Social values and preschool behavioral adjustment: A comparative investigation of Latino and European American preschool children.

The present article explored relationships between social values (cooperative, individualistic, and competitive) and the behavioral adjustment of Latino and European American preschoolers within the preschool setting. Of interest was whether relationships between social values and behavioral adjustment differed as a function of cultural background. Assessments of social values and teacher reports of child behavioral adjustment were obtained for 254 preschoolers from collectivist (Spanish-speaking Latino Americans), individualist (English-speaking European Americans), and mixed cultural backgrounds (English-Speaking Latino Americans). Cooperative values were more prevalent among collectivist background children, but did not predict behavioral adjustment. Individualistic values did not differ across groups, but predicted better behavioral adjustment for individualist children. Competitive values did not differ across groups, but predicted positive behavioral adjustment for collectivist children and negative behavioral adjustment for individualist children. These findings suggest that a competitive social orientation constitutes a resilience factor for children from collectivist cultural backgrounds and a risk factor for children from individualist cultural backgrounds, and that a cooperative social orientation is undervalued within school settings. Discussion focuses on facilitating the behavioral adjustment of children by raising teacher awareness of collectivist social values and, selectively, fostering or encouraging competitive social values. In sum, the results support the notion that the functionality and meaning of social values differ across social and cultural contexts.

Evaluating the effects of gratitude interventions on college student well-being.

Objective: To evaluate the effects of three different gratitude interventions on college student well-being. Participants: Participants were 132 college students at a university in the northwest sampled between September 2019 and February 2020. Methods: Participants were randomly assigned to one of three gratitude interventions (journaling, reflection, app prompted reflection) or an activity-matched control group for 8 weeks and completed baseline and post-intervention assessments of well-being (e.g., satisfaction with life, happiness, resilience, depression, anxiety, and stress). Results: Participants in all three gratitude intervention groups showed improvements in well-being over time, whereas the control group did not report any such improvements. Gratitude journaling appeared to have the most significant positive impact on well-being and affective functioning. Conclusions: Gratitude interventions are simple, easy to implement, low-cost tools that can increase overall well-being and decrease negative affect, stress, and anxiety in college students.

Feasibility of high-flow nasal oxygen therapy and two-stage sedation during endoscopic hypopharyngeal therapy.

BACKGROUND: Structural disorders of the hypopharynx can lead to dysphagia-related morbidity. Endoscopic therapy in this area, for example, myotomy for Zenker's diverticulum (ZD), has traditionally been performed under general anesthesia (GA). We have developed a two-stage sedation process, which is used along with high-flow nasal oxygen therapy (HFNOT) to facilitate endoscopic hypopharyngeal procedures. METHODS: In this prospective, single-center study, patients undergoing endoscopic procedures between June 2016 and March 2018 were included. All endoscopies were performed with propofol and/or remifentanil and supported with HFNOT. In patients with ZD, the diverticulum and stomach were cleared of debris under conscious sedation to reduce the risk of aspiration, before sedation was deepened to facilitate myotomy. Sedation-related adverse events were recorded. RESULTS: A total of 50 patients were included for analysis (mean age of 71.1, range 31-93; 58% male); 48% were categorized as American Society of Anesthesiologists (ASA) Grade III and 6% as Grade IV. The median procedure time was 20 min. Of patients, 83% were sedated with both propofol and remifentanil using a target-controlled infusion under specialist anesthetic supervision. Sedation-related adverse events included transient hypotension (38%), bradycardia (8%), and hypoxia (8%). No procedures were abandoned due to complications, and no patients required conversion to GA. Patients achieved full postprocedure recovery from sedation after a median duration of 5 min. CONCLUSIONS: HFNOT is a useful adjunct to two-stage sedation, which can enable high-risk patients to safely undergo deep sedation during hypopharyngeal endoscopic procedures.

Effects of training and feedback on Discrete Trial Teaching skills and student performance.

