A discrepancy theory of the relationship between communication and job satisfaction

This study found moderate differences in correlations between communication and job satisfaction using a discrepancy framework when high, as opposed to low, valence rewards are communicated and significant differences in job satisfaction when high valence rewards are communicated versus when high valence rewards are not communicated.     

The Effect of Social Skills Interventions in the Primary School

Social inclusion is currently a priority issue for all in education. Brent Educational Psychology Service implemented two social skills training interventions to promote social inclusion in six primary schools. Educational psychologists in training carried out an independent evaluation of these interventions. Analysis of quantitative and qualitative data showed positive effects of intervention on social skills and social inclusion. The effects of pupil gender and intervention type are also reported and discussed. It is concluded that social skills training is a valid approach to promoting social inclusion in diverse and challenging primary schools and that educational psychologists have a vital role to play in its implementation and evaluation.     

Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.     

Implementation of the Clinical Encounters Tracking system at the Indiana University School of Medicine

The Indiana University School of Medicine (IUSM) Office of Medical Education &Student Services directed the IUSM Educational Technology Unit to develop a Clinical Encounters Tracking system in response to the Liaison Committee on Medical Education's (LCME) updated accreditation standards. A personal digital assistant (PDA) and centralized database server solution was implemented. Third-year medical students are required to carry a PDA on which they record clinical encounter experiences during all clerkship clinical rotations. Clinical encounters data collected on the PDAs are routinely uploaded to the central server via the PDA HotSyncing process. Real-time clinical encounter summary reports are accessed in the school's online curriculum management system: ANGEL. The resulting IUSM Clinical Encounters Tracking program addresses the LCME accreditation standard which mandates the tracking of medical students' required clinical curriculum experiences.     

The effect of a psyching strategy on neuromuscular activation and force production in strength-trained men

Force and electromyographic (EMG) activity of the biceps and triceps brachii were measured in 15 strength-trained men during maximal isometric action of the forearm flexors, with the elbow at 90 degrees, following 20-s periods of psyching (PSY), reading aloud (RA), and mental arithmetic (MA). Perceived arousal and attentional focus ratings for PSY were greater than those obtained for RA and MA, which were undifferentiated. Perceived effort, biceps and triceps EMG, and maximal force did not differ across conditions. Therefore, in highly trained men under conditions of brief exertion, when the biomechanics of the muscular action were controlled, psyching resulted in a perception of enhanced readiness but did not influence force or muscular activation differently from psychological states that were preceded by distraction.