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1. Prolonged Institutional Rearing Is Associated with Atypically Large Amygdala Volume and Difficulties in Emotion Regulation (EJ867428)
Author(s):
Tottenham, Nim; Hare, Todd A.; Quinn, Brian T.; McCarry, Thomas W.; Nurse, Marcella; Gilhooly, Tara; Millner, Alexander; Galvan, Adriana; Davidson, Matthew C.; Eigsti, Inge-Marie; Thomas, Kathleen M.; Freed, Peter J.; Booma, Elizabeth S.; Gunnar, Megan R.; Altemus, Margaret; Aronson, Jane; Casey, B. J.
Source:
Developmental Science, v13 n1 p46-61 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Check Lists; Social Development; Emotional Disturbances; Child Behavior; Affective Behavior; Emotional Development; Anxiety; Residential Care; Brain; Child Development; Neurology; Biology; Children; Diagnostic Tests; Neurological Organization; Measures (Individuals); Stress Variables; Adoption; Foreign Countries
Abstract: Early adversity, for example poor caregiving, can have profound effects on emotional development. Orphanage rearing, even in the best circumstances, lies outside of the bounds of a species-typical caregiving environment. The long-term effects of this early adversity on the neurobiological development associated with socio-emotional behaviors are not well understood. Seventy-eight children, who include those who have experienced orphanage care and a comparison group, were assessed. Magnetic resonance imaging (MRI) was used to measure volumes of whole brain and limbic structures (e.g. amygdala, hippocampus). Emotion regulation was assessed with an emotional go-nogo paradigm, and anxiety and internalizing behaviors were assessed using the Screen for Child Anxiety Related Emotional Disorders, the Child Behavior Checklist, and a structured clinical interview. Late adoption was associated with larger corrected amygdala volumes, poorer emotion regulation, and increased anxiety. Although more than 50% of the children who experienced orphanage rearing met criteria for a psychiatric disorder, with a third having an anxiety disorder, the group differences observed in amygdala volume were not driven by the presence of an anxiety disorder. The findings are consistent with previous reports describing negative effects of prolonged orphanage care on emotional behavior and with animal models that show long-term changes in the amygdala and emotional behavior following early postnatal stress. These changes in limbic circuitry may underlie residual emotional and social problems experienced by children who have been internationally adopted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity (EJ867258)
Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske
Journal of Youth and Adolescence, v39 n1 p62-72 Jan 2010
Descriptors: Intelligence; Academic Achievement; Foreign Countries; Peer Acceptance; College Bound Students; Comparative Analysis; Interpersonal Competence; Cognitive Ability; Peer Relationship; Sociometric Techniques; Adolescents; Vocational Education; College Preparation; Interaction; Educational Environment; Context Effect
Abstract: This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Perceived Social Support and Early Adolescents' Achievement: The Mediational Roles of Motivational Beliefs and Emotions (EJ867256)
Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans
Journal of Youth and Adolescence, v39 n1 p36-46 Jan 2010
Descriptors: Mathematics Achievement; Grade 7; Social Support Groups; Student Attitudes; Emotional Response; Self Esteem; Competence; Anxiety; Correlation; Parent Influence; Peer Influence; Teacher Influence; Motivation; Academic Achievement; Foreign Countries
Abstract: Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status). A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however, varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence achievement through motivational and affective pathways. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Bullying and Victimization among Adolescents: The Role of Ethnicity and Ethnic Composition of School Class (EJ867252)
Vervoort, Miranda H. M.; Scholte, Ron H. J.; Overbeek, Geertjan
Journal of Youth and Adolescence, v39 n1 p1-11 Jan 2010
Descriptors: Ethnicity; Bullying; Adolescents; Heterogeneous Grouping; Foreign Countries; Victims of Crime; Racial Differences; Racial Composition; Minority Groups; Incidence; Classroom Environment; Grouping (Instructional Purposes)
