Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start

Research Findings: The purpose of this study was to examine the potential contribution of teacher–child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher–child interactions and IC gains depends on children’s IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children’s IC skills were assessed in fall (time 1) and spring (time 2), and teacher–child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher–child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed higher gains in their IC skills at spring when they were in classrooms practicing high-quality teacher–child interactions, as defined by emotional support and classroom organization. Practice or Policy: Emotionally supportive and well-organized classrooms in Head Start programs may benefit early IC development, especially for children presenting poor IC skills at classroom entry.     

Can environmental education increase student-athletes’ environmental behaviors?

Environmental education was incorporated within a mentoring program (i.e. treatment group) for student-athletes at the University of Georgia. These student-athletes’ environmental attitudes, behavioral intent, knowledge, self-efficacy, self-regulatory learning, motivation, and learning strategies were assessed before and after their environmental education mentoring program. Results indicated student-athletes in the treatment group improved their self-reported environmental behaviors (t(32)?=?2.34, p = 0.03) and self-efficacy (t(32)?=?2.07, p = 0.04). However, future research should seek to determine how traits of student-athletes, such as their gender and chosen sport, may impact their level of environmental literacy and any possible impacts due to their mentors’ environmental values.     

Best Practices for Interviewing Children with Intellectual Disabilities in Maltreatment Cases

Globally, children with intellectual disabilities are at an increased risk of being victims of maltreatment compared to those without disabilities. Among the children who do disclose the abuse, limitations with communication and working memory can result in their allegation being perceived as not credible. There are several evidence-based interviewing methods available to interviewers for improving the accuracy and amount of detail in children’s testimonies, such as free-recall and cognitive load questioning. In general, these interviewing methods have been developed and tested with typically developing populations, and do not take into consideration the needs of children with intellectual disabilities. Further, there is very little empirical work to guide forensic interviews with intellectually disabled populations, despite there being a great need for such strategies. To address this notable gap in the literature, the current article reviews the contemporary literature on forensic interviewing to identify the best methods for questioning children with intellectual disabilities in maltreatment cases. Adaptations to the commonly used forensic interviewing techniques, including verbal, nonverbal, and repeated questioning strategies, are proposed that address the unique developmental, social, and emotional needs of this population. Furthermore, a series of recommendations are provided to enhance the limited forensic interviewing research with this population.     

Peer Influence Via Instagram: Effects on Brain and Behavior in Adolescence and Young Adulthood

Mobile social media often feature the ability to “Like” content posted by others. This study examined the effect of Likes on youths' neural and behavioral responses to photographs. High school and college students (N = 61, ages 13–21) viewed theirs and others' Instagram photographs while undergoing functional Magnetic Resonance Imaging (fMRI). Participants more often Liked photographs that appeared to have received many (vs. few) Likes. Popular photographs elicited greater activity in multiple brain regions, including the nucleus accumbens (NAcc), a hub of the brain's reward circuitry. NAcc responsivity increased with age for high school but not college students. When viewing images depicting risk‐taking (vs. nonrisky photographs), high school students, but not college students, showed decreased activation of neural regions implicated in cognitive control.     

Development and Use of an Eating Disorder Assessment and Treatment Protocol

Counseling centers have been challenged to effectively treat the growing number of college students who struggle with disordered eating. In response to this critical issue, the authors have developed an Eating Disorder Assessment and Treatment Protocol (EDATP) to assist clinical disposition in the counseling center setting and identify treatment guidelines within a coordinated care approach. Practical applications of the EDATP and future research that can assess its clinical utility are addressed.     

Academic self-concept formation: testing the internal/external frame of reference model,big-fish-little-pond model,and an integrated model at the end of primary school

European Journal of Psychology of Education - Given the significant role that academic self-concept plays in students’ learning, understanding the psychological processes involved in its...