Familiarity and children's behavior in same-age and mixed-age peer groups.

Investigated the hypothesis that differences in children's behavior in same- and mixed-age peer groups found in previous research (e.g., J. Goldman, 1981) were an artifact of different degrees of familiarity or acquaintanceship between group members. 144 previously unacquainted 1st- and 3rd-grade children were assigned to same- and mixed-age triads, and their performance at a tower building task was assessed. Following this baseline measurement, triads were randomly assigned to conditions where familiarization with teammates was manipulated, and then task performance was reassessed. The mixed-age effects found in previous research were replicated, and some of the differences found between same- and mixed-age interaction decreased when older Ss became familiar with their younger teammates. Possible mechanisms underlying mixed-age interaction are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards of fair play in same-age and mixed-age groups of children.

Investigated the hypothesis that children do not use the same standards of fair play in mixed-age situations as in same-age situations. In mixed-age encounters, younger children were hypothesized to use cues associated with older children (i. e., physical size) as a basis for reward deservingness, while older children would base their reward distribution primarily on task performance. 96 1st- and 3rd-grade children were asked to distribute rewards to 2 other children when the relative age, size, and task performance of the other children were independently manipulated. Data support the hypotheses; 1st-grade children were less likely to follow a task-based fair-play rule than were 3rd graders when one of the other children was larger and older. When dealing with same-size age-mates, however, 1st graders were no less likely to follow a task-based rule than were 3rd graders. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching behaviors of 9- and 11-year-old girls in mixed-age and same-age dyads.

Examined the hypothesis that the accommodations made by tutors according to the age of their tutees are not specific to the CA of the tutors themselves. Ss were 32 11-yr-old, 32 9-yr-old, and 16 7-yr-old females. Ss who were 9 and 11 yrs old, having learned the rules governing a board game, were asked to teach other Ss to play the game. Nine-year-old tutors taught 9- and 7-yr-old tutees; 11-yr-old tutors taught 11-, 9-, and 7-yr-olds. The tutees' behaviors did not vary among these dyads, but the behaviors of their tutors did. Tutors instructing younger Ss used repetitions, strategic advice, progress checkups, direct assistance, and praise more frequently than tutors who instructed same-age tutees. Overall, results are consistent with the hypothesis that elementary school children possess an implicit "theory of teaching," which assumes that younger children require more cognitive structuring and more supportive and corrective feedback than same-age children. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Competition in a minimal-contact weight-loss program.

The present study evaluated in a controlled setting the effects of competition on a bibliotherapy weight loss program offered in a clinic setting. Fifty-nine subjects were randomly assigned to either bibliotherapy, competition, or bibliotherapy plus competition conditions. Results indicate that use of the combined competition and behavioral program produced weight losses greater than those produced by either element alone. The superiority of the bibliotherapy plus competition condition was maintained even after the contingencies of the competition were withdrawn. The results are discussed in terms of enhancing weight loss and maintenance in minimal contact programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socialization of preschoolers' emotion understanding.

Contributions to individual differences in preschoolers' identification of basic emotional expressions and situations, emotion language, and their self-generated causes for basic emotions (happy, sad, angry, and afraid) were investigated across parts of 2 preschool years (N?=?47; initial M age?=?41 mo). An aggregate of preschool emotion understanding was predicted by the intrapersonal predictors, child age and overall cognitive-language ability. Observed socialization, including explanations about emotions, and positive and negative responsiveness to child emotions predicted the aggregate of emotion understanding, even with age and cognitive-language ability partialed. The contribution of socialization predictors to emotion understanding was moderated by sex only for negative emotional responsiveness, and children with the lowest emotion understanding scores had mothers who showed more anger. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validation of the CPI Socialization scale in India.

