic, instrument for academic problems.     

Decolonizing love: ambivalent love in contemporary (anti)sexual movements of Taiwan and South Korea*

ABSTRACT

This article problematizes the modern construction of “love” in colonial and contemporary Taiwan and South Korea through historicizing the concept from the nineteenth century to the present. The conception of modern love in East Asia emerged during the late nineteenth century that coincided with the beginnings of civilization and nation-building discourses advocating as a strong mediator for the reconfiguration of social and intimate relationships. In the case of colonial Taiwan and Korea, the colonial governments and intellectuals constantly pivoted on “exceptions” – obscene sex, indecent behavior or illegitimate subjects – to justify their political legitimacy/hegemony to love that prescribed a normative social relationship. Fully embraced by colonial Taiwan and Korea, this mechanism was extended to their postwar regimes; that is, love is celebrated and worshiped without the recognition of its underlying ideology of discrimination and exclusion. I coin the term “love unconscious” to characterize the colonial legacies of love in the contemporary social movements in Taiwan and South Korea. Furthermore I examine how both religious groups and LGBTQ activism were stuck in the “love unconscious” with two cases of contested love: the definition of love in the dictionary, and the rhetoric of love in (anti-)same-sex marriage movements. This article argues that Taiwan and South Korea's LGBTQ and marriage movements are based neither on Western discourses nor inspiration, but are instead driven by the reality and legacy of colonial history. To envisage the decolonization of love is to deconstruct the love unconscious and reconsider the history of colonial love.     

Selecting children for gifted classes: Choosing for breadth vs. choosing for depth

This article compares and contrasts two types of multiple criteria models that can be used to select children for gifted classes: breadth models and depth models. In a breadth model, children are selected for gifted classes if they score moderately well on several assessment areas simultaneously. In a depth model, children are selected for gifted classes if they score superlatively well on any one assessment area, regardless of the level of their performance in other assessment areas. In the study, three breadth models, three depth models, and a more traditional Intelligence Test Model were applied to a population of fourth graders (N = 159) in a small town. The results indicated that children selected by the breadth models had very high classroom grades and were well thought of by their teachers. However, depth models included more students with unusually high IQ scores and more promising underachievers than did breadth models. These and other factors made depth models more advantageous than breadth models.