Abstract: The present study examined the relationships between ethnicity, peer-reported bullying and victimization, and whether these relationships were moderated by the ethnic composition of the school classes. Participants were 2386 adolescents (mean age: 13 years and 10 months; 51.9% boys) from 117 school classes in the Netherlands. Multilevel analyses showed that, after controlling for the ethnic composition of school class, ethnic minority adolescents were less victimized, but did not differ from the ethnic majority group members on bullying. Victimization was more prevalent in ethnically heterogeneous classes. Furthermore, the results revealed that ethnic minority adolescents bully more in ethnically heterogeneous classes. Our findings suggest that, in order to understand bullying and victimization in schools in ethnically diverse cultures, the ethnic background of adolescents and the ethnic composition of school classes should be taken into account. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Discursive Enactments of the World Health Organization's Policies: Competing Cultural Models in Tanzanian HIV/AIDS Prevention (EJ867248)
Higgins, Christina
Language Policy, v9 n1 p65-85 Feb 2010
2010-02-00
Descriptors: Acquired Immunodeficiency Syndrome (AIDS); Prevention; Public Health; International Organizations; Nongovernmental Organizations; Policy; Daily Living Skills; Behavior Change; Language Planning; Educational Practices; Foreign Countries
Abstract: In the healthcare arena, language policy-related research has thus far been limited to questions about "language access," i.e., whether individuals are supplied with health information in their languages, and whether interpreters for doctor-patient consultations are provided (Martinez 2008; Ngo-Metzger et al. 2003; Partida 2007; Vahabi 2007). This article seeks to expand this body of research by exploring how health policies and health literacies are languaged in HIV/AIDS educational sessions in Tanzania. Placing health literacies within a "multiliteracies" framework (Cope and Kalantzis 2000), I explore how international public health policies that inform HIV/AIDS education are articulated in educational sessions sponsored by a Tanzanian non-governmental organization (NGO). The article focuses on this NGO's implementation of the World Health Organization's Life Skills Education (LSE) curriculum, a set of ten skills that was designed to promote positive behavior change. Since the LSE curriculum is not designed specifically for Tanzanian target populations, it is important to understand how LSE global health literacies are discursively constructed and disseminated, and to investigate if they are deemed culturally appropriate at the local level. Using Gee's ("1990") concept of "cultural models," I draw on 4 months of fieldwork to interpret how NGO educators and audience members respond to the information in educational sessions. A close analysis of the interactions reveals tensions between the LSE global cultural model and the local cultural models articulated by the educators and the audiences. Suggestions for language policy and planning in HIV/AIDS education are discussed which incorporate local cultural models into educational practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Languaging for Life: African Youth Talk Back to HIV/AIDS Research (EJ867250)
Norton, Bonny; Mutonyi, Harriet
Language Policy, v9 n1 p45-63 Feb 2010
Descriptors: Acquired Immunodeficiency Syndrome (AIDS); Foreign Countries; Language Usage; Policy; Health; Research; Youth; Case Studies; Gender Bias; Poverty; Applied Linguistics; African Culture; Interpersonal Relationship
Abstract: In this article, we present a case study, undertaken in Uganda, in which 12 young people debated and critiqued four research articles on HIV/AIDS relevant to Ugandan youth. The rationale for the study was to provide students with the opportunity to respond to health research that had a direct bearing on their lives. It also complements applied linguistics research that has been undertaken in resource-rich countries with adult participants. In our study, we were particularly interested in the extent to which languaging (Swain in "Advanced language learning: the contributions of Halliday and Vygotsky." Continuum, London, 2006) was productive for African youth engagement in policy. We argue that this research has relevance for language policy, in the sense that language policy references not only top-down policies such as the medium of instruction in schools, but also language and linguistic practices at grassroots level that have policy implications. Insights from the students, which are supported by a broad range of literature, suggest that the devastating effects of the HIV/AIDS epidemic in Africa have led many communities to rethink traditional customs and social relationships, some of which have exacerbated the spread of the disease. At a more systemic level, the students recognized that gender inequities made both females and males more vulnerable to HIV/AIDS, but in significantly different ways; that poverty undermines freedom of choice; and that beliefs and practices perceived to be "western" should be negotiated with care. These insights have important implications for policy with respect to language, health, and education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Children's Peer Victimization, Empathy, and Emotional Symptoms (EJ867230)
