Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.

A Model of Developmental Support for Children after TTTS – Case Study

This paper describes a model of developmental support of a nine-year-old girl, born as a twin in the 27th week of pregnancy, with significant perinatal history. Prenatal examination diagnosed Twin-Twin Transfusion Syndrome (TTTS). Due to premature birth and numerous developmental dysfunctions resulting from it, the girl required the assistance of complex specialist care. However, in the first four years of the child’s life, the strategy of developmental support was drastically neglected. The basic aim of the study was to present the author’s individual model of support, designed especially for the four-year-old girl together with recommendations of conduct for therapists and the child’s parents. The model was developed on the basis of a multi-profile diagnosis, which allowed proposing an individual strategy for intensive developmental support for children after TTTS. Developmental support activities in the proposed model were performed for 58 months, and after this period diagnosis revealed significant changes in the level of functioning of the child regarding ways of responding to communication with the environment. The study confirmed the efficiency of an individual model of developmental support, indicating its beneficial results.

When midway won't do: the curvilinear relationship between intrinsic motivation and willingness to be flexible

PurposeIntrinsic motivation is held as critical for employees' willingness to be flexible (WTBF). Yet empirical research suggests that employees who find work intrinsically satisfying could resist work changes. In this study, the authors examine if a curvilinear relationship exists between these variables.Design/methodology/approachThe authors predict that the relationship between intrinsic motivation and employees' WTBF will become more positive as intrinsic motivation advances beyond moderate levels. They examine the role developmental supervisor support plays in generating the critical threshold of intrinsic motivation needed for it to be positively related with WTBF. They test their hypotheses with survey data collected in three substantially different employee samples.FindingsData support the hypothesized curvilinear relationship between intrinsic motivation and WTBF. Developmental supervisor support is found to influence employee flexibility indirectly through its linear effect on intrinsic motivation and, in turn, the quadratic effect of intrinsic motivation on WTBF.Practical implicationsThe study provides insight into how and when intrinsic motivation increases employees' WTBF and into the degree of developmental support needed to facilitate a positive relationship between these variables.Originality/valueThis is the first study to the author’s knowledge that empirically examines the relationship between intrinsic motivation and employees' WTBF.

Research on the Relationship between Enterprise Developmental Support and Turnover Intention ——The moderating role of person-job matching and professional self-management

Previous studies on the relationship between developmental support and turnover intention are inconsistent. Therefore, this article introduces person-job matching and professional self-management as the moderating variables of the relationship between the two. The study found that ability matching and professional self-management both regulate the relationship between the two. For employees whose abilities do not match, developmental support has a negative predictive effect on their turnover intention; however, developmental support is not correlated with the turnover intention of the ability-matched individuals. For individuals with high professional self-management tendencies, developmental support has little correlation with turnover intentions. For individuals with low professional self-management tendencies, developmental support will be transformed into a sense of organizational support, which negatively predicts employees’ turnover intentions. Finally, person-job matching and professional self-management jointly regulate the relationship between the two. The research results of this article provide some enlightenment for the human capital investment strategy of enterprises.

Early Developmental Support Intervention with A Case at Risk for Autism

Autism is generally defined in terms of lack of social interaction and communication also presence of repetitive and bizarre behaviors. Developmental differences are commonly seen in social-emotional domain. It is thought that play and art-based psychotherapy will be functional in stimulating social-emotional development (to awaken and to enhance the desire for relationship, to form and to improve the sense of self, to stimulate social communication). This case study is about a 19-month-old boy with early autistic symptoms. 60-session developmental support included an evaluation that begins with the identification of signs of autistic development and play and/or art therapy techniques. Also, psychotherapy sessions with her mother were conducted correspondingly. The therapeutic work was grounded on psychodynamic theory, formulation and techniques. The observations of the family, and especially transformation and improvement in the mother’s holding and containing capacity were evaluated through psychodynamic formulation. At the end of 60 sessions, it was observed that Y.K. was no longer hesitant to make eye connection, he felt desire to express himself, his vocabulary was improved, his plays were elaborated, he made progress on his individuation, also he could express his creative potential which is important for the development of the self. This case study suggests a therapeutic practice, which involves the identification of prodromal autistic symptoms, supporting development through socio-emotional stimulation via play and art through child-therapist interaction and addressing the family in a systematic way. Keywords Autism, early symptoms, social-emotional development, play therapy

Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway

From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez & Song, 2013).

THE RESULTS OF APPROBATION OF THE PROGRAM OF CORRECTIONAL AND DEVELOPMENTAL SUPPORT FOR THE FORMATION OF SMALL MOTOR SKILLS IN PRIMARY SCHOOLCHILDREN WITH DISORDERS OF THE MUSCULOSKELETAL SYSTEM

The article presents the results of approbation of the program of correctional and developmental support for the formation of small motor skills in younger schoolchildren with disorders of the musculoskeletal system. The authors propose a set of measures for the complex impact on speech, mental functions, as well as their physical development.

27 Determinants of referral to developmental resources among neonatal follow-up patients discharged from tertiary neonatal unit from 2005 UNTIL 2014

Background Lower gestational age or birth weight and higher rate of neurodevelopmental impairment have been commonly linked to higher need for developmental resources in premature infants. Existing evidence on need for developmental support in premature infants is limited in description of the needs, timing and method of assessment. Objectives To identify predictors for the needs for developmental resources among high-risk groups of infants born less than 29 weeks or with a birth weight (BW) less than 1250 grams. Secondarily, to compare the need of referrals to developmental resources and the rate of neurodevelopmental impairment defined as cerebral palsy, global developmental delay, blindness and deafness for this high risk population. Design/Methods We conducted a retrospective chart review of premature infants < 29+0 weeks GA or BW < 1250 grams born between January 2005 and December 31st 2014, who had at least one visit at the neonatal follow up clinic. Univariate and multivariate logistic regression analyses were conducted to examine potential predictors for referral to developmental resources. Results The study included 687 infants. Within this high risk population, 579 (85.0%) of infants were referred, of these 153 (26.4%) had one referral, 132 (22.8%) had 2 and 294 (50.8%) had 3 or more referral/s to developmental resources. Most frequent referrals were for speech therapy (339, 50.0%) physiotherapy (319, 46.8%) occupational therapy (262, 38.3%) and infant development program (232, 34.1%). The rates of referral to developmental resources decrease with increasing gestational age. Multivariate logistic regressions showed that gestational age (OR: 1.19, 95% CI: 1.05 - 1.35), birth weight (OR: 0.87, 95% CI: 0.77 - 0.99), female gender (OR: 0.70, 95% CI: 0.49 - 0.99), intraventricular hemorrhage grades III-IV (OR: 3.02, 95% CI: 1.28 - 7.16), and days on mechanical ventilator (OR:1.03, 95% CI: 1.01 - 1.05) were predictors for 2 or more referrals to developmental resources. Cerebral palsy was present in 4.4 % of the study population, deafness in 4% and blindness in 0.6%. The rate of referral to developmental resources was 54 (98.2%) among infants with neurodevelopmental impairment (NDI) compared to 522 (83.9%) in infants without NDI (p value= 0.01). Conclusion There is substantial need for developmental support among high-risk premature infants. Infants without neurodevelopmental impairments still need significant developmental resources to achieve their outcome.