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• 21. [Article] An Analysis of the Effects of Individual Counseling and Group Process Techniques Upon the Behavior of Children in a Juvenile Detention Facility

  A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of ...

  Citation × Citation Citation Abstract Copy Title: An Analysis of the Effects of Individual Counseling and Group Process Techniques Upon the Behavior of Children in a Juvenile Detention Facility Author: Struble, Robert Arthur Year: 1975 A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of stay was also a primary variable. In the study of this behavior. The behavior of 282 males, 14 to 17 years of age, whom had been to the juvenile detention facility in Portland, Oregon, was analyzed via three separate instruments. The Behavior Activity Inventory was utilized to obtain daily observations concerning four separate areas of interest. An attitudinal rating scale was devised to obtain the staff’s assessment as to the effects of the study. A questionnaire was utilized in evaluating the children’s opinions regarding the study. Title: An Analysis of the Effects of Individual Counseling and Group Process Techniques Upon the Behavior of Children in a Juvenile Detention Facility Author: Struble, Robert Arthur Year: 1975 A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of stay was also a primary variable. In the study of this behavior. The behavior of 282 males, 14 to 17 years of age, whom had been to the juvenile detention facility in Portland, Oregon, was analyzed via three separate instruments. The Behavior Activity Inventory was utilized to obtain daily observations concerning four separate areas of interest. An attitudinal rating scale was devised to obtain the staff’s assessment as to the effects of the study. A questionnaire was utilized in evaluating the children’s opinions regarding the study. Close

• 22. [Article] A study of the relationship between visual short term memory and speechreading in hearing impaired geriatrics

  The relationship between visual short term memory (as measured by the Memory for Designs Test) and speechreading ability (as measured by the Barley Speechreading Test) was investigated in a sample of twenty-seven ...

  Citation × Citation Citation Abstract Copy Title: A study of the relationship between visual short term memory and speechreading in hearing impaired geriatrics Author: Hollevoet, Catherine Year: 1979 The relationship between visual short term memory (as measured by the Memory for Designs Test) and speechreading ability (as measured by the Barley Speechreading Test) was investigated in a sample of twenty-seven hearing impaired geriatrics. Correlation analysis verified a statistically significant relationship between Memory for Designs Test scores and Barley Speechreading Test scores. Partial correlation revealed the relationship between speechreading scores and short term memory scores was rot influenced significantly by variance in chronological age or speech discrimination ability. Memory for Designs Test scores were shown to be accurate predictors of scores achieved on the Barley Speechreading Test. Results of this study suggest that development of different approaches (for evaluating speechreading ability of geriatrics) could prove more informative and useful than the speechreading tests currently in use. For example, development of a speechreading test, composed of several subtests (such as visual short term memory) which would evaluate specific factors related to speechreading ability, would optimize both clinical Title: A study of the relationship between visual short term memory and speechreading in hearing impaired geriatrics Author: Hollevoet, Catherine Year: 1979 The relationship between visual short term memory (as measured by the Memory for Designs Test) and speechreading ability (as measured by the Barley Speechreading Test) was investigated in a sample of twenty-seven hearing impaired geriatrics. Correlation analysis verified a statistically significant relationship between Memory for Designs Test scores and Barley Speechreading Test scores. Partial correlation revealed the relationship between speechreading scores and short term memory scores was rot influenced significantly by variance in chronological age or speech discrimination ability. Memory for Designs Test scores were shown to be accurate predictors of scores achieved on the Barley Speechreading Test. Results of this study suggest that development of different approaches (for evaluating speechreading ability of geriatrics) could prove more informative and useful than the speechreading tests currently in use. For example, development of a speechreading test, composed of several subtests (such as visual short term memory) which would evaluate specific factors related to speechreading ability, would optimize both clinical Close

• 23. [Article] Individual and Contextual Variables Enhance Transfer for a Workplace Eco-Driving Intervention

  The adoption of energy efficient driving styles and practices, eco-driving, has been recognized in the literature as an option for reducing vehicle energy consumption. Prior eco-driving research has looked ...

  Citation × Citation Citation Abstract Copy Title: Individual and Contextual Variables Enhance Transfer for a Workplace Eco-Driving Intervention Author: Mansfield, Layla R., Guros, Frankie, Truxillo, Donald M., MacArthur, John Year: 2016 The adoption of energy efficient driving styles and practices, eco-driving, has been recognized in the literature as an option for reducing vehicle energy consumption. Prior eco-driving research has looked at the effectiveness of various eco-driving programs. However, the characteristics of the individuals participating in fleet eco-driving programs and the role of the supervisor as an advocate for eco-driving practices have remained relatively unexamined. An eco-driving intervention intended to increase eco-driving behaviors in a work organization was conducted with fleet drivers in three public organizations. Drawing from the workplace training literature, we hypothesized that employee eco-driving behaviors will increase after the implementation of an eco-driving intervention, but that these behaviors will be dependent on the participant's pre-intervention motivation and support from their supervisor for implementing eco-driving practices. Survey data were collected pre- and post-intervention from 51 fleet drivers (average age 45.3 and 33% female), and results indicate that the eco-driving intervention was effective when either high levels of pre-intervention motivation or supervisor support were present. Title: Individual and Contextual Variables Enhance Transfer for a Workplace Eco-Driving Intervention Author: Mansfield, Layla R., Guros, Frankie, Truxillo, Donald M., MacArthur, John Year: 2016 The adoption of energy efficient driving styles and practices, eco-driving, has been recognized in the literature as an option for reducing vehicle energy consumption. Prior eco-driving research has looked at the effectiveness of various eco-driving programs. However, the characteristics of the individuals participating in fleet eco-driving programs and the role of the supervisor as an advocate for eco-driving practices have remained relatively unexamined. An eco-driving intervention intended to increase eco-driving behaviors in a work organization was conducted with fleet drivers in three public organizations. Drawing from the workplace training literature, we hypothesized that employee eco-driving behaviors will increase after the implementation of an eco-driving intervention, but that these behaviors will be dependent on the participant's pre-intervention motivation and support from their supervisor for implementing eco-driving practices. Survey data were collected pre- and post-intervention from 51 fleet drivers (average age 45.3 and 33% female), and results indicate that the eco-driving intervention was effective when either high levels of pre-intervention motivation or supervisor support were present. Close

• 24. [Article] Peer Interaction in Rural Preschool Classrooms: Contributions of Children's Learning-Related Behaviors, Language and Literacy Skills, and Problem Behaviors

  Peer interaction contributes strongly to children’s development and learning, but the processes by which peer interaction is shaped in preschool classrooms, particularly classrooms in rural communities, ...

  Citation × Citation Citation Abstract Copy Title: Peer Interaction in Rural Preschool Classrooms: Contributions of Children's Learning-Related Behaviors, Language and Literacy Skills, and Problem Behaviors Author: Lin, Tzu-Jung, Justice, Laura M., Narmada, Paul, Mashburn, Andrew J. Year: 2016 Peer interaction contributes strongly to children’s development and learning, but the processes by which peer interaction is shaped in preschool classrooms, particularly classrooms in rural communities, are largely unknown. This study aimed to examine the patterns of peer interaction in rural preschool classrooms as a way to extrapolate how children influence each other in their day-to-day social interaction. Included in this study were 270 preschoolers (Mean age = 53 months, SD = 3.2) from 61 preschool classrooms located in rural communities that primarily served children from low-income families. Results of actor-partner interdependence models demonstrate significant homophily effects of children’s learning-related behaviors and language and literacy skills, after accounting for gender and problem behavior homophily. The similarity of learning-related behaviors between a dyad mediated the relationship between their problem behaviors and the frequency of peer interaction. Children’s language and literacy skills were similar to the skills of their peers with whom they interacted more often toward the end of the academic year. These findings have implications for understanding and improving peer interaction in rural preschool classrooms. Title: Peer Interaction in Rural Preschool Classrooms: Contributions of Children's Learning-Related Behaviors, Language and Literacy Skills, and Problem Behaviors Author: Lin, Tzu-Jung, Justice, Laura M., Narmada, Paul, Mashburn, Andrew J. Year: 2016 Peer interaction contributes strongly to children’s development and learning, but the processes by which peer interaction is shaped in preschool classrooms, particularly classrooms in rural communities, are largely unknown. This study aimed to examine the patterns of peer interaction in rural preschool classrooms as a way to extrapolate how children influence each other in their day-to-day social interaction. Included in this study were 270 preschoolers (Mean age = 53 months, SD = 3.2) from 61 preschool classrooms located in rural communities that primarily served children from low-income families. Results of actor-partner interdependence models demonstrate significant homophily effects of children’s learning-related behaviors and language and literacy skills, after accounting for gender and problem behavior homophily. The similarity of learning-related behaviors between a dyad mediated the relationship between their problem behaviors and the frequency of peer interaction. Children’s language and literacy skills were similar to the skills of their peers with whom they interacted more often toward the end of the academic year. These findings have implications for understanding and improving peer interaction in rural preschool classrooms. Close

• 25. [Article] Chinese Employees’ Psychological Responses to Abusive Supervisors The Roles of Gender and Self-Esteem

  Drawing on the conservation of resources theory, the relations between abusive supervision and emotional exhaustion and intent to leave were examined, as well as the gender differences in these relations. ...

