Maternal variables related to sexually abused children's functioning.

OBJECTIVE: The purpose of this study was to explore how mothers' developmental history and current functioning affects their sexually abused children's functioning and recovery. METHOD: A sample of 67 African-American mothers and their sexually abused children participated in this study. Interviews and a range of adult and child measures were administered in order to assess maternal developmental history and current functioning, and child functioning. RESULTS: Mothers' past experiences as children were associated with their children's behavior and general functioning following the sexual abuse. Mothers who experienced more discontinuity of childhood care, who were sexually abused as children, and/or had more problems in their family of origin had children who showed poorer functioning and more behavioral symptomatology. In addition, mothers who currently were experiencing more trauma symptomatology, reported substance abuse, and/or were less able to provide support to their children, had children with more behavior problems and poorer functioning. CONCLUSIONS: The findings from this study point to the impact of mothers' developmental history and current functioning upon the symptomatology of their sexually abused children.     

Documenting the Aspiration Gap in Institutional Language About Undergraduate Research,Scholarship, and Creative Work

We conducted a content-analysis of the websites of 100 institutional members of the Council of Undergraduate Research in order to examine the relationship between messages communicated on websites as compared to messages expressed within institutional procedures and policies. Findings show that public research institutions were more likely than baccalaureate institutions to have an Office of Undergraduate Research. Further incentives and supports provided by such offices are predominantly directed to students. Lastly, our analysis of promotion and tenure policies reveals that only 14 institutions out of the 100 in our sample explicitly mentioned mentoring undergraduate researchers in the evaluation criteria for faculty members. We offer implications for research and practice.     

The teacher ‘problem’: an analysis of the NSW education policy Great Teaching,Inspired Learning

This paper seeks to understand the construction of teachers within one New South Wales education policy, querying this construction in relation to both local and international processes and factors. As such, it also looks to contribute to a growing body of international literature which grapples with the role and nature of neoliberal policy development in education more broadly. To accomplish this, the paper analyses Great Teaching, Inspired Learning (GTIL), a policy with wide-ranging and potentially significant ramifications for teachers. Ultimately it is argued that although aspects of neoliberal thinking are evident in the policy, particularities of context have mediated this push. It is suggested that this has led to a particular neoliberalisation of policy that variously targets and supports individual teachers and the systems and structures surrounding them, while the place of GT IL within both local state politics and the global imaginary is questioned.     

Naturalistic Language Recordings Reveal “Hypervocal” Infants at High Familial Risk for Autism

Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty‐nine 9‐month‐old infants at high or low familial risk for ASD contributed full‐day in‐home language recordings. High‐risk infants produced more vocalizations than low‐risk peers; conversational turns and adult words did not differ by group. Vocalization differences were driven by a subgroup of “hypervocal” infants. Despite more vocalizations overall, these infants engaged in less social babbling during a standardized clinic assessment, and they experienced fewer conversational turns relative to their rate of vocalizations. Two ways in which these individual and environmental differences may relate to subsequent development are discussed.     

I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?

Journal of Mathematics Teacher Education - Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information...     

Testing self-determined motivation as a mediator of the relationship between psychological needs and affective and behavioral outcomes

Self-determination theory suggests that when psychological needs for autonomy, competence, and relatedness are met, participants experience more self-determined types of motivation and more positive outcomes. Limited research has examined this mediational role of self-determined motivation in adult physical activity participants, and very few studies have included assessments of relatedness. This study tested the hypothesis that self-determined motivation would mediate the relationship between psychological need fulfillment and affective and behavioral outcomes. Adult dragon boaters (N = 558) between the ages of 19 and 83 completed a questionnaire on motivational aspects of dragon boating. Competence, relatedness, and autonomy all significantly predicted self-determined motivation, but self-determined motivation only partially mediated their relationship with positive and negative affect. These findings demonstrate the importance of all three needs in adult activity motivation and suggest that the relationships between needs, self-determination, and outcomes may be complex.     

Acceptability assessment of school psychology interventions from 2005 to 2017

Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of acceptability measurement, which has been one of the most common way to measure social validity, within the intervention literature published across five school psychology journals between 2005 and 2017. Findings suggested just over one third of intervention studies included acceptability assessment. Intervention studies that were delivered individually, targeted behavior skills, and included treatment integrity data were significantly more likely to include acceptability assessment. When acceptability was measured it was typically evaluated one-time following treatment completion using self-report tools completed by teachers. Nearly half of studies employed one of seven published tools and the remaining half used researcher-created measures. The published tools were adapted in a variety of ways and inconsistently reported either item or total scores making it difficult to summarize these data according to intervention target or delivery format. Implications of findings are described.     

Montmorency tart cherry (Prunus cerasus L.) supplementation accelerates recovery from exercise-induced muscle damage in females

Abstract

Tart Montmorency cherry concentrate (MC) has been reported to attenuate the symptoms of exercise-induced muscle damage (EIMD) and to accelerate exercise recovery, which has been attributed to its high anti-inflammatory and antioxidant properties. Although these data are promising, there are no data regarding exclusively female populations. Therefore, the aim of this investigation was to examine the efficacy of MC on recovery following EIMD in females. In a randomised, double-blind, placebo-controlled study, twenty physically active females (mean?±?SD age 19?±?1?y; stature 167?±?6?cm; body mass 61.4?±?5.7?kg) consumed MC or a placebo (PL) for eight days (30?mL twice per day). Following four days of supplementation, participants completed a repeated-sprint protocol and measures of muscle soreness (DOMS), pain pressure threshold (PPT), limb girth, flexibility, muscle function, and systemic indices of muscle damage and inflammation were collected pre, immediately post (0?h) and 24, 48 and 72?h post-exercise. Time effects were observed for all dependent variables (p?<?0.05) except limb girth and high sensitivity C-reactive protein. Recovery of countermovement jump height was improved in the MC group compared to PL (p?=?0.016). There was also a trend for lower DOMS (p?=?0.070) and for higher PPT at the rectus femoris (p?=?0.071) in the MC group. The data demonstrate that MC supplementation may be a practical nutritional intervention to help attenuate the symptoms of muscle damage and improve recovery on subsequent days in females.