Ethics in Neuroscience Graduate Training Programs: Views and Models from Canada

Consideration of the ethical, social, and policy implications of research has become increasingly important to scientists and scholars whose work focuses on brain and mind, but limited empirical data exist on the education in ethics available to them. We examined the current landscape of ethics training in neuroscience programs, beginning with the Canadian context specifically, to elucidate the perceived needs of mentors and trainees and offer recommendations for resource development to meet those needs. We surveyed neuroscientists at all training levels and interviewed directors of neuroscience programs and training grants. A total of 88% of survey respondents reported general interest in ethics, and 96% indicated a desire for more ethics content as it applies to brain research and clinical translation. Expert interviews revealed formal ethics education in over half of programs and in 90% of grants-based programs. Lack of time, resources, and expertise, however, are major barriers to expanding ethics content in neuroscience education. We conclude with an initial set of recommendations to address these barriers which includes the development of flexible, tailored ethics education tools, increased financial support for ethics training, and strategies for fostering collaboration between ethics experts, neuroscience program directors, and funding agencies.     

Investigating Personality and Viewing-Motivation Correlates of Reality Television Exposure

This study investigated the personality and viewing-motivation correlates of reality television exposure. Results from a survey of 592 undergraduates showed that extroversion negatively predicted reality television exposure, whereas neuroticism was not associated with it. Both instrumental (social interaction, information, and arousal) and ritualized (relaxation, pass time, entertainment, and companionship) viewing motivations positively predicted exposure to reality television. A two-stage model by which personality traits contributed to viewing motivations, which, in turn, contributed to the selection of reality television, was tested and offered an adequate fit to the data. Implications for uses and gratifications research are discussed.     

Partnership for Faith-Based Leadership Development: An Educational Model

Parochial school leaders traditionally rise from the ranks of the teaching staff into the principal position, even if unprepared. Through a unique collaborative model, an outside partner and a university developed a program for formally preparing individuals to be Jewish day school leaders. The process of creating this model resulted in a reconceptualization of school leadership.     

The effects of matching locus of control and presentation mode in parent training

This study examined the effects of a behavioral parent training program presented in a manner either congruent or incongruent with participant's locus of control orientation. Statistically significant interactions between locus of control orientation and presentation mode were formed for the management skills and child behavior measures. Greater positive attitudinal changes were realized by parents participating in the shared-control training group.     

Modeling emotional,cognitive, and behavioral predictors of peer acceptance

Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance.