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Descriptors:
Adolescents; Racial Discrimination; Neighborhoods; African Americans; Adjustment (to Environment); Correlation; Urban Areas; Behavior Problems; Prediction; Stress Variables; Community Characteristics

Abstract:
Racial discrimination has serious negative consequences for the adjustment of African American adolescents. Taking an ecological approach, this study examined the linkages between perceived racial discrimination within and outside of the neighborhood and urban adolescents' externalizing and internalizing behaviors, and tested whether neighborhood cohesion operated as a protective factor. Data came from 461 African American adolescents (mean age = 15.24 years, SD = 1.56; 50% female) participating in the Project on Human Development in Chicago Neighborhoods. Multilevel models revealed that perceived discrimination within youth's neighborhoods was positively related to externalizing, and discrimination both within and outside of youth's neighborhoods predicted greater internalizing problems. Neighborhood cohesion moderated the association between within-neighborhood discrimination and externalizing. Specifically, high neighborhood cohesion attenuated the association between within-neighborhood discrimination and externalizing. The discussion centers on the implications of proximal stressors and neighborhood cohesion for African American adolescents' adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Job Applicants; College Graduates; Communication Skills; Employees; Career Centers; Education Work Relationship; Surveys; Adjustment (to Environment); Problem Solving; Personnel Selection; Employment Qualifications

Abstract:
Employers value a four-year college degree, many of them more than ever. Yet half of those surveyed recently by "The Chronicle" and American Public Media's "Marketplace" said they had trouble finding recent graduates qualified to fill positions at their company or organization. Nearly a third gave colleges just fair to poor marks for producing successful employees. And they dinged bachelor's-degree holders for lacking basic workplace proficiencies, like adaptability, communication skills, and the ability to solve complex problems. What gives? These days a bachelor's degree is practically a prerequisite for getting one's resume read--two-thirds of employers said they never waive degree requirements, or do so only for particularly outstanding candidates. But clearly the credential leaves employers wanting. While they use college as a sorting mechanism, to signal job candidates' discipline and drive, they think it is falling short in adequately preparing new hires. The tension may lie partly in changes in the world of work: technological transformation and evolving expectations that employees be ready to handle everything straightaway. And perhaps managers are right to expect an easier time finding employees up to the task--after all, three times the proportion of Americans have bachelor's degrees now as did a generation or two ago. While some institutions tout their career centers, internship offerings, and academic programs designed with industry input, others argue that workplace skills ought to be taught on the job. Higher education is meant to educate broadly, not train narrowly, they say: It is business that is asking too much. And if college graduates are not up to scratch, some campus leaders ask, why do employers keep hiring them? The unemployment rate for Americans with bachelor's degrees, after all, is less than 5 percent; for those with only high-school diplomas, it is nearly double. Well, because even though employers may kvetch about college graduates, they generally make better employees than those who finished only high school. If nothing else, having gone through four--or five or six--years of schooling proves that they can stick with a task. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attachment Behavior; Marriage; Adults; Parent Child Relationship; Spouses; Adjustment (to Environment); Multiple Regression Analysis; Gender Differences

Abstract:
The present study explored relations among remembered parental (paternal and maternal) acceptance in childhood, spouse acceptance and psychological adjustment of adults. It also explored whether remembered childhood experiences of parental acceptance mediate the relation between perceived spouse acceptance and psychological adjustment. The sample consisted of 354 married adult men (178) and women (176). Results showed that the more accepting both men and women perceived their spouses to be, the better was their psychological adjustment. Similarly, the more accepting both men and women remembered their parents had been to them during childhood, the better was their psychological adjustment. Standard multiple regression analyses revealed that paternal acceptance mediated the relation between perceived spouse acceptance and the psychological adjustment of both men and women. In addition, remembered maternal acceptance mediated the relation between men's (but not women's) perceived spouse acceptance and psychological adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adjustment (to Environment); Personality Traits; Youth; Rural Areas; Grounded Theory; Constructivism (Learning); Resilience (Psychology); Qualitative Research; Foreign Countries; Poverty; African Culture; Collectivism; Indigenous Populations

Abstract:
Resilience, or adaptive behavior in the face of adversity, has recently come to be understood as a phenomenon that should not be uniformly conceptualized across contexts and cultures. This emerging understanding has urged exploration of what resilience might mean in specific cultural contexts. As in other majority nation contexts, there is scant documentation of what resilience might mean in an African context. In this article, the authors report on an exploratory qualitative study, rooted in a constructivist grounded theory approach, in which 11 South African adults from an impoverished rural area were invited to provide a description of resilient Basotho youth. In contrast to Eurocentric perspectives, their descriptions, verbal, written, and hand-drawn, offer an Africentric understanding of resilience. This emerging African conceptualization of resilience advocates for deeper exploration of collectivist philosophies underpinning Black youth resilience and continued research into the process of African resilience. (Contains 1 table, 2 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aphasia; Speech; Grammar; Suprasegmentals; Cues; Dialogs (Language); Discourse Analysis; Communicative Competence (Languages); Case Studies; Females; Adjustment (to Environment)

