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Descriptors:
Surgery; Group Dynamics; Interpersonal Communication; Communication Skills; Verbal Communication; Classification; Video Technology; Dialogs (Language); Vertical Organization; Power Structure; Safety

Abstract:
Focused dialogue, as good communication between practitioners, offers a condition of possibility for development of high levels of situation awareness in surgical teams. This has been termed "achieving ensemble". Situation awareness grasps what is happening in time and space with regard to one's own unfolding work in relation to that of colleagues, and is necessary to maintain patient safety throughout a surgical list. We refined a typology, initially developed for use in studying the dynamics of teams in aviation safety, of 10 kinds of communication within two broad areas: "Reports", or authoritative acts of communication setting up a monological or authoritative climate; and "Requests", or facilitative acts of communication setting up a dialogical or participatory climate. We systematically mapped how orthopaedic surgical teams use verbal communication through analysis of videotaped operations using the typology. We asked: "do orthopaedic surgical teams set up the conditions of possibility for the emergence of situation awareness through effective communication?" We found that orthopaedic surgical teams tend to produce monological rather than dialogical climates. Dialogue increases with more complex cases, but in routine work, communication levels are depressed and one-way, influenced by surgeons working within a traditionally hierarchical and authoritative culture. We suggest that such a monological climate inhibits development of situation awareness and then compromises patient safety. The same teams, however, generate potentially rich educational climates through exchange of profession-specific knowledge and skills, and we suggest that where technical skill exchange is good, non-technical or interpersonal communication skill levels can follow. 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:
Resilience (Psychology); Depression (Psychology); Foreign Countries; Family Violence; Cross Cultural Studies; Questionnaires; At Risk Persons; Individual Characteristics; Adolescents; Aggression; Gender Differences; Experience; Socioeconomic Status; Predictor Variables; Parenting Styles; Verbal Communication; Teacher Influence; Parent Influence; Substance Abuse; Peer Relationship; Grade 8

Abstract:
Questionnaire data from a cross-sectional study of a randomly selected sample of 5,149 middle-school students from four EU countries (Austria, Germany, Slovenia, and Spain) were used to explore the effects of family violence burden level, structural and procedural risk and protective factors, and personal characteristics on adolescents who are resilient to depression and aggression despite being exposed to domestic violence. Using logistic regression to identify resilience characteristics, our results indicate that structural risks like one's sex, migration experience, and socioeconomic status were not predictive of either family violence burden levels or resilience. Rather, nonresilience to family violence is derived from a combination of negative experiences with high levels of family violence in conjunction with inconsistent parenting, verbally aggressive teachers, alcohol and drug misuse and experiences of indirect aggression with peers. Overall, negative factors outweigh positive factors and play a greater role in determining the resilience level that a young person achieves. (Contains 7 tables 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:
Child Welfare; Parent Attitudes; Behavior Change; Coding; Attribution Theory; Correlation; Punishment; Parent Child Relationship; Discipline; Behavior Problems; Academic Achievement; Verbal Communication

Abstract:
We documented what parents report as the cause of their child's academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5-18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents' attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners. 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:
Psychology; Emotional Response; Correlation; Semiotics; Role; Verbal Communication; Self Control; Generalization; Personality; Language Planning; Communication (Thought Transfer); Interpersonal Relationship

Abstract:
In this article, we discuss contributions from contemporary authors toward understanding a complex topic: human emotions. We comment on these authors' ideas and describe their ways of talking about emotions in relation to language, consciousness, meaning, and psychological instruments. After considering the distinct contributions of these authors, we inquire how Vygotsky's ideas deepen our understanding of human emotions and we argue the need for further exploration into the interrelations between emotions and signification. In his search to explain how social relations become internalized psychological functions, Vygotsky utilized the notions of sign and semiotic mediation to highlight the role of verbal language and meaning in making specific forms of communication and generalization possible, such as planning and self-regulation. Vygotsky claimed that human emotions develop, but he did not explicitly state how this happens. Assuming that emotions are also affected by sign production and (trans)formed by signification and language, we argue that the ways of conceiving of signification, sign, and sense production make a difference for how we explain historical-cultural development, psychicological functioning, personality formation, and the dramatic constitution of subjects. We offer two empirical excerpts to make particular aspects of signifying emotions visible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade 1; Elementary School Students; Screening Tests; Alphabets; Phonemic Awareness; Reading Comprehension; Listening Comprehension; Word Recognition; Verbal Communication

Abstract:
The First Grade Baseline Evaluation is an optional tool that can be used at the beginning of the school year to help teachers get to know the reading and language skills of each student. The evaluation is composed of seven screenings. Teachers may use the entire evaluation or choose to use those individual screenings that they find most beneficial for their students. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Baseline Evaluation is designed to be given individually to students. It can be used to provide a baseline of a student's reading skills at the beginning of the school year. Because the assessed skills will continue to develop over time, this evaluation may be used multiple times throughout the year to monitor progress. This will allow a teacher to tailor instruction most appropriately. The First Grade Baseline Evaluation addresses skills based on "Indiana's Academic Standards--Grade 1." The evaluation covers skills in: (1) Letter Identification; (2) Letter Sound Identification; (3) Phonemic Awareness; (4) Sight Word Identification; (5) Dictation; (6) Reading Comprehension; and (7) Listening Comprehension. 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:
Inhalants; Parent Child Relationship; Aggression; Parent Role; Adolescents; Correlation; Rural Areas; Verbal Communication; Antisocial Behavior; Prevention; Family Relationship

