Navigating social partnerships: central agencies–local networks

This paper considers the way social partnerships tend to be represented as either horizontal localised networks or neo‐liberal policy instruments. Building on two empirical studies of partnerships, we argue that partnerships cannot be understood in either/or ways but are negotiated at the interface between central agencies and local networks. They are mediated by networks operating through the partnership and through government and community, and by the different organisational logics of agencies. These complexities challenge our ways of analysing and representing partnerships, and justify further research.     

Promoting Parents' Social Capital to Increase Children's Attendance in Head Start: Evidence From an Experimental Intervention

Improving children's attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents' social capital as a potential influence on children's attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (a) neighborhood of residence (geography condition) or (b) the geography condition plus the opportunity for parents to form partnerships in support of their children's attendance, or to control group classrooms according to Head Start guidelines only. We did not find impacts on average attendance throughout the year. However, the intervention did lead to increased attendance during the winter when average center attendance was lowest. There were no impacts on fall or spring attendance. Follow-up exploratory analyses of focus groups with parents and staff suggested that parents' level of connection and trust, self-generated partnership strategies, and commitment to their children's education may be factors by which parents' social capital expands and children's attendance improves.     

Increasing Situational Interest in the Classroom

This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom.     

Students’ choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity

College students learned about science with a multimedia program. One group (choice or C) chose to learn with or without an animated pedagogical agent (APA) representing a male or female of five different ethnicities. Another group (no-choice or NC) was assigned an APA by the system. All participants in C group chose to learn with APAs and students of color chose significantly more same-ethnicity APAs than White American students. A significant interaction between choice and ethnic similarity factors revealed that group C produced lower retention, transfer, and program ratings when learning with same-ethnicity rather than different-ethnicity APAs. Results support an interference hypothesis for students who choose to learn with same-ethnicity APAs.     

Going beyond competencies: An exploratory study in defining exemplary workplace learning and performance practitioners

This study was an exploratory investigation used to identify exemplary performance in four of the areas of expertise (AOEs) as described in the American Society for Training and Development's Mapping the Future: New Workplace Learning and Performance Competencies (2004). Qualitative data were collected from the following four AOEs: (1) delivering training, (2) designing learning, (3) improving human performance, and (4) measuring and evaluating. Research suggests that an exemplary performer could have productivity differences 12 times greater than performers at the bottom of the performance scale and 85% greater than an average performer (Hunter, Schmidt, & Judiesch, 1990). Critical incidents were collected from behavioral event interviews of 23 exemplary performers and 9 typical performers. An analysis of the findings suggests that an exemplary performer may hold at least four key behaviors: taking calculated risks, entrepreneurial and visionary planning, documented business performance to support and influence change, and political prudence and leadership savvy.     

Parent–youth discordance about youth-witnessed violence: Associations with trauma symptoms and service use in an at-risk sample

ObjectiveStudies have consistently demonstrated a lack of agreement between youth and parent reports regarding youth-witnessed violence. However, little is known about whether disagreement is associated with poorer outcomes and less utilization of mental health services. The purpose of the current study was to examine disagreement among youth and parents about youth witnessed violence, and determine whether concordance predicted trauma symptoms and recognition of need and receipt of counseling services.MethodsConcordance about youth-witnessed violence was examined in 766 dyads from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Youth participants self-reported trauma symptoms, caregivers indicated youth need for and receipt of services. Both youth and parents provided information about youth-witnessed violence exposure in the last year.ResultsResults showed youth and caregivers differed significantly about youth-witnessed violence. Specifically, 42% of youth reported youth-witnessed violence, compared to only 15% of parents. For those parents who reported youth-witnessed violence, only 29% reported an identified need for services and only 17% reported the youth had received any mental health services. Concordance between parent–youth dyads was associated with greater identified need for services but was not associated with the use of counseling services or trauma symptoms.ConclusionsYouth who reported witnessing violence reported more frequent trauma symptoms regardless of concordance. Parents from dyads in which both informants reported youth-witnessed violence were more likely to endorse need for, but not receipt of counseling services. Given this association between youth-witnessed violence and mental health problems, more work is needed to identify barriers to concordance as well as service utilization.     

A structural model of mechanisms predicting depressive symptoms in women following childhood psychological maltreatment

Two underlying mechanisms, emotion dysregulation and negative internalized beliefs, were examined as potential mediators of the association between childhood psychological maltreatment (PM) and depression in emerging adult women. PM was assessed as a multi-faceted construct including aspects of psychological abuse (e.g., corrupting) and psychological neglect (e.g., emotional unresponsiveness) that occurred by parents. Female undergraduates (n = 771) completed anonymous, retrospective, self-report surveys assessing childhood PM, current depressive symptoms, emotion dysregulation (lack of emotional clarity and regulation strategies), and negative internalized beliefs (mistrust, shame, and defectiveness). Psychological maltreatment was represented as four subtypes of psychological abuse or neglectful behavior: Emotional Non-Responsiveness, Spurning/Terrorizing, Corrupting, and Demanding/Rigid (i.e., controlling behavior). Both emotion dysregulation and negative internalized beliefs significantly mediated the link between childhood PM and depressive symptoms, accounting for approximately 68% of the variance in symptomatology. Findings suggest the importance of focusing intervention on development of emotion regulation capacity including emotional awareness and regulatory strategies, as well as a focus on core negative beliefs including shame, defectiveness, and mistrust of others. Implications for future research are discussed.