Young children's interpersonal trust consistency as a predictor of future school adjustment

Young children’s interpersonal trust consistency was examined as a predictor of future school adjustment. One hundred and ninety two (95 male and 97 female, M age = 6 years 2 months, SD age = 6 months) children from school years 1 and 2 in the United Kingdom were tested twice over one-year. Children completed measures of peer trust and school adjustment and teachers completed the Short-Form Teacher Rating Scale of School Adjustment. Longitudinal quadratic relationships emerged between consistency of children’s peer trust beliefs and peer-reported trustworthiness and school adjustment and these varied according to social group, facet of trust, and indictor of school adjustment. The findings support the conclusion that interpersonal trust consistency, especially for secret-keeping, predicts aspects of young children’s school adjustment

Visuomotor Adaptation Without Vision?

In 1995, an aftereffect following treadmill running was described, in which people would inadvertently advance when attempting to run in place on solid ground with their eyes closed. Although originally induced from treadmill running, the running-in-place aftereffect is argued here to result from the absence of sensory information specifying advancement during running. In a series of experiments in which visual information was systematically manipulated, aftereffect strength (AE), measured as the proportional increase (post-test/pre-test) in forward drift while attempting to run in place with eyes closed, was found to be inversely related to the amount of geometrically correct optical flow provided during induction. In particular, experiment 1 (n=20) demonstrated that the same aftereffect was not limited to treadmill running, but could also be strongly generated by running behind a golf-cart when the eyes were closed (AE=1.93), but not when the eyes were open (AE=1.16). Conversely, experiment 2 (n=39) showed that simulating an expanding flow field, albeit crudely, during treadmill running was insufficient to eliminate the aftereffect. Reducing ambient auditory information by means of earplugs increased the total distances inadvertently advanced while attempting to run in one place by a factor of two, both before and after adaptation, but did not influence the ratio of change produced by adaptation. It is concluded that the running-in-place aftereffect may result from a recalibration of visuomotor control systems that takes place even in the absence of visual input

College Adjustment of First Year Students: The Role of Social Anxiety

AbstractThis research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustment and institutional adjustment, while social avoidance and distress correlate with all of the dependent variables. This study suggests about the role of social anxiety to college adjustment. These findings investigate further discussion about appropriate intervention to address adjustment problems among college students.Keywords: Academic adjustment, social adjustment, personal-emotional adjustment, institutional adjustment, social anxiety

Examining the components of children's peer liking as antecedents of school adjustment

Children’s social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male, Mage = 7.15, SD = 7 months) completed measures of peer liking and school adjustment, and teachers completed the Short-Form TRSSA. In Study 2, 197 children (98 female and 90 male, Mage = 9.87, SD = 5.9 months) completed measures of peer liking and school adjustment. Both studies yielded evidence of reciprocal liking and individual differences in the ratings of liking awarded to, and elicited from, both peer groups. Multigroup path analysis, with groups created according to gender, revealed that elements of liking predicted different aspects of school adjustment with some variation according to age and gender. Together, these findings suggest that the SRM can be used to examine peer liking and underscore the importance of children’s peers for school adjustment

Psychosocial implications ofblindness and low-vision

This article discusses several aspects of psychosocial adjustment to blindness andlow-vision and proposes that the education of both the self and society are essential forpositive adjustment. It exposes some of the general misunderstandings about visualimpairment and demonstrates how these are partly responsible for the perpetuation of mythsand misconceptions regarding the character and abilities of this population. It argues thatconfidence and self-esteem are deeply connected to ability and should be regarded asconstructive elements of the ego usually manifested in different types of introverted orextroverted behaviour. Wherever possible arguments will be backed by current and pastresearch in social and abnormal psychology as well as specific case studies recorded by theauthor during the years he spent conducting research and working as a life-skills tutor at theRoyal London Society for the Blind

A Content and Methodological Review of Articles Concerning Multiracial Issues in Six Major Counseling Journals

This study describes a comprehensive content and methodological review of articles about multiracial issues in 6 journals related to counseling up to the year 2006. The authors summarize findings about the 18 articles that emerged from this review of the Journal of Counseling Psychology, Journal of Counseling & Development, The Counseling Psychologist, Professional Psychology: Research and Practice, Cultural Diversity and Ethnic Minority Psychology, and Journal of Multicultural Counseling and Development. The authors specifically note trends in content and methodology as well as future directions for research

Reciprocal peer dislike and psychosocial adjustment in childhood

Reciprocal peer dislike was examined as a predictor of school adjustment and social relationship quality. One hundred and fifty one (69 male and 74 female, Mage = 9.53, SDage = 1.87 years) children completed measures of school liking, loneliness, and friendship quality twice over three months. From ratings of the amount of time participants liked to spend with individual classmates, social network analyses were used to determine reciprocal peer dislike. Curvilinear regression analyses revealed that reciprocal peer dislike at Time 1 predicted changes in the children’s loneliness and friendship quality assessed as help, security, and closeness over three months. The findings support the conclusion that reciprocal peer dislike predicts aspects of school adjustment and social relationship qualities

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention

The social life of the novel idea: What did social psychologists ever do for us?

Purpose - The paper presents the extant literature relating to the social processes of innovation in built environment design teams. The paper connects the relevant and significant work in the field of Social Psychology and Architecture, Engineering and Construction (AEC) to derive a theoretical framework which can be used to direct further research, towards development of the behavioural facet of design management. Design/methodology/approach - First, we establish which aspects of social processes of innovation are already present within the AEC field and examine concepts/ideas in Social Psychology that are likely to be important in understanding group processes within AEC, applying three emergent themes of 1) social climate; 2) risk attitudes and 3) motivation and reward. Second, we identify which elements of Social Psychology may be used to expand, consolidate and develop our understanding and identify gaps in AEC specific knowledge. Findings - The paper suggests that whilst the AEC literature has supplanted some key elements of Social Psychology, this discipline offers a further and significant theoretical resource. However, whilst some aspects of social climate and motivation/reward are well-represented in the AEC field, these have not yet been fully explored. Furthermore, how collective attitudes to risk can influence design decision-making is identified as having a limited presence. Originality/value - This paper is the first to bring together the two disciplines of AEC and Social Psychology to examine the social aspects of innovative design performance in built environment teams. The paper fulfils an identified need to examine the social processes that influence innovative design performance in constructio

Achieving consensus in the measurement of psychological adjustment to cleft lip and/or palate at age 8 years+

Background: Consensus regarding optimal outcome measurement has been identified as one of the most important, yet most challenging developments for the future of cleft lip and/or palate (CL/P) services. In 2011, a process began to adopt a shared conceptual framework and to identify a set of core outcome measures for the comprehensive assessment of psychological adjustment. Objectives: The aim of the current article is to outline the collaborative process used to achieve consensus in the academic and clinical measurement of psychological adjustment to CL/P from the age of 8 years onward. Results: A conceptual framework and corresponding parent- and self-reported outcome measures for use at ages 8, 10, 12, 15, 18, 20, and 25 years have been agreed upon by clinicians, researchers, and patient and parent representatives. All measures have been evaluated according to their psychometric properties, clinical utility, ability to produce meaningful longitudinal data, and a range of pragmatic considerations. Conclusions: Although the collaborative process has been challenging and has required ongoing dedication from multiple stakeholders, consistency in data collection over time will allow for key research questions in CL/P to be addressed, both in the United Kingdom (UK) and internationally. The process has also demonstrated the clinical utility of the measures and the potential for the gradual integration of the measures into clinical practice. UK progress has sparked global interest, and the adaptation of the framework and its corresponding measures for worldwide use is now a prominent focus