Abstract:
The purpose of this article is to examine the dynamics of the relationship between parents and their adolescent children and their association with lifetime and past-month inhalant usage. The population studied was seventh- through ninth-grade students in rural Idaho (N = 570). The authors found a small, but consistent, significant inverse correlation between parental bonding and monitoring of behavior and inhalant usage. There was also a significant positive correlation between verbally aggressive behavior in the family and inhalant use. The data imply that family interaction may play a significant role in the use of inhalants and that the family can play a major role in prevention. (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:
Prevention; Intervention; Adolescents; Measures (Individuals); Correlation; Foreign Countries; Anxiety Disorders; Symptoms (Individual Disorders); Questionnaires; Case Studies; Bullying; Anxiety; Gender Differences; Age Differences; Verbal Communication; Victims

Abstract:
Objective: The aims of this cross-sectional study were to examine the associations of various types of school bullying involvement experiences with different dimensions of anxiety symptoms on the Multidimensional Anxiety Scale for Children (MASC) and to examine the moderating effects of gender and age on the associations in Taiwanese adolescent students aged at 11-18. Method: Involvement in passive and physical bullying and belongings snatch and multiple dimensions of anxiety symptoms in 5537 adolescents were determined through use of the self-reported Chinese version of the School Bullying Experience Questionnaire (C-SBEQ) and the Taiwanese version of the MASC, respectively. The associations between four types of bullying involvement and four dimensions of anxiety symptoms and the moderating effects of gender and age were examined using linear mixed model analysis. Results: The results indicated that except for the non-significant association between victimization by verbal and relational bullying and harm avoidance, both victims of verbal and relational bullying and physical bullying and belongings snatch reported more severe anxiety symptoms on all four dimensions of MASC-T than non-bullied subjects. While the perpetrators of verbal and relational bullying reported more severe physical symptoms and social anxiety than did non-perpetrators of verbal and relational bullying, the perpetrators of physical bullying and belongings snatch reported less harm avoidance, social anxiety and separation/panic than did non-perpetrators of physical bullying and belongings snatch. Perpetrator-victims of verbal and relational bullying showed more physical symptoms than those who were pure victims or perpetrators of verbal and relational bullying. Perpetrator-victims of physical bullying and belongings snatch had more social anxiety than those who were pure victims or perpetrators. This study also found that gender and age had the moderating effect on the association between some forms of bullying involvement and some dimensions of anxiety symptoms. Conclusions: The results of this study support the necessity to apply the multi-dimensional scale to evaluate anxiety symptoms in adolescents who are involved in bullying and to take the different directions of association into consideration when developing prevention and intervention programs. (Contains 5 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:
Autism; Music; Physiology; Responses; Verbal Communication; Emotional Response; Hypothesis Testing; Adults; Pervasive Developmental Disorders; Comparative Analysis

Abstract:
It has been suggested that individuals with autism will be less responsive to the emotional content of music than typical individuals. With the aim of testing this hypothesis, a group of high-functioning adults on the autism spectrum was compared with a group of matched controls on two measures of emotional responsiveness to music, comprising physiological and verbal measures. Impairment in participants ability to verbalize their emotions (type-II alexithymia) was also assessed. The groups did not differ significantly on physiological responsiveness, but the autism group was significantly lower on the verbal measure. However, inclusion of the alexithymia score as a mediator variable nullified this group difference, suggesting that the difference was due not to absence of underlying emotional responsiveness to music in autism, but to a reduced ability to articulate it. 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:
Preschool Education; English (Second Language); Speech Communication; Language Usage; Oral Language; Spanish Speaking; Second Language Learning; Preschool Children; Surveys; Family Influence; Cultural Influences; Preschool Teachers; Nonverbal Communication; Verbal Communication

Abstract:
The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students. 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:
Social Behavior; Mental Health; Adolescents; Secondary School Students; Foreign Countries; At Risk Persons; Sexual Orientation; Social Bias; Homosexuality; Victims; Verbal Communication; Gender Issues; Peer Relationship; Gender Differences; Hypothesis Testing

Abstract:
Although homophobic verbal victimization has been associated with negative mental health outcomes, little actually is known about its general prevalence and relationship to mental health among adolescents. In addition, the relationship of homophobic name-calling to mental health in gender non-conforming adolescents is not well understood. This study examined the relationship between homophobic verbal victimization and mental health in adolescents, accounting for their sexual orientation and level of gender non-conformity. Survey data was collected from 513 adolescents (ages 11-17) who attended eight schools in and around Amsterdam, the Netherlands; 56.7 % of the participating adolescents were female and 11.1 % reported same-sex attractions. As hypothesized, male adolescents and those with same-sex attractions were more likely to report victimization from homophobic name-calling than were their female and non-same-sex attracted peers. Contrary to expectations, homophobic name-calling was not independently associated with psychological distress after controlling for gender, sexual attractions, gender non-conformity, and other negative treatment by peers. The hypothesis that homophobic name-calling would be more strongly associated with psychological distress in male, same-sex attracted, and gender non-conforming adolescents was also not supported. The results suggest that same-sex attracted and gender non-conforming youth are particularly vulnerable to homophobic name-calling, in the Netherlands as in other contexts, but also that other forms of peer victimization may be more strongly related to mental health. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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