The typical developmental trajectory of social and executive functions in late adolescence and early adulthood.

Executive functions and social cognition develop through childhood into adolescence/early adulthood and are important for adaptive goal-oriented behaviour (Apperly, Samson & Humphreys, 2009; Blakemore & Choudhury, 2006). These functions are attributed to frontal networks known to undergo protracted maturation into early adulthood (Barker, Andrade, Morton, Romanowski & Bowles, 2010; Lebel, Walker, Leemans, Phillips & Beaulieu, 2008) although social cognition functions are also associated with widely distributed networks. Previously, non-linear development has been reported around puberty on an emotion match to sample task (McGivern, Andersen, Byrd, Mutter & Reilly, 2002) and for IQ in mid adolescence (Ramsden et al., 2011). However, there are currently little data on the typical development of social and executive functions in late adolescence and early adulthood. In a cross sectional design, 98 participants completed tests of social cognition and executive function, Wechsler Abbreviated Scale of Intelligence (Wechsler, 1999), Positive and Negative Affect Scale (Watson, Clark & Tellegan, 1988), Hospital Anxiety and Depression Scale (Zigmond & Snaith, 1983) and measures of pubertal development and demographics at age 17, 18 and 19. Non-linear age differences for letter fluency and concept formation executive functions were found, with a trough in functional ability in 18 year olds compared to other groups. There were no age group differences on social cognition measures. Gender accounted for differences on one scale of concept formation, one dynamic social interaction scale and two empathy scales. The clinical, developmental and educational implications of these findings are discussed

Book Review- Simon, Roger I. (2014). A pedagogy of witnessing: Curatorial practice and the pursuit of social justice. Albany, NY: SUNY Press.

Book Revie

Cognitive Behavioral Therapy in the Treatment of Hewitt and Flett\u27s Socially Prescribed Perfectionism in University Students Prior to the Onset of Depression

Perfectionism is a multidimensional construct which has been positively correlated with a rising trend in psychopathology. Previous literature proposed that individualism, high parental standards, and neoliberalism’s meritocratic values contribute to the rise of perfectionism. The present study examined the mediational relationship between perfectionism and various aspects of psychopathology and the outcome of cognitive behavioral therapy in the treatment of perfectionism. The research found that unrealistic goal setting, self-criticism, avoidant coping, and frequently perceived failures cause perfectionistic concerns to become maladaptive. Although there is validity to each model of perfectionism, Hewitt and Flett’s socially prescribed perfectionism is centralized around interpersonal expectations imposed on oneself, which supports the role of societal values as a predictor of perfectionistic behaviors. Due to the increased risk of depression associated with socially prescribed perfectionism, this study proposes that a treatment plan which utilizes techniques of cognitive behavioral therapy would be beneficial in preventing the onset of depression in socially prescribed perfectionistic college students

Feeling in Crisis: Vicissitudes of Response in Experiments with Global Justice Education

This paper considers the nexus of affective engagement, a critical analysis of systemic discrimination, and reflexive self-implication in education committed to social change. I ask how our inherited models and theories of learning and teaching for social change can curb our vigilance vis-à-vis the ways libidinal dynamics organize our curriculum as affective wish and our pedagogy as affective defense. I focus specifically on the qualities of global justice education—the ethical and political stakes of this project, the theories of learning, pedagogical strategies and discourses of moral development it inherits—that render learning, teaching, and learning to teach (none of which are discrete) affectively and ethically fraught. The paper examines student writing samples from a mandatory pre-service course on social and global justice education, one designed to engage future teachers in considering the inequitable global distribution of precarity and recognizability (Butler) within contemporary contexts of neoliberal globalization and war. In the writing samples, students reflect on the challenges they faced making sense of representations of the ravages of militarized capitalist globalization, in particular the challenges of creating and facilitating curriculum within which their peers might encounter such difficult knowