A Common Factors Approach to Supporting University Students Experiencing Psychological Distress

This study empirically assessed the applicability of the common factors model to students accessing university-based counseling (n = 102). Participants rated symptoms of depression, anxiety, and somatization at intake and discharge. Therapists kept detailed session notes on client factors and therapy process variables. Data were analyzed utilizing structural equation modeling to assess what common factors significantly predicted outcome improvements. Authors found duration of therapy, positive life events, and intimate relationship supports positively influenced outcomes. Increases in the number of intervention approaches and sessions negatively influenced certain outcomes. The present findings have important implications for programming and treatment planning within on-campus counseling services.     

Children’s Daily Routines During Kindergarten Transition

Routines are an important feature of family life and functioning in families with young children. Common daily routines such as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations. Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote seamless kindergarten transitions for all children.     

Fathers' Infant‐Directed Speech in a Small‐Scale Society

When speaking to infants, mothers often alter their speech compared to how they speak to adults, but findings for fathers are mixed. This study examined interactions (N = 30) between fathers and infants (M_age ± SD = 7.8 ± 4.3 months) in a small‐scale society in Vanuatu and two urban societies in North America. Fundamental frequency (F₀) and speech rate were measured in infant‐directed and adult‐directed speech. When speaking to infants, fathers in both groups increased their F₀ range, yet only Vanuatu fathers increased their average F₀. Conversely, North American fathers slowed down their speech rate to infants, whereas Vanuatu fathers did not. Behavioral traits can vary across distant cultures while still potentially solving similar communicative problems.     

Multicultural Curriculum and MSW Students' Attitudes about Race and Diversity

Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area.     

Migrant preschool children's school readiness and early elementary school performance

Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school records were used for longitudinal follow-up. Children improved on age-4 school readiness domains, and although some struggled with emergent English literacy, many performed well on school readiness measures and later coursework. Children quickly became proficient in oral English, and had above-average school attendance. Many scored low on high-stakes tests; however, typically well enough for grade promotion. Students in the sample were comparable to similar students in poverty. School teachers and administrators should have high expectations for students from migrant families because many of them do stay in the public school system, and appear to be quite resilient despite many challenges they face.     

Gender diversity policies in universities: a multi-perspective framework of policy measures

Are policies to increase women’s share among university professors effective? The importance of gender equality on the labor market has been well established, but our understanding of what kind of policy is effective to increase the share of women is still unclear. Three sets of factors explain women’s low shares at higher job levels, notably individual, cultural, and structural or institutional perspectives, and policies to increase the proportion of women therefore should address these factors. This paper aims to investigate if they do so and if they are effective. We investigated the efficacy of gender equality policy measures in all 14 universities in the Netherlands, implemented between 2000 and 2007. Based on documents and interviews, 19 measures were identified that could be classified according to the three perspectives. The university with the most measures applied four times more measures than the one with the least measures. The more measures a university applied in the cultural perspective, the more likely it also applied measures in the other two perspectives. Whereas the HR managers and policy makers at universities reported skepticism and lack of evaluations, our study reveals a positive relationship between policy measures and the reduction of the glass ceiling and between policies in the cultural perspective and the increase of the proportion of women among professors.     

Social support and physical activity participation among healthy adults: a systematic review of prospective studies

The objective of this review was to determine the direction and strength of the prospective relationship between social support and PA among healthy adults. A systematic review was conducted; including studies up until December 2015, in the following databases: Ovid MEDLINE, EMBASE, PsychINFO, SPORTDiscus, and Scopus. Published English and French written studies were included if the reported study used a longitudinal design; examined the relationship between social support and PA over at least two intervals; and assessed a sample of healthy adults between 18–65 years of age. Two reviewers independently extracted study information and independently assessed the risk of bias in each study. The initial search yielded a total of 2892 citations, and 20 studies were included in the review. Follow-up period ranged from 2 weeks to 10 years. Irrespective of the type and source of support, the strength and direction of the association between social support and PA was inconsistent across studies, with effect sizes ranging from small to large and from negative to positive. Based on meta-analysis, there was a small positive association between support for PA from friends and future PA. Researchers are encouraged to continue to conduct longitudinal studies to better understand the relationship between social support and PA.