scholarly journals BYSTANDER IN THE CLASSROOM? THE ROLE OF FEELING-OF-BEING-CONCERNED IN THE PERCEPTION OF THE POSSIBILITY TO HELP UNRULY BEHAVING PUPILS AND ITS RELATION WITH SOCIAL COGNITIVE FLEXIBILITY

2014 ◽  
Vol 62 (1) ◽  
pp. 62-73
Author(s):  
Aneta Mechi
Keyword(s):  
No Child Left Behind ◽  
Cognitive Flexibility ◽  
Online Survey ◽  
Social Cognitive ◽  
Bystander Effect ◽  
The United States ◽  
Helping Behavior ◽  
Stereotype Content ◽  
Educational Situation ◽  
Available Information

With the aim of dealing with educational cross-domain problems that are likely to appear in each course regardless of the teaching domain, the teachers can either take the initiative to help or they can choose not to intervene. Despite the helpful recommendations to make all pupils participate (UNESCO) or no child left behind (NCLB in the United States), most teachers are unaware of their differential helping behavior when they are faced with an ambiguous or problematic educational situation. In line with the bystander effect literature and stereotype content model, the mechanism that underlies the decision of not helping is identified as the feeling that drives an individual to get into the given situation: the feeling of being concerned (FBC). FBC is supposed to redirect individuals away from hasty, biased conclusions and lead them to some distance from any information (i.e., social cognitive flexibility). It is hypothesized that the more one feels concerned by the situation, the more distance he or she tends to take based on the available information. In a current online survey, the participating teachers in training first gave their opinions about the proposed statements (i.e., the social cognitive flexibility measures), then they read one standardized scenario of the educational situation, and finally they responded to questions related to the perceived possibility of helping the pupils in the scenario. The quantitative results (according to ANOVA) show that the teachers with a high FBC report a higher perceived possibility to help and show a higher level of social cognitive flexibility compared to those with a low FBC. These results are supported by significant correlations and are discussed in terms of their implications for the teachers’ practice. Key words: bystander effect, feeling-of-being-concerned, helping behavior, unruly behavior.

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

2020 ◽  
Vol 90 (2) ◽  
pp. 264-307
Author(s):  
Timothy G. Ford ◽  
Alyson L. Lavigne ◽  
Ashlyn M. Fiegener ◽  
Shouqing Si
Keyword(s):  
No Child Left Behind ◽  
Social Cognitive ◽  
The United States ◽  
School Level ◽  
Left Behind ◽  
Cognitive Theories ◽  
Accountability Era ◽  
Learning Development ◽  
Social Cognitive Theories ◽  
Every Student Succeeds Act

As an intermediary between U.S. state and federal policy and the school, the school district, many scholars maintain, remains a key player in meeting the needs of school-level leadership. Moreover, the job of the principal is difficult and has become increasingly complex as a result of increased pressure, accountability, and oversight under the No Child Left Behind Act (now the Every Student Succeeds Act) in the United States. These two propositions raise important questions about what we know (and do not yet know) about how to support school leaders’ learning and development in their quest to effectively lead a school. In this review, we use extant social-cognitive theories of motivation to organize the research on district effectiveness in pursuit of the following question: How does the district as a key player in school/instructional improvement facilitate conditions under which school principals’ learning, development, and success are enhanced? In pursuing this question, we hoped to strengthen two particular weaknesses in this strand of scholarship: (1) the concern that research in this particular area is relatively atheoretical and (2) concerns about the applicability of this research to practice.

Group size and personalization’s effect on Facebook message response rates

2017 ◽  
Vol 30 (1) ◽  
pp. 71-80 ◽  
Author(s):  
Jane-Marie Fatkin ◽  
Terry C. Lansdown
Keyword(s):  
Social Media ◽  
Online Survey ◽  
Bystander Effect ◽  
Strong Support ◽  
Helping Behavior ◽  
Discussion Forums ◽  
Content Type ◽  
Recruitment Tool ◽  
Practical Implications ◽  
Diffusion Of Responsibility

Purpose The bystander effect is one of the most well researched and replicated phenomena in social psychology. It repeatedly shows that the presence of other people inhibits the impulse to help due to the concept of diffusion of responsibility. Recently, researchers have studied this phenomenon online in the context of e-mails, internet chat rooms, and discussion forums. The results provide evidence that the presence of “virtual” others decreases the likelihood of helping behavior. Personalization is another factor that strongly influences helping behavior. Referring to a person by name when soliciting help request increases the likelihood of receiving assistance. Yet, with the most popular activity on the internet now being social media, it would be beneficial to know if diffusion of responsibility and personalization also occurs in this part of the online world. The paper aims to discuss these issues. Design/methodology/approach To investigate the validity of diffusion of responsibility as well as personalization in a social media context, 176 participants sent out one private Facebook message soliciting help in the form of an online survey to one, three, six, or nine of their Facebook friends. They greeted their friend(s) by name or just said “Hi” or “Hi all.” Findings Responses to the survey provided strong support for personalizing the greeting, but did not support the theory of diffusion of responsibility. Practical implications This study has many practical implications. For one, with social media being used not only by individuals but by businesses and industries, it is important to know the most effective way in eliciting help and responses from individuals. It is also beneficial for researchers as well who are increasingly using social media as a recruitment tool to find participants. This study suggests that personalizing salutations is an effective way of eliciting more responses and raises important research questions about the validity of diffusion of responsibility in online environments. Originality/value This study also has originality and value in that it provides a start for understanding helping behavior in a social media environment as well as applying relevant social psychological theories to online behavior. It highlights the similarities as well as differences between offline and online human behavior as well as highlights the importance of personalization in online requests.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Suicide-Bereaved Individuals’ Attitudes Toward Therapists

Crisis ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 135-141 ◽  
Author(s):  
Erin F. Ward-Ciesielski ◽  
Madeline D. Wielgus ◽  
Connor B. Jones
Keyword(s):  
Mental Health Treatment ◽  
Online Survey ◽  
The United States ◽  
Limited Attention ◽  
Time Of Death ◽  
Loved One ◽  
Important Group ◽  
Positive Attitudes ◽  
Suicide Bereaved ◽  
Research Domain

Background: Suicide-bereaved individuals represent an important group impacted by suicide. Understanding their experiences following the suicide of a loved one is an important research domain, despite receiving limited attention. Although suicide-bereaved individuals may benefit from mental health treatment, their attitudes toward therapy and therapists are poorly understood. Aims: The present study aimed to understand the extent to which bereaved individuals’ attitudes toward therapy and therapists are impacted by whether their loved one was in therapy at the time of death. Method: Suicide-bereaved individuals (N = 243) from the United States were recruited to complete an online survey about their experience with and attitudes toward therapy and therapists following the suicide of a loved one. Results: Bereaved individuals whose loved one was in therapy at the time of death (N = 48, 19.8%) reported more negative and less positive attitudes toward the treating therapist than those whose loved one was not in therapy at the time of death (N = 81, 33.3%) or whose loved one was never in therapy/the deceased’s therapy status was unknown (N = 114, 46.9%). Conclusion: The deceased’s involvement with a therapist appears to be an important factor impacting the experience of bereaved individuals and should be considered when attempting to engage these individuals in postvention.

Enemy Number One

2018 ◽  
Author(s):  
Rósa Magnúsdóttir
Keyword(s):  
United States ◽  
Cold War ◽  
Soviet Union ◽  
The United States ◽  
Peaceful Coexistence ◽  
Stalin Era ◽  
The Soviet Union ◽  
Cultural Exchanges ◽  
Inferiority Complex ◽  
Available Information

Enemy Number One tells the story of Soviet propaganda and ideology toward the United States during the early Cold War. From Stalin’s anti-American campaign to Khrushchev’s peaceful coexistence, this book covers Soviet efforts to control available information about the United States and to influence the development of Soviet-American cultural relations until official cultural exchanges were realized between the two countries. The Soviet and American veterans of the legendary 1945 meeting on the Elbe and their subsequent reunions represent the changes in the superpower relationship: during the late Stalin era, the memory of the wartime alliance was fully silenced, but under Khrushchev it was purposefully revived and celebrated as a part of the propaganda about peaceful coexistence. The author brings to life the propaganda warriors and ideological chiefs of the early Cold War period in the Soviet Union, revealing their confusion and insecurities as they tried to navigate the uncertain world of the late Stalin and early Khrushchev cultural bureaucracy. She also shows how concerned Soviet authorities were with their people’s presumed interest in the United States of America, resorting to monitoring and even repression, thereby exposing the inferiority complex of the Soviet project as it related to the outside world.

An Assessment of the Cues College Students Interpret From a Sexual Partner to Determine They Are Refusing

2021 ◽  
pp. 088626052199793
Author(s):  
Tiffany L. Marcantonio ◽  
Danny Valdez ◽  
Kristen N. Jozkowski
Keyword(s):  
United States ◽  
College Students ◽  
Sexual Partner ◽  
Online Survey ◽  
The United States ◽  
Sexual Partners ◽  
Sexual Scripts ◽  
Nonverbal Cues ◽  
Sexual Experiences ◽  
Verbal Cues

The purpose of this study was to assess the cues college students use to determine a sexual partner is refusing vaginal-penile sex (i.e., refusal interpretations). As a secondary aim, we explored the influence of item wording ( not willing/non-consent vs refusal) on college students’ self-reported refusal interpretations. A sample of 175 college students from Canada and the United States completed an open-ended online survey where they were randomly assigned to one of two wording conditions ( not willing/non-consent vs refusal); students were then prompted to write about the cues they used to interpret their partner was refusing. An inductive coding procedure was used to analyze open-ended data. Themes included explicit and implicit verbal and nonverbal cues. The refusal condition elicited more explicit and implicit nonverbal cues than the not willing/non-consent condition. Frequency results suggested men reported interpreting more explicit and implicit verbal cues. Women reported interpreting more implicit nonverbal cues from their partner. Our findings reflect prior research and appear in line with traditional gender and sexual scripts. We recommend researchers consider using the word refusal when assessing the cues students interpret from their sexual partners as this wording choice may reflect college students’ sexual experiences more accurately.

Examining Racial Discrimination’s Association With Depressive Symptoms Through Metadehumanization Among African Americans: Does Racial Identity Matter?

2020 ◽  
pp. 009579842098366
Author(s):  
Yara Mekawi ◽  
Natalie N. Watson-Singleton
Keyword(s):  
Depressive Symptoms ◽  
Racial Identity ◽  
African Americans ◽  
Racial Discrimination ◽  
Indirect Effect ◽  
Social Cognitive ◽  
Empirical Work ◽  
The United States ◽  
Racial Groups ◽  
Social Cognitive Theories

Though considerable empirical work has documented the ways in which African Americans are dehumanized by other racial groups, there is no research examining how perceiving dehumanization (i.e., metadehumanization) is associated with the mental health of African Americans. In this study, we examined the indirect effect of racial discrimination on depressive symptoms through metadehumanization and explored whether this indirect effect was contingent on racial identity (i.e., centrality, private regard). African American students completed measures in a university lab located in the Midwestern region of the United States ( N = 326; Mage = 19.7, 72.4% women). We found that the degree to which racial discrimination was indirectly associated with depressive symptoms through metadehumanization was contingent on racial identity dimensions. Specifically, the indirect effect of racial discrimination on depressive symptoms through metadehumanization was only significant for individuals who were relatively higher on centrality and private regard. This research suggests that the role of metadehumanization is stronger among African Americans who strongly identify with and have positive views of their racial group. We discuss these results in the context of social cognitive theories.

