Guidelines for early admission to elementary school

An early admission procedure is the first step in adjusting formal educational programming to meet the educational, social, and emotional needs of intellectually advanced children. In view of the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, it is important that school systems establish early admission policies. This article presents 12 guidelines for processing an early admission applicant.     

Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms

Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed.     

‘I just want to watch the match’: a practitioner’s reflective account of men’s health themed match day events at an English Premier League football club

This study reflects on the effectiveness and delivery of a series of health themed match day events at an English Premier League Football Club which aimed to create awareness and motivate men to adopt recommended health behaviours. A range of marketing techniques and activities were adopted within a targeted space and time to increase men’s exposure to health information. The first author adopted a practitioner-cum-researcher role and was immersed in the planning and delivery of the events utilising the principles of ethnography. Data were predominately collated through observations and personal reflections logged via autobiographical field notes. Data were analysed through abductive reasoning. In general, men were reluctant to engage in health-related behaviours on match days. However, subtle, non-invasive approaches were deemed successful. Positive outcomes and case studies from the latter techniques are presented and suggestions for effective strategies that will better engage men in health information and behaviours are made.     

But I like PE: factors associated with enjoyment of physical education class in middle school girls

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.     

Equitable representation of deaf people in mainstream academia: Why not?

Approximately 5% of people in most countries have deafness or significant hearing loss. This significant minority is underrepresented in mainstream universities across the world. Background information about deafness, relevant technology and its drawbacks, and the use of interpreters are discussed. The barriers to equitable representation of qualified Deaf academics in university settings are reviewed. The experiences of three Deaf academics who teach in mainstream universities are discussed, and suggestions for resolution are offered. Examples are cited for teaching, research and service, the threefold duties of the successful academic. Continuing access difficulties mean that only a few deaf graduates now consider doctoral study; cost and the perception of cost, as well as negative attitudes and lack of knowledge may mean that the few successful graduates have difficulties gaining employment; successful tenure and promotion prospects may also be hindered for the same reasons. We also provide recommendations how barriers for successful Deaf academics can be removed or mitigated.