This study examined the effects of training and feedback on instructor performance of Discrete Trial Teaching (DTT) and support skills. This included an examination of the generalization and maintenance of instructor skills, and the impact of instructor skills on student performance. Six undergraduate research assistants received an 8-h training in DTT and taught a variety of skills and behaviors to four preschool students who had developmental disabilities. A multiple-baseline design was used to assess instructor performance following training alone, during implementation of oral and written performance feedback, and at 2, 4, 6, and 10 weeks follow-up. Instructors demonstrated correct use of DTT and related skills at a rate of 63-80% following training. When performance feedback was provided, all instructors attained proficiency ratings of 90% by the second session and 97-100% by the fourth session. High levels of instructor proficiency were maintained at follow-up and generalized across students and learning tasks. Student learning and instructional efficiency were superior in the feedback and follow-up conditions compared to baseline. The results highlight the need for training programs that allow school personnel to correctly use DTT to effectively facilitate learning and development in students who have developmental disabilities.

The social values development of preschoolers: An investigation of the joint impact hypothesis.

We investigated the role of sociocultural (between-groups) and individual (within-group) factors on the development of preschoolers' resource-allocation preferences. We tested claims of the joint impact hypothesis of social values development that social-emotional understanding skills would predict the transition from simpler (individualistic allocations) to more complex (cooperative, competitive allocations) social values and that cultural background would determine which values emerged. American children ages 37-67 months from Spanish-speaking Latino (n = 134), English-speaking Latino (n = 50), and English-speaking Caucasian (n = 98) backgrounds twice completed a resource-allocation task and a social-emotional understanding assessment, separated by 6 months. Contrary to predictions, results revealed that for no group were complex choice allocations more common at Time 2 than at Time 1. Moreover, for the Caucasian group, social-emotional understanding did not predict time-dependent choice allocation behavior. For Latinos, however, results revealed differential social values development according to language background. For Spanish-speaking Latinos, higher social-emotional understanding scores predicted emergent cooperative choices, and for English-speaking Latinos, higher scores predicted emergent competitive choices. Findings are consistent with differential socialization wherein social-emotional understanding skills facilitate the development of culturally mainstream values for more acculturated Latinos and ethnic cultural values for less acculturated Latinos. (PsycINFO Database Record

A preliminary survey of pediatricians' experiences with and preferences for communication with mental health specialists.

INTRODUCTION: Pediatricians are more likely than mental health (MH) specialists to manage children's MH concerns, and multiple factors complicate their abilities to do so adequately. Integrated care initiatives mitigate systems-related shortcomings that hamstring MH management in primary care. These initiatives, which improve outcomes for adults, are not widespread for youth. Integrated health care for children with MH concerns requires regular collaborative communication among pediatricians and MH specialists. The nature and quality of this communication in typical practice are not fully clear. METHOD: We conducted an anonymous pilot survey of 123 pediatric primary care providers from 41 states. We examined respondents' experiences with and attitudes about collaborative communication barriers and strategies. RESULTS: Respondents estimated that 28% of their patients had MH concerns. Nearly 30% reported discomfort treating these concerns, 54% described MH care resources in their communities as inadequate, and 24% of pediatricians reported no communication at all with MH specialists about shared patients. Actual contact among communicators was less frequent than desired. Satisfaction with communication was low. Barriers to satisfactory communication included systems factors, inconsistent/nontimely responses from specialists, and the perception that MH specialists are unwilling to communicate. DISCUSSION: Many pediatricians appear to view communication with MH specialists as less systematic than it ought to be. Efforts to address communication barriers may advance integrated care aims and mitigate pediatricians' perceptions of MH treatment resource inadequacy. As an important step toward integration, MH specialists should consider prioritizing systematic ongoing collaborative communication about shared patients. (PsycINFO Database Record

Does facial expression recognition provide a toehold for the development of emotion understanding?

The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding variables and receptive language skills were obtained at 2 time points, separated by 24 weeks. Path results for autoregressive cross-lagged structural equation models revealed support for the BET predictions for younger preschoolers (ages 36 to 48 months). In contrast, results for older preschoolers (ages 49 to 67 months) revealed bidirectional influences between receptive language and emotion understanding consistent with constructionist theories of emotion. Findings support a hybrid model in which associations between receptive language and emotion understanding skills are initially nonsignificant and become significant over time. The implications of emotion expression recognition as an early toehold for the development of more advanced emotion understanding skills are discussed. (PsycINFO Database Record

Emotional understanding, cooperation, and social behavior in high-functioning children with autism.