Malti, Tina; Perren, Sonja; Buchmann, Marlis
Child Psychiatry and Human Development, v41 n1 p98-113 Feb 2010
Descriptors: Foreign Countries; Victims of Crime; Empathy; Emotional Response; Symptoms (Individual Disorders); Longitudinal Studies; Kindergarten; Grade 1; Parent Attitudes; Teacher Attitudes; Student Attitudes; Predictor Variables; Correlation; Gender Differences; Social Development; Emotional Development
Abstract: This study investigated the concurrent and longitudinal relations among children's peer victimization, empathy, and emotional symptoms. The sample consisted of 175 children (85 girls, mean age = 6.1 years) recruited from kindergartens in Switzerland and followed for 1 year (Time 2). Parents and teachers reported on the children's emotional symptoms, empathy, and victimization. Children reported their empathy and victimization experiences. Peer victimization was a predictor of emotional symptoms at Time 1; this association was stronger for children with average or high levels of empathy. Increases in peer victimization predicted increases in boys' emotional symptoms, and increases in victimization were related to decreases in empathy. The results emphasize the role of negative peer relations and children's social-emotional information processing for the development of emotional symptoms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. What's Recreational about "Recreational Rioting"? Children on the Streets in Belfast (EJ867088)
Leonard, Madeleine
Children & Society, v24 n1 p38-49 Jan 2010
Descriptors: Focus Groups; Adolescents; Foreign Countries; Applied Linguistics; Protestants; Catholics; Student Attitudes
Abstract: The purpose of this paper was to explore teenagers' perception of the concept of "recreational rioting". It draws on focus group discussions with 80 Catholic and Protestant teenagers who live in one of the most contested interface areas in Northern Ireland, many of whom have experience of rioting. The majority of children who took part in the research were highly critical of the connotations associated with "recreational rioting" and their experiences of rioting calls into question the "recreational" aspects of the practice. While many children were motivated to become involved in rioting because of "something to do", their participation was imbued with political undertones. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Children as Public Actors: Navigating the Tensions (EJ867082)
Shier, Harry
Children & Society, v24 n1 p24-37 Jan 2010
Descriptors: Social Control; Foreign Countries; Participation; Empowerment; Children; Comparative Education; Models
Abstract: Drawing on comparative research with children's participation practitioners in Nicaragua and the United Kingdom, this study explores the thinking that guides their practice. Earlier models are considered inadequate to describe complex, multidimensional participation processes. Whilst several differences are observed, the key issues or tensions are similar in both countries. Fifteen tensions are discussed in three categories. Most are tensions between participation as social control and participation as empowerment, which apply to all marginalised groups, not just children. The second group is specific to children. Finally, there are tensions between process and product. It is suggested that practitioners could use this analysis to reappraise and improve practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Intervening in Children's Involvement in Gangs: Views of Cape Town's Young People (EJ867083)
Ward, Catherine L.; Bakhuis, Karlijn
Children & Society, v24 n1 p50-62 Jan 2010
Descriptors: Focus Groups; Adolescents; Out of School Youth; Students; Foreign Countries; Adolescent Development; Group Discussion; Intervention; Youth Programs; Juvenile Gangs; Adolescent Attitudes
Abstract: Gangs have a long history in Cape Town and children tend to begin involvement around age 12. Children's views on causes of children's involvement in gangs and appropriate interventions, were sought for inclusion in policy recommendations. Thirty focus group discussions were held with in- and out-of-school youth in different communities. Participants identified failing social structures as the causes of gangsterism. They recommended interventions to enable social structures to provide a wide range of opportunities for positive youth development, rather than programmes narrowly focused on gangs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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