The California Psychological Inventory (CPI) seeks to assess culturally universal dimensions of personality, i.e, "folk concepts." Validation must therefore include cross-cultural validation. The CPI Socialization (So) scale was translated into Hindi and Punjabi and given to 203 delinquents and 48 college students in India. Behavioral ratings were assigned, 4 to nondelinquents, 3 to casual and 1st offenders, 2 to habitual offenders, and 1 to hardened and habitual offenders. The ratings correlated +.70 with So in the full sample (N = 251), and +.73 within the subsample of 203 delinquents. A coefficient of +.73 had also been observed for 10,296 males tested in the USA. Findings are interpreted as supporting the theoretical presuppositions and practical utility of the measure. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socialization of prosocial behavior in the preschool classroom.

Videotaped the naturally occurring classroom behaviors of 33 preschool children 51–63 mo old. Instances of prosocial, defensive, and social behaviors were coded, as well as peer and teacher reactions to prosocial behaviors. Although teachers responded positively to Ss' prosocial behaviors only a small percentage of the time, peers reacted positively a moderate proportion of the time. Ss who frequently responded to requests for prosocial behavior received fewer positive reactions from peers than Ss who complied with requests less often. In contrast, teachers were more likely to react positively to girls who exhibited high levels of "asked for" (compliant) prosocial behaviors. The type of reactions an S received for prosocial behaviors was related both to the type of reactions given to others' prosocial behaviors and to positive sociability. Frequent performance of spontaneous prosocial actions was related to a different pattern of behaviors than was frequency of prosocial behaviors in response to a request. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental planning for a graduate program in psychology.

Presents a flexible framework for an orderly developmental plan for a graduate program in psychology: (1) development of psychology as a scientific discipline, (2) "responsibility for the professional preparation of graduates to perform service functions in society," (3) application of psychological knowledge and methodologies to public affairs, (4) involvement of other disciplines in the psychology of research and instruction, (5) enhancement of the impact of graduate programs on undergraduate education, and (6) division of organizational structures and procedures to "provide effective operational mechanisms for the attainment of program objectives." The graduate program in psychology at Claremont Graduate School is viewed through all 6 criteria. 2 major objectives, involving conceptualization and investigation, and professional preparation are presented and discussed in relation to the past and present program of the department. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a management practicum in a clinical psychology program.

A pilot program providing practicum training in management in an accredited clinical psychology doctoral program is described. The clinical management practicum program at George Fox University is compared and contrasted with the one described at West Virginia University (M. J. Zvolensky, A. D. Herschell, & D. W. McNeil, 2000). Training objectives and methods in clinical management are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a correctional-clinical psychology program.

Describes the development of a graduate training program in correctional-clinical psychology at the University of Alabama. Since 1971, the Department of Psychology has combined academic instruction, field consultation, research, and social activism in this program. An organizational component within the department, the Center for Correctional Psychology, has served the primary coordination role and has been the primary training vehicle. The center's involvement includes not only correctional settings and offenders, but also hospitals, patients, law enforcement systems, police, and courts. Major areas of activity are briefly described, including consultation with criminal justice agencies, the training of criminal justice personnel, provision for a clearinghouse for correctional information, and the preparation and presentation of expert testimony in court. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of a worksite-controlled smoking program.

Evaluated the relative effectiveness of 3 versions of a controlled smoking program conducted in the worksite: abrupt reduction, gradual reduction, or gradual reduction plus feedback on nicotine consumption. 36 employees (mean age 37 yrs) served as Ss. All conditions were effective in producing reductions in each of 3 target behaviors (nicotine content, percentage of the cigarette smoked, and number). These reductions, as well as carbon monoxide changes, were maintained fairly well at a 6-mo follow-up. There was some indication that the gradual reduction condition was more effective than the abrupt condition. The addition of feedback on nicotine intake did not affect outcome. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socialization and the altruistic behavior of children.