Abstract:
This paper investigates recurrent use of the phrase "very good" by a speaker with non-fluent agrammatic aphasia. Informal observation of the speaker's interaction reveals that she appears to be an effective conversational partner despite very severe word retrieval difficulties that result in extensive reliance on variants of the phrase "very good." The question that this paper addresses using an essentially conversation analytic framework is: What is the speaker achieving through these variants of "very good" and what are the linguistic and interactional resources that she draws on to achieve these communicative effects? Tokens of "very good" in the corpus were first analyzed in a bottom-up fashion, attending to sequential position, structure and participant orientation. This revealed distinct uses that were subsequently subjected to detailed acoustic analysis in order to investigate specific prosodic characteristics within and across the interactional variants. We identified specific clusters of prosodic cues that were exploited by the speaker to differentiate interactional uses of "very good." The analysis thus shows how, in the adaptation to aphasia, the speaker exploits the rich interface between prosody, grammar and interaction both to manage the interactional demands of conversation and to communicate propositional content. (Contains 9 figures, 2 tables, 13 extracts, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Depression (Psychology); Anxiety; Withdrawal (Psychology); Adjustment (to Environment); Aggression; Questionnaires; Delinquency; Grade 5; Grade 7; Grade 6; Victims; Peer Relationship; Bullying; Behavior Problems; Longitudinal Studies; Teacher Attitudes; Parent Attitudes; Student Attitudes; Predictor Variables; Self Esteem; Attribution Theory

Abstract:
Background: Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children's maladjustment (externalizing and internalizing problems). Methods: In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children's maladjustment (T1 and T3). Results: Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Conclusions: Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children's aggressive and delinquent behavior, whereas self-blame exacerbates victimization's effects on internalizing problems. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Feedback (Response); Teacher Response; Personality Traits; Teacher Characteristics; Role; Cognitive Processes; Teacher Behavior; Confidentiality; Communication Skills; Adjustment (to Environment); Aggression; Anxiety; Student Characteristics; Differences

Abstract:
Feedback orientations refer to students' perceptions of instructional feedback utility, retention, sensitivity, and confidentiality. In this paper, we report three studies that investigated the relationships among feedback orientations and communication traits. Specifically, we examined the associations among communication adaptation traits (Study 1), aggression traits (Study 2), and apprehension traits (Study 3). The results of Study 1 (N =149) indicated that students high in cognitive flexibility and responsiveness reported retaining and using instructors' feedback and were less sensitive to feedback than other participants. Findings from Study 2 (N = 82) showed that students who were high in verbal aggressiveness, Machiavellianism, and tolerance for disagreement found their instructors' feedback less useful and retained less feedback than other participants. The results of Study 3 (N = 72) revealed that students who were high in communication apprehension and low in intellectual flexibility reported being sensitive to receiving feedback, preferred to receive feedback privately, and did not find feedback to be overly useful. Results may be used by instructors to better provide students with useful, memorable, nonthreatening, and private feedback in the classroom. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Culture; Learning Processes; Adjustment (to Environment); Organizational Theories; Workplace Learning; Reflection; Industrial Psychology; Social Psychology; Best Practices

Abstract:
This article takes a psychological perspective on organisational learning, putting "reflection" into the centre of attention. We argue that (1) organisational learning is based on individual and team learning at work, (2) reflection is the driving force that leads to organisational learning and (3) cumulation of the staff's reflection outcomes allows for integration of individual and team learning into organisational best practice. Building on a vast amount of theory in this area, we provide a refined psychological model of the socio-cognitive processes of reflective learning within organisations including the initiation and the termination of reflection. Further, we discuss in depth the role of reflection for organisational learning in the light of recent theories of organisational learning. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk; Behavior Problems; Conceptual Tempo; Individual Differences; Self Control; Preadolescents; Emotional Problems; Adjustment (to Environment); Predictor Variables; Correlation; Adolescents

Abstract:
Difficulties with self-regulation are implicated in the development of emotional and behavioral problems during adolescence. Although children's ability to regulate their behaviors continues to improve throughout childhood and adolescence, it remains unclear how contextual risk factors might influence this development during the transition to adolescence, or how variation in the development of self-regulation predicts adjustment. Using a community sample of 214 8-12 year-olds (T1 M = 9.5, SD = 1.01), we examined growth trajectories of effortful control and impulsivity over three years and tested predictors and outcomes of these trajectories. Although predictors of initial levels of self-regulation were largely equivalent for both effortful control and impulsivity, contextual risk factors were related to variations in the development of impulsivity but not effortful control. However, increases in effortful control, but not impulsivity, were associated with level and rate of change in adjustment problems and positive adjustment, suggesting that different dimensions of self-regulation have different antecedents and outcomes in pre-adolescence and adolescence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Development; Low Income; Victims; Correlation; Urban Youth; Incidence; Elementary School Students; Urban Areas; Aggression; Stress Variables; Sociometric Techniques; Measures (Individuals); Behavior Problems; Prediction; Adjustment (to Environment); Developmental Stages; Models

Abstract:
Previous research suggests that the prevalence of aggression is high among low-income urban youth who have to cope with a number of psychological stressors. Less is known about the early development and consequences of aggression and peer victimization prior to adolescence in these contexts. This study examined the correlates, interplay, and consequences of aggression and victimization among children in a low-income urban context. Data were collected in the spring of grades 1, 2, and 3. The final sample included 333 children (59.5% girls, "M" = 6.46 years). Each year, children completed sociometric and peer assessments in their classrooms. A cross-lagged panel model with extended effects showed that aggression was relatively stable over time, whereas victimization was less stable. Aggression and victimization became increasingly less correlated over time. Further, early victimization negatively predicted later aggression for boys, but positively for girls. Growth curve modeling showed that initial aggression and victimization were associated with initial behavioral and relational problems. Early aggression, but not victimization, predicted relative stable or increasing in behavioral and relational problems over time. The results underscore the importance of a developmental perspective on early childhood aggression and victimization in high-risk contexts, in order to understand their implications for adjustment in adolescence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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