  Citation × Citation Citation Abstract Copy Title: Chinese Employees’ Psychological Responses to Abusive Supervisors The Roles of Gender and Self-Esteem Author: Wang, Rong, Jiang, Jiang, Yang, Liuqin, Kwan Shing Chan, Darius Year: 2016 Drawing on the conservation of resources theory, the relations between abusive supervision and emotional exhaustion and intent to leave were examined, as well as the gender differences in these relations. Moreover, the moderating effect of self-esteem was tested in an integrated model stipulating that the gender-moderating effect was mediated by the abusive supervision × self-esteem interaction. Data were collected from 264 employees (111 men; M age = 32.0 years; M tenure = 9.2 years). Results of regression analyses indicated that abusive supervision was positively correlated to emotional exhaustion and intent to leave. Women reported higher emotional exhaustion and intent to leave than men. The relations of interest were stronger among employees with higher self-esteem (emotional exhaustion: β = 0.44; intent to leave: β = 0.53). The interaction of abusive supervision × self-esteem mediated the gender-moderating effect. Women's stronger responses to abusive supervision may be related to their higher self-esteem, possibly because of the importance of employment to Chinese women. Title: Chinese Employees’ Psychological Responses to Abusive Supervisors The Roles of Gender and Self-Esteem Author: Wang, Rong, Jiang, Jiang, Yang, Liuqin, Kwan Shing Chan, Darius Year: 2016 Drawing on the conservation of resources theory, the relations between abusive supervision and emotional exhaustion and intent to leave were examined, as well as the gender differences in these relations. Moreover, the moderating effect of self-esteem was tested in an integrated model stipulating that the gender-moderating effect was mediated by the abusive supervision × self-esteem interaction. Data were collected from 264 employees (111 men; M age = 32.0 years; M tenure = 9.2 years). Results of regression analyses indicated that abusive supervision was positively correlated to emotional exhaustion and intent to leave. Women reported higher emotional exhaustion and intent to leave than men. The relations of interest were stronger among employees with higher self-esteem (emotional exhaustion: β = 0.44; intent to leave: β = 0.53). The interaction of abusive supervision × self-esteem mediated the gender-moderating effect. Women's stronger responses to abusive supervision may be related to their higher self-esteem, possibly because of the importance of employment to Chinese women. Close

• 26. [Article] Sleep, Dietary, and Exercise Behavioral Clusters Among Truck Drivers With Obesity: Implications for Interventions

  Objective: The objectives of the study were to describe a sample of truck drivers, identify clusters of drivers with similar patterns in behaviors affecting energy balance (sleep, diet, and exercise), ...

  Citation × Citation Citation Abstract Copy Title: Sleep, Dietary, and Exercise Behavioral Clusters Among Truck Drivers With Obesity: Implications for Interventions Author: Olson, Ryan, Thompson, Sharon V., Wipfli, Brad, Hanson, Ginger, Elliot, Diane L., Anger, Kent, Bodner, Todd, Hammer, Leslie B., Hohn, Elliot, Perrin, Nancy Year: 2016 Objective: The objectives of the study were to describe a sample of truck drivers, identify clusters of drivers with similar patterns in behaviors affecting energy balance (sleep, diet, and exercise), and test for cluster differences in health safety, and psychosocial factors. Methods: Participants’ (n = 452, body mass index M = 37.2, 86.4% male) self-reported behaviors were dichotomized prior to hierarchical cluster analysis, which identified groups with similar behavior covariation. Cluster differences were tested with generalized estimating equations. Results: Five behavioral clusters were identified that differed significantly in age, smoking status, diabetes prevalence, lost work days, stress, and social support, but not in body mass index. Cluster 2, characterized by the best sleep quality, had significantly lower lost workdays and stress than other clusters. Conclusions: Weight management interventions for drivers should explicitly address sleep, and may be maximally effective after establishing socially supportive work environments that reduce stress exposures. Title: Sleep, Dietary, and Exercise Behavioral Clusters Among Truck Drivers With Obesity: Implications for Interventions Author: Olson, Ryan, Thompson, Sharon V., Wipfli, Brad, Hanson, Ginger, Elliot, Diane L., Anger, Kent, Bodner, Todd, Hammer, Leslie B., Hohn, Elliot, Perrin, Nancy Year: 2016 Objective: The objectives of the study were to describe a sample of truck drivers, identify clusters of drivers with similar patterns in behaviors affecting energy balance (sleep, diet, and exercise), and test for cluster differences in health safety, and psychosocial factors. Methods: Participants’ (n = 452, body mass index M = 37.2, 86.4% male) self-reported behaviors were dichotomized prior to hierarchical cluster analysis, which identified groups with similar behavior covariation. Cluster differences were tested with generalized estimating equations. Results: Five behavioral clusters were identified that differed significantly in age, smoking status, diabetes prevalence, lost work days, stress, and social support, but not in body mass index. Cluster 2, characterized by the best sleep quality, had significantly lower lost workdays and stress than other clusters. Conclusions: Weight management interventions for drivers should explicitly address sleep, and may be maximally effective after establishing socially supportive work environments that reduce stress exposures. Close

