Editorial

In this issue of the Scottish Journal of Residential Child Care, the first of the 2015 volume, we publish two peer-reviewed articles, two short reflections on aspects of practice, the first article in a new category which is intended to highlight the basis for doctoral research, two book reviews, and a note of the highlights in the recently published Scottish Government ‘Children’s Social Work Statistics 2015 (incorporating the Children Looked After Statistics)’

Strenght training methods and the work of Arthur Jones

This article is not available through ChesterRep. It is available at http://www.asep.org/files/Smith.pdfThis paper reviews research evidence relating to the strength training advice offered by Arthur Jones, founder and retired Chairman of Nautilus Sports/Medical Industries and MedX Corporation. Jones advocated that those interested in improving their muscular size, strength, power and/or endurance should perform one set of each exercise to muscular failure (volitional fatigue), train each muscle group no more than once (or, in some cases, twice) per week, perform each exercise in a slow, controlled manner and perform a moderate number of repetitions (for most people, ~8-12). This advice is very different to the strength training guidelines offered by the National Strength and Conditioning Association, the American College of Sports Medicine and most exercise physiology textbooks. However, in contrast to the lack of scientific support for most of the recommendations made by such bodies and in such books, Jones' training advice is strongly supported by the peer-reviewed scientific literature, a statement that has recently been supported by a review of American College of Sports Medicine resistance training guidelines. Therefore, we strongly recommend Jones' methods to athletes and coaches, as they are time-efficient and optimally efficacious, and note that, given his considerable contribution to the field of strength training, academic recognition of this contribution is long overdue

A Survey of the Learning Behaviour of Open University students

This survey forms a crucial part of research completed by the Learning Innovation team to gain a deeper understanding of the underlying study habits and learning behaviour of Open University (OU) students to inform the future development of systems, tools and platforms. This research validates the themes that emerged from the previous report, ‘Study behaviours in an increasingly digital world: Learning habits, top tips and 'study hacks' questionnaire survey’ (Ellis, Gallagher and Peasgood, 2017). Analysis carried out on the data from that survey revealed eight possible learning behaviours that underpinned the student responses. In order to validate those original findings a new survey was designed. This report explains the findings of that survey. The survey consisted of 55 behavioural and attitudinal statements aligned to the learning behaviours, some of which were based upon survey instruments from the literature. Survey statements were written to explore each of these on a five-point scale (‘Very true for me’ to ‘Not at all true for me’) in order to identify the concepts that describe the behaviours and preferences of OU students through a process of Principle Component Analysis (PCA). In addition, the survey included questions to inform the analysis and explore potential confounding factors: accessing OU content, access to the web, and technological self-efficacy. The technological self-efficacy statements were selected from the OU’s Digital Competency Framework for Level 1 students. The survey was peer reviewed and piloted, before being sent to a generalised student population. The overall response rate was 12.7% with 524 valid responses received. Seven clear learning behaviours were identified through PCA, and a cluster analysis of the data was carried out. These learning behaviours are: • Goal-setting • Time • Focus • Note-making • Digital-preferred • Help-seeking • Elaboratio

Common Neural Systems Associated with the Recognition of Famous Faces and Names: An Event-Related fMRI Study

Person recognition can be accomplished through several modalities (face, name, voice). Lesion, neurophysiology and neuroimaging studies have been conducted in an attempt to determine the similarities and differences in the neural networks associated with person identity via different modality inputs. The current study used event-related functional-MRI in 17 healthy participants to directly compare activation in response to randomly presented famous and non-famous names and faces (25 stimuli in each of the four categories). Findings indicated distinct areas of activation that differed for faces and names in regions typically associated with pre-semantic perceptual processes. In contrast, overlapping brain regions were activated in areas associated with the retrieval of biographical knowledge and associated social affective features. Specifically, activation for famous faces was primarily right lateralized and famous names were left-lateralized. However, for both stimuli, similar areas of bilateral activity were observed in the early phases of perceptual processing. Activation for fame, irrespective of stimulus modality, activated an extensive left hemisphere network, with bilateral activity observed in the hippocampi, posterior cingulate, and middle temporal gyri. Findings are discussed within the framework of recent proposals concerning the neural network of person identification

Environmental Influences on Young Adult Weight Gain: Evidence from a Natural Experiment

Objectives: This study investigated the importance of environmental influences in explaining weight gain and related behaviors among freshman college students. Methods: We exploited a natural experiment that takes place on most college campuses in the United States - randomized dormitory assignments. We estimated the effects of living in dormitories with varying physical environment characteristics on weight gain and related behaviors (daily number of meals and snacks, weekly frequency of exercise) among randomly assigned freshman students. Results: We found strong evidence linking weight and related behaviors to individual dormitories, as well as to specific characteristics of the dormitories. On average, students assigned to dormitories with on-site dining halls gained more weight and exhibited more behaviors consistent with weight gain during the freshman year as compared with students not assigned to such dormitories. Females in such dormitories weighed .85 kg (p = .03) more and exercised 1.43 (p \u3c .01) times fewer; males consumed .22 (p = .02) more meals and .38 (p = .01) more snacks. For female students, closer proximity of the dormitory to a campus gym led to more frequent exercise (.54, p = .03), whereas living closer to central campus reduced exercise (-.97, p = .01). Conclusions: Using a natural experiment to deal with the potential endogeneity of the living environment, this study found that the physical environment affects both students’ weight changes and weight-related behaviors

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

Parental Functioning in Families for Behavioral Parent Training and Importance of Clinically Meaningful Change

Objective/Method: Statistically significant and clinically meaningful effects of behavioral parent training on parental functioning were examined for 20 children with ADHD and their parents who had successfully completed a psychosocial treatment for ADHD. Results/Conclusion: Findings suggest that behavioral parent training resulted in statistically significant improvements in some domains of parenting behavior for both mothers and fathers and in reductions in most domains of parenting stress for mothers. Importantly, clinically meaningful change also was noted for these parental functioning areas, as well as for other domains of parental functioning that did not result in statistically significant findings. Clinical implications are discussed

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Nonaffirmative Supervision

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees’ clients or themselves on the basis of LGB concerns or identity. From supervisees’ perspectives, the nonaffirming events negatively affected the supervision relationship, client outcomes, and supervisees. Implications for research and supervision are discussed