Reviews recent research into altruistic behavior by children, utilizing 4 major sections. The 1st concerns the generality of children's social altruism across behavioral situations. The 2nd concerns person variables with particular emphasis on age and the cognitive/developmental variables of moral judgment and role taking. The 3rd discusses environmental variables and involves more or less direct attempts to demonstrate socializing processes at work. Items dealt with are reinforcement, the role of models, training in role taking, and verbal socialization procedures such as preaching and induction. Finally, theory is considered with particular emphasis on social learning and cognitive development. (2 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving classroom quality: Teacher influences and experimental impacts of the 4rs program.

This study capitalizes on recent advances in the reliable and valid measurement of classroom-level social processes known to influence children's social–emotional and academic development and addresses a number of limitations in our current understanding of teacher- and intervention-related impacts on elementary school classroom processes. A cluster randomized controlled trial design was employed to (a) examine whether teacher social–emotional functioning forecasts differences in the quality of 3rd-grade classrooms, (b) test the experimental impact of a school-based social–emotional learning and literacy intervention on the quality of classroom processes controlling for teacher social–emotional functioning, and (c) examine whether intervention impacts on classroom quality are moderated by these teacher-related factors. Results indicated (a) positive effects of teachers' perceived emotional ability on classroom quality; (b) positive effects of the 4Rs Program on overall classroom quality, net of teacher social–emotional functioning indicators; and (c) intervention effects that are robust to differences in these teacher factors. These findings support and extend recent research examining intervention-induced changes in classroom-level social processes fundamental to positive youth development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contingent therapist contact in a behavioral weight control program.

Assigned 45 20–70 yr old overweight clients to 1 of 3 treatment conditions to determine whether contact with the therapist can serve as a reinforcer for the performance of behaviors involved in weight loss. Group 1 had contact with the therapist noncontingent on weight loss. Group 2 had contact with the therapist contingent on meeting weight loss goals of 2 pounds (.91 kg) each week. Group 3 had contact with the therapist if they did not meet the weight loss goals. Results show that although there were nonsignificant differences between the groups in weight loss during treatment, Group 3 regained the most during the subsequent 6 mo and had the poorest results overall. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing mediating variables in a school-based nutrition intervention program.

This study identified mediators of a school-based nutrition intervention for 4th graders and their parents. Nine variables were tested for satisfying 4 conclusions necessary to establish mediation of intervention effects on changes in fruit and vegetable consumption (FVC) in 4th graders (N=1,676). FVC was measured in children by the use of 24-hr dietary recalls. Mediators were assessed by the use of questionnaires completed by children and parents. All 4 conclusions were met for positive outcome expectancies. Knowledge, self-efficacy, and parent consumption satisfied the first 3 conclusions for mediation but the mediating effects were not statistically significant (Conclusion 4). Future mediational analyses and the creation of a national database of mediators are crucial for increasing strength and efficiency of school-based nutrition programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reality perspectives for psychological services in a hospice program.

As a psychologist administering a hospice program, the author shares his concerns regarding the provision of psychological services in the hospice setting. Six major areas of importance are discussed: terminal terminology, romanticizing death, sex-role socialization, defining goals, financial problems of patients, and grief. For each of these topics, the author analyzes ways in which psychologists have veered from a more reality-oriented perspective in pursuing an ideal of alleviating the emotional suffering that terminally ill persons and their families may encounter. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood and weight loss in a behavioral treatment program.

76 obese patients (average age 40 yrs) participating in 2 consecutive behavioral treatment programs completed either the Symptom Check List (SCL-90) and a mood scale (Program A) or the SCL-90, a mood scale, the Beck Depression Inventory and the State-Trait Anxiety Inventory (Program B). Weight losses averaged 12.2 lbs (5.55 kg) during the 10-wk program. Positive changes in mood were reported during this interval, and these changes appeared to be related to changes in weight. There was no evidence that Ss with juvenile-onset obesity had more negative reactions to dieting than Ss with adult-onset obesity or that dropping out was a response to increased depression. Pretreatment mood measures were not linearly related to success in the program, but evidence of a nonlinear relationship was observed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)