In contrast to typically developing children, children with autism rarely exhibit cooperative social behavior. To examine whether this problem reflects global developmental delays or autism-specific deficits, the present study compared cooperation, emotional understanding, personality characteristics, and social behavior of 10 children with autism who had average IQ to those of 16 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) and 10 typically developing children. In cooperative behavior, level of emotional understanding, and aloof behavior, the autism group outperformed the ADHD/ODD group and did not differ significantly from typically developing children. However, the autism group showed worse emotion recognition and more active-but-odd behavior than the other groups. The results indicate that high-functioning children with autism can develop cooperative social behavior and advanced theory of mind abilities, but continue to show deficits in identifying emotions and displaying socially appropriate behavior.

Accelerometer-measured versus self-reported physical activity in college students: implications for research and practice.

OBJECTIVE: To determine the level of moderate-vigorous-intensity physical activity (MVPA) assessed via self-report and accelerometer in the college population, and to examine intrapersonal and contextual variables associated with physical activity (PA). PARTICIPANTS: Participants were 77 college students at a university in the northwest sampled between January 2011 and December 2011. METHODS: Participants completed a validated self-report measure of PA and measures of athletic identity and benefits and barriers to exercise. Participants' PA levels were assessed for 2 weeks via accelerometry. RESULTS: Participants' estimations of their time spent engaged in MVPA were significantly higher when measured via self-report versus accelerometry. Stronger athletic identity, perceived social benefits and barriers, and time-effort barriers were related to PA levels. CONCLUSIONS: Estimation of college students' level of PA may require interpretation of data from different measurement methods, as self-report and accelerometry generate different estimations of PA in college students who may be even less active than previously believed.

Psychometric properties of the Emotion Understanding Assessment with Spanish- and English-speaking preschoolers attending Head Start.

The Emotion Understanding Assessment (EUA) is based on a theoretical model of recognizing emotion expressions and reasoning about situation-based, desire-based, and belief-based emotions. While research has noted that emotion understanding predicts current and future social and academic functioning, little is known about the psychometric properties of the EUA. This research sought to test the EUA factor structure and measurement invariance across gender, across language (English and Spanish speakers), and over time (24 weeks) in 281 preschoolers attending Head Start. Results indicated that a two-factor model of emotion expression recognition and emotional perspective taking of the EUA fit the data for the total sample, for each group (gender and language), and at each time point. Furthermore, configural and scalar invariance of the EUA was demonstrated across gender, language, and time. These results offer support that the EUA is assessing emotion expression recognition and emotional perspective taking constructs equivalently in boy, girls, Spanish and English speakers, and over time. Examination of latent means across groups and time indicate no differences in emotion understanding based on gender or language or over the 24-week time frame in this sample of preschoolers attending Head Start.

Development and initial validation of the Symptoms and Assets Screening Scale.

OBJECTIVE: To develop and test a screening measure of mental health symptoms and well-being in college students, the Symptoms and Assets Screening Scale (SASS). PARTICIPANTS: Participants were 758 college students at 2 universities in the Northwest sampled between October 2009 and April 2011. METHODS: Participants completed the SASS, as well as measures of depressive symptoms, anxiety symptoms, substance problems, and eating problems in 1 session. A subset of participants (n = 259) completed the SASS 1 to 2 weeks later to allow an examination of test-retest stability. RESULTS: The SASS demonstrated good reliability and validity and appears to assess similar constructs as well-established measures in college students. Fifty-nine percent of the sample reported having problems with their thoughts, behaviors, or emotions, whereas only 9.7% reported currently receiving treatment. CONCLUSIONS: The SASS is a brief instrument that has the potential to effectively screen for the most prevalent mental health problems in college students.

A sticky situation: methaemaglobinaemia in a hand trauma patient.

We describe a case of methaemoglobinaemia (MtHb) in a previously healthy 39-year-old gentleman who presented with a traumatic glass laceration to his right wrist that required emergency surgery to control bleeding and repair his ulnar artery. The MtHb was noted on blood gas analysis by the anaesthetist after the patient had a drop in arterial oxygen saturation under general anaesthetic. We initially suspected the lidocaine local anaesthetic injected proximal to his wound for pain control in the emergency department an hour preoperatively, but then discovered that the patient was a recreational user of 'poppers' and had in fact been using these drugs just before his injury and hospitalisation. The patient's condition stabilised overnight with conservative management. Given how commonly hand surgeons and other clinical staff use local anaesthetics, we reviewed the literature on this uncommon, but potentially fatal, complication, its causes and evidence-based management.