scholarly journals Commonalities across computational workflows for uncovering explanatory variants in undiagnosed cases

2021 ◽  
Author(s):  
Shilpa Nadimpalli Kobren ◽  
◽  
Dustin Baldridge ◽  
Matt Velinder ◽  
Joel B. Krier ◽  
...  
Keyword(s):  
Online Survey ◽  
Variant Calling ◽  
Theoretical Method ◽  
The United States ◽  
Genomic Sequencing ◽  
Biomedical Data ◽  
Sequencing Data ◽  
Multimodal Data ◽  
Undiagnosed Diseases ◽  
Undiagnosed Diseases Network

Abstract Purpose Genomic sequencing has become an increasingly powerful and relevant tool to be leveraged for the discovery of genetic aberrations underlying rare, Mendelian conditions. Although the computational tools incorporated into diagnostic workflows for this task are continually evolving and improving, we nevertheless sought to investigate commonalities across sequencing processing workflows to reveal consensus and standard practice tools and highlight exploratory analyses where technical and theoretical method improvements would be most impactful. Methods We collected details regarding the computational approaches used by a genetic testing laboratory and 11 clinical research sites in the United States participating in the Undiagnosed Diseases Network via meetings with bioinformaticians, online survey forms, and analyses of internal protocols. Results We found that tools for processing genomic sequencing data can be grouped into four distinct categories. Whereas well-established practices exist for initial variant calling and quality control steps, there is substantial divergence across sites in later stages for variant prioritization and multimodal data integration, demonstrating a diversity of approaches for solving the most mysterious undiagnosed cases. Conclusion The largest differences across diagnostic workflows suggest that advances in structural variant detection, noncoding variant interpretation, and integration of additional biomedical data may be especially promising for solving chronically undiagnosed cases.

scholarly journals Moderating Roles of Resilience and Social Support on Psychiatric and Practice Outcomes in Nurses Working During the COVID-19 Pandemic

2021 ◽  
Vol 7 ◽  
pp. 237796082110242
Author(s):  
Anna E. Schierberl Scherr ◽  
Brian J. Ayotte ◽  
Marni B. Kellogg
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Online Survey ◽  
Psychological Symptoms ◽  
The United States ◽  
Direct Care ◽  
Behavioral Measure ◽  
Hierarchical Regression ◽  
Research Reporting ◽  
Symptoms Of Depression

Introduction Staff and equipment shortages and an easily transmissible virus make working in the COVID-19 pandemic demanding physically and psychologically. Nurses on the frontlines are particularly vulnerable to the adversity of working under these conditions, particularly with regard to mental health. Thus, understanding risk and protective factors for this vulnerable and essential group is critical for identifying potential targets of interventions. We had two aims for the current study: (a) to examine work functioning and symptoms of depression, anxiety, and posttraumatic stress (PTSD) among nurses who did and did not care for patients with COVID-19; and (b) to determine if resilience and social support moderate these relationships. Methods For three weeks in July 2020, nurses across the United States were invited to participate in an online survey collecting data on demographics, resilience, social support, and screening measures of depression, PTSD, anxiety, and distracted practice. Data were analyzed using descriptive statistics and hierarchical regression for each outcome measure. Conclusions Our findings support a growing body of research reporting that nurses are experiencing mental health sequelae during the COVID-19 pandemic, especially those providing direct care to patients with the virus. We found that compared to nurses who did not care for patients with COVID-19, those who did reported increased symptoms of PTSD, depression, and anxiety. A novel contribution is our finding that nurses providing direct COVID-19 care also experienced increased levels of distracted practice, a behavioral measure of distraction linking to a potential impact on patient care. We also found that resilience and social support acted as moderators of some of these relationships. Fostering resilience and social support may help buffer the effects of providing care to patients with COVID-19 and could potentially decrease nurse vulnerability to developing psychological symptoms and impairment on the job.

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