• 27. [Article] Review: Is Parent–Child Attachment a Correlate of Children’s Emotion Regulation and Coping?

  Attachment theorists have described the parent–child attachment relationship as a foundation for the emergence and development of children’s capacity for emotion regulation and coping with stress. The ...

  Citation × Citation Citation Abstract Copy Title: Review: Is Parent–Child Attachment a Correlate of Children’s Emotion Regulation and Coping? Author: Zimmer-Gembeck, Melanie J., Webb, Haley J., Pepping, Christopher A., Swan, Kellie, Merlo, Ourania, Skinner, Ellen A., Avdagic, Elbina, Dunbar, Michelle Year: 2017 Attachment theorists have described the parent–child attachment relationship as a foundation for the emergence and development of children’s capacity for emotion regulation and coping with stress. The purpose of this review was to summarize the existing research addressing this issue. We identified 23 studies that employed validated assessments of attachment, which were not based on self-report questionnaires, and separated the summary into findings for toddlers/preschool, children, and adolescents. Although most associations were weak and only a minority of the multiple possible associations tested was supported in each study, all studies (but one) reported at least one significant association between attachment and emotion regulation or coping. The evidence pointed to the regulatory and coping problems of toddlers showing signs of ambivalent attachment or the benefits of secure (relative to insecure) attachment for toddlers, children, and adolescents. Toddlers who showed signs of avoidant attachment relied more on self-related regulation (or less social-oriented regulation and coping), but it was not clear whether these responses were maladaptive. There was little information available regarding associations of ambivalent attachment with school-age children’s or adolescents’ emotion regulation. There were also few studies that assessed disorganized attachment. Title: Review: Is Parent–Child Attachment a Correlate of Children’s Emotion Regulation and Coping? Author: Zimmer-Gembeck, Melanie J., Webb, Haley J., Pepping, Christopher A., Swan, Kellie, Merlo, Ourania, Skinner, Ellen A., Avdagic, Elbina, Dunbar, Michelle Year: 2017 Attachment theorists have described the parent–child attachment relationship as a foundation for the emergence and development of children’s capacity for emotion regulation and coping with stress. The purpose of this review was to summarize the existing research addressing this issue. We identified 23 studies that employed validated assessments of attachment, which were not based on self-report questionnaires, and separated the summary into findings for toddlers/preschool, children, and adolescents. Although most associations were weak and only a minority of the multiple possible associations tested was supported in each study, all studies (but one) reported at least one significant association between attachment and emotion regulation or coping. The evidence pointed to the regulatory and coping problems of toddlers showing signs of ambivalent attachment or the benefits of secure (relative to insecure) attachment for toddlers, children, and adolescents. Toddlers who showed signs of avoidant attachment relied more on self-related regulation (or less social-oriented regulation and coping), but it was not clear whether these responses were maladaptive. There was little information available regarding associations of ambivalent attachment with school-age children’s or adolescents’ emotion regulation. There were also few studies that assessed disorganized attachment. Close

• 28. [Article] Comparison of two behavioral models in obesity treatment

  This study compared the results of two methods of behavioral treatment in combination with a very-low-calorie-diet in the treatment of obesity. Subjects were 28 male and 106 female patients admitted to ...

