Library Jargon Creates Barriers for Potential Users of Health Library and Information Services

This paper is based on Helen Kiely’s Masters dissertation on MA in Library and Information Service Management, successfully completed at the University of Sheffield in 2018. The aim of the study was to explore the extent to which users of a health care library service understood common terminology used by clinical librarians/information professionals. A survey was developed based on the terminology used for common services and was distributed to staff and students at an acute NHS Foundation Trust. One hundred and eight people participated over a four week period and were asked to provide definitions to the terms. Analysis of the responses for accuracy and common themes indicates that jargon can be a barrier to user access and recommendations are made with respect to the need for outreach to users and the language used in this practice for creating better accessibility. F.J.     

Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M_age = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.     

Item Clusters and Computerized Adaptive Testing: A Case for Testlets

It is observed that many sorts of difficulties may preclude the uneventful construction of tests by a computerized algorithm, such as those currently in favor in Computerized Adaptive Testing (CAT). In this essay we discuss a number of these problems, as well as some possible avenues of solution. We conclude with the development of the "testlet," a bundle of items that can be arranged either hierarchically or linearly, thus maintaining the efficiency of an adaptive test while keeping the quality control of test construction that is possible currently only with careful expert scrutiny. Performance on the separate testlets is aggregated to yield ability estimates.     

Where is the discourse of desire? Deconstructing the Irish Relationships and Sexuality Education (RSE) resource materials

Inspired by poststructuralist insights and the critical literature on the topic of school-based sexuality education, this paper is derived from a close examination of the Relationships and Sexuality Education (RSE) resource materials devised for teachers involved in delivering the programme in Irish schools. It seeks critically to uncover how students are expected to come to know themselves socially and sexually. It is argued that the liberal individualist discourse, which is very pronounced in the RSE discursive framework, promotes a narrow kind of sexual subjectivity, which obscures sexual pleasure and desire. Some suggestions are made as to how a discursive space might be created in the classroom in the interests of facilitating students’ exploration into how they can be sexual, safe and ethical in their relations and activities.     

Children,stress, and context: integrating basic,clinical, and experimental prevention research

Findings from the Watamura, Donzella, Alwin, and Gunnar (this issue) study support the growing recognition of the importance of context on physiology and affective and behavioral regulation early in human development. This discussion focuses on the role of context and development on hypothalamic-pituitary-adrenal (HPA) axis regulation in young children. Discussed in this article are the Watamura et al. findings with regard to relevant animal studies, extension of these observations to samples of children at elevated risk for psychopathology, and experimental prevention studies with young children. It is contended that environmental factors operating at key points in development may shape affective and behavioral regulation as well as HPA axis function in children, much as environmental factors have been shown to shape HPA axis regulation in animals.     

Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment

Effective regulatory skills are essential in busy preschool classroom environments where children must maintain some control over their emotions and behavior to interact effectively with peers and teachers. Regulatory abilities can play a crucial role in a child's successful adjustment to preschool. We investigated whether individual differences in dysregulation (emotional and behavioral) as observed in the naturalistic classroom context were associated with peer social competence and teacher ratings of classroom adjustment in a sample of low-income preschoolers. Naturalistic observational methods were used to assess dysregulated emotions and behaviors in Head Start classrooms. Findings demonstrate that although displays of observed dysregulation were relatively brief, about one-quarter of children showed high levels of dysregulation, and individual differences in dysregulated behavior predicted teacher-rated classroom adjustment and peer conflict. Research results are discussed with regard to implications for classroom practice and prevention.     

Animal-assisted Stress Reduction Programs in Higher Education

This study investigated the prevalence of increasingly popular animal-assisted stress relief programs at higher education institutions across the United States. Although research on animal-assisted programs is increasing, there is still a lack of information documenting implementation of these programs. Therefore, the purpose of this study was to explore the prevalence, structure, and policies around animal-assisted programs. Data from 68 schools across the U.S. revealed that animal visitation at higher education institutions is popular, and some schools have instituted formalized programs. However, there is an overall lack of knowledge regarding standards and requirements that would increase the safety and effectiveness of these programs.     

Understanding Relations Among Early Family Environment, Cortisol Response, and Child Aggression via a Prevention Experiment

This study examined relations among family environment, cortisol response, and behavior in the context of a randomized controlled trial with 92 children ( M  =   48 months) at risk for antisocial behavior. Previously, researchers reported an intervention effect on cortisol response in anticipation of a social challenge. The current study examined whether changes in cortisol response were related to later child aggression. Among lower warmth families, the intervention effect on aggression was largely mediated by the intervention effect on cortisol response. Although the intervention also resulted in significant benefits on child engaging behavior, cortisol response did not mediate this effect. These findings demonstrate meaningful associations between cortisol response and aggression among children at familial risk for antisocial behavior.