Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher-child closeness.

One goal of this study was to test the role of emotion knowledge and teacher-child closeness and conflict in predicting academic readiness for kindergarten over and above demographic factors and executive functioning skills (especially inhibitory control) known to predict readiness. Another goal was to test teacher-child closeness as a moderator of the association between emotion knowledge or executive functioning and academic readiness. A total of 141 4- and 5-year-old children completed emotion knowledge, academic readiness, and inhibitory control measures. Preschool teachers reported their perceived relationship closeness and conflict with individual students. Accounting for child age in months, family income, and inhibitory control, emotion knowledge and teacher-child closeness were positively associated with academic readiness. Teacher-child closeness moderated the relationship between emotion knowledge and academic readiness, suggesting that teacher-child closeness may be especially important in promoting academic readiness for preschool students with low emotion knowledge.

Manipulating Environmental Commitment: A Replication and Extension.

Environmental commitment, the subjective experience of dependence on the natural environment, is marked by a long-term orientation and psychological attachment towards the natural environment. The current research replicates and extends previous research on temporarily increasing environmental commitment (Davis et al., 2009). We employed Davis et al.'s manipulation in two experimental studies (one laboratory, one online): we asked participants to spend time writing either about ways in which they are interdependent with the natural environment (high commitment manipulation) or unconnected with the environment (low commitment manipulation). In both studies we replicated the key finding that reflecting on one's interdependence with the environment increases commitment. We extended the previous research by finding evidence that this commitment effect was mediated by satisfaction with one's relationship to the environment. We did not replicate the original findings that the interdependence manipulation influences environmental behavioral intentions.

Being Ostracized Versus Out of the Loop: Redundant or Unique Predictors of Variance in Workplace Outcomes?

Based on the existing research, being excluded from information (i.e., being out of the loop) produces similar consequences as being ignored or excluded from activities. Consequently, one might wonder whether it is necessary to measure or study different types of exclusion in the workplace context, rather than just assessing a single type of exclusion. The current research investigated the associations between two types of workplace exclusion (i.e., being ostracized and being left out of the loop) and various workplace outcomes, with the purpose of determining whether these different types of exclusion predict unique or redundant variance in these workplace outcomes. In Study 1, we obtained better model fit when we assigned items measuring out-of-the-loop experiences at work to a different factor than items assessing experiences with ostracism at work. In Study 2, we observed that measuring employees' experiences with being out of the loop predicted unique variance in workplace outcomes (e.g., job satisfaction), above and beyond experiences with ostracism at work. Relative weight analyses suggested that both ostracism and out-of-the-loop experiences were equally important predictors of these outcomes. Together, these studies indicate that being ostracized and being left out of the loop may be distinct exclusion experiences and better predictions about workplace outcomes can be made by assessing both types of exclusion. On a practical level, measuring different types of exclusion may prove useful, because organizations may need to implement different interventions for addressing distinct types of exclusion.

A measure of facilitators and barriers to rapid response team activation.

PURPOSE: Poor patient outcomes and increased costs may be associated with underutilization of RRTs. The aim of this study was to develop and test an instrument that identifies specific facilitators and barriers to rapid response team (RRT) activation. METHODS: Using an exploratory design, we surveyed a convenience sample of 250 registered nurses (RNs) employed in five Illinois hospitals. Participants completed the online RRT Facilitators and Barriers Survey (RRT-FBS), a 36 item survey developed by the researchers. The survey contains two sections, facilitators and barriers. Items in the facilitators subscales described nursing unit culture, RRT knowledge, and RRT member characteristics. Items in the barriers subscales described nursing unit culture, RRT education, and RRT member characteristics. Item analyses were conducted through exploratory factor analyses; internal consistency estimates were obtained. Descriptive statistics were conducted on the demographic data to describe sample and setting characteristics. RESULTS: The final sample consisted of 202 nurses from four hospitals. We conducted an item analysis and were able to reduce the survey to 30 items with a secondary analysis. The full scale alpha was 0.752. Cronbach's alphas for subscales ranged from 0.770-0.897. CONCLUSIONS: Facilitators and barriers may vary across institutions. This scale shows promise for identifying facilitators and barriers to nurses' use of rapid response teams and may provide a foundation for interventional studies promoting RRT utilization. In addition, more frequent education, emphasizing the RRT process, may be an effective method to maintain high rates of RRT activation and increase confidence.

Executive functioning predicts reading, mathematics, and theory of mind during the elementary years.

The goal of this study was to specify how executive functioning components predict reading, mathematics, and theory of mind performance during the elementary years. A sample of 93 7- to 10-year-old children completed measures of working memory, inhibition, flexibility, reading, mathematics, and theory of mind. Path analysis revealed that all three executive functioning components (working memory, inhibition, and flexibility) mediated age differences in reading comprehension, whereas age predicted mathematics and theory of mind directly. In addition, reading mediated the influence of executive functioning components on mathematics and theory of mind, except that flexibility also predicted mathematics directly. These findings provide important details about the development of executive functioning, reading, mathematics, and theory of mind during the elementary years.

Development and Initial Validation of the NephRN Perceptions Toward Advance Care Planning Instrument.

The purpose of this study was to develop and pilot test an instrument to measure the perceptions of nephrology nurses toward advance care planning, the NephRN Perceptions Toward Advance Care Planning instrument. Four components of advance care planning were identified: knowledge, attitudes, comfort, and support. The four-component solution explained 63.88% of variance. Cronbach's alpha was 0.92, and subscale reliability ranged between 0.86 and 0.94. This instrument shows promise as a reliable and valid measure of nephrology nurse perceptions toward advance care planning for persons with chronic kidney disease.

Longitudinal change mechanisms for substance use and illegal activity for adolescents in treatment.

The current study investigated: (a) the relationships of exposure to the Adolescent Community Reinforcement Approach (A-CRA) with reductions in substance use, illegal activity, and juvenile justice system involvement in adolescents diagnosed with a substance use disorder, and (b) the pathways by which reductions in the target behaviors were achieved. This study is a secondary data analysis of longitudinal data from a large-scale implementation effort for A-CRA. The sample consisted of 1,467 adolescents who presented to substance use treatment and reported past-year engagement in illegal activity. Participants had an average age of 15.8 years (SD = 1.3) and were 25% female, 14% African American, 29% Hispanic, 35% Caucasian, 16% mixed ethnicity, and 6% other ethnicity. Path analyses provided support that participation in A-CRA had a significant, direct association with reduced substance use; a significant, indirect association with reduced illegal activity through reductions in substance use; and a significant indirect association with reduced juvenile justice system involvement through reductions in both substance use and illegal activity. In addition, post hoc analyses using a bootstrapping strategy provided evidence that reductions in substance use partially mediated the relationship between A-CRA and illegal activity.

Moving science into state child and adolescent mental health systems: Illinois' evidence-informed practice initiative.

In 2005, the Illinois State Mental Health Authority embarked on an initiative to close the gap between research and practice in the children's mental health system. A stakeholder advisory council developed a plan to advance evidence informed practice through policy and program initiatives. A multilevel approach was developed to achieve this objective, which included policy change, stakeholder education, and clinician training. This article focuses on the evidence-informed training process designed following review of implementation research. The training involved in-person didactic sessions and twice-monthly telephone supervision across 6 cohorts of community based clinicians, each receiving 12 months of training. Training content initially included cognitive behavioral therapy and behavioral parent training and was adapted over the years to a practice model based on common element concepts. Evaluation based on provider and parent report indicated children treated by training clinicians generally showed superior outcomes versus both a treatment-as-usual comparison group for Cohorts 1 to 4 and the statewide child population as a whole after 90 days of care for Cohorts 5 to 6. The results indicated primarily moderate to strong effects for the evidence-based training groups. Moving a large public statewide child mental health system toward more effective services is a complex and lengthy process. These results indicate training of community mental health providers in Illinois in evidence-informed practice was moderately successful in positively impacting child-level functional outcomes. These findings also influenced state policy in committing resources to continuing the initiative, even in difficult economic times.

Preservice teacher attitudes toward gay and lesbian parents.

Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated same-gender targets more negatively than they rated heterosexual targets, and they rated targets of gay men more negatively than they rated lesbians; however, response patterns varied by participant sex. Furthermore, implicit measures of sexual prejudice generally correlated with explicit and behavioroid measures. The implications of these findings are discussed.

Inferences about the morality of an aggressor: the role of perceived motive.

The research investigated perceivers' inferences about the morality of target persons who engaged in aggressive behavior. Across several experiments, inferences about the morality of an aggressor were based more on the perceived motives of the target than on the presence of facilitating situational forces. For example, when a target's aggression was facilitated by personal rewards for aggression (instrumental aggression), perceivers inferred more negative motives and attributed lower morality to the target than when the target's aggression was facilitated by situational provocation (reactive aggression). The results suggest that perceived motives play an important role in dispositional inference and pose a problem for models that focus primarily on perceived causality, assumptions about base rates (consensus), or diagnosticity.