  Citation × Citation Citation Abstract Copy Title: Comparison of two behavioral models in obesity treatment Author: Dominy, Nina Lucille Year: 1990 This study compared the results of two methods of behavioral treatment in combination with a very-low-calorie-diet in the treatment of obesity. Subjects were 28 male and 106 female patients admitted to the medically supervised fasting program at Risk Factor Clinic in Portland, Oregon. Subjects were matched by gender, percent over ideal body weight, and age. Subject group I received a smorgasbord of behavioral techniques from various group leaders in a 60-minute weekly session. Presentation was didactic and theoretical and subjects were accountable to themselves for utilization of the techniques. Subject group II participated in 90-minute weekly sessions with a primary leader facilitating a problem solving and educational session in which patients were continually encouraged to participate. Subjects set goals and made weekly commitments to facilitate skill acquisition and behavior change. The leader collected data from patients each week on program compliance and physical activity. Title: Comparison of two behavioral models in obesity treatment Author: Dominy, Nina Lucille Year: 1990 This study compared the results of two methods of behavioral treatment in combination with a very-low-calorie-diet in the treatment of obesity. Subjects were 28 male and 106 female patients admitted to the medically supervised fasting program at Risk Factor Clinic in Portland, Oregon. Subjects were matched by gender, percent over ideal body weight, and age. Subject group I received a smorgasbord of behavioral techniques from various group leaders in a 60-minute weekly session. Presentation was didactic and theoretical and subjects were accountable to themselves for utilization of the techniques. Subject group II participated in 90-minute weekly sessions with a primary leader facilitating a problem solving and educational session in which patients were continually encouraged to participate. Subjects set goals and made weekly commitments to facilitate skill acquisition and behavior change. The leader collected data from patients each week on program compliance and physical activity. Close

• 29. [Article] Motivational processes involved in academic help seeking and help avoidance

  During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated ...

  Citation × Citation Citation Abstract Copy Title: Motivational processes involved in academic help seeking and help avoidance Author: Marchand, Gwen Catherine Year: 2004 During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated to consider it a way of coping framed within the Self-System Model of Motivational Development. This framework allows for the consideration of (1) the opposite of help seeking (help avoidance) as a motivated way of coping, (2) the central role of teachers, and (3) the operation of multiple self-system processes in shaping students' coping behaviors. Self-report, teacher-report, and school record data from 765 3rd through 61 h grade students and their teachers were analyzed to determine the structure of help seeking and avoidance, the antecedents and consequences of these ways of coping, and developmental differences that may account for age-related changes in coping. Data were available from two time points, the fall and spring of one academic year, allowing for concurrent and change over time analyses. Title: Motivational processes involved in academic help seeking and help avoidance Author: Marchand, Gwen Catherine Year: 2004 During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated to consider it a way of coping framed within the Self-System Model of Motivational Development. This framework allows for the consideration of (1) the opposite of help seeking (help avoidance) as a motivated way of coping, (2) the central role of teachers, and (3) the operation of multiple self-system processes in shaping students' coping behaviors. Self-report, teacher-report, and school record data from 765 3rd through 61 h grade students and their teachers were analyzed to determine the structure of help seeking and avoidance, the antecedents and consequences of these ways of coping, and developmental differences that may account for age-related changes in coping. Data were available from two time points, the fall and spring of one academic year, allowing for concurrent and change over time analyses. Close

• 30. [Article] On his own terms : William James, identity, and the development of American Psychology

  William James came of age at a time of great social and intellectual change in the United States. During this period, new professional identities proliferated, and a new culture of professionalization ...

  Citation × Citation Citation Abstract Copy Title: On his own terms : William James, identity, and the development of American Psychology Author: Stoller, Kevin R. William James came of age at a time of great social and intellectual change in the United States. During this period, new professional identities proliferated, and a new culture of professionalization developed with important ramifications for conceptions of individual and social identity. Professionalization was also closely related to key intellectual developments of the time, such as the application of scientific methods to social and human questions and the consolidation of intellectual work within the university. This thesis chronicles James's struggle to find a place within this society that both satisfied his personal desire for individual growth and freedom and established him within the context of professional academia, arguing that James's difficulties in finding a professional identity were inseparable from his development of a unique intellectual voice. The thesis then explores how James expressed his personal identity and insights in his work as professional academic and psychologist. Title: On his own terms : William James, identity, and the development of American Psychology Author: Stoller, Kevin R. William James came of age at a time of great social and intellectual change in the United States. During this period, new professional identities proliferated, and a new culture of professionalization developed with important ramifications for conceptions of individual and social identity. Professionalization was also closely related to key intellectual developments of the time, such as the application of scientific methods to social and human questions and the consolidation of intellectual work within the university. This thesis chronicles James's struggle to find a place within this society that both satisfied his personal desire for individual growth and freedom and established him within the context of professional academia, arguing that James's difficulties in finding a professional identity were inseparable from his development of a unique intellectual voice. The thesis then explores how James expressed his personal identity and insights in his work as professional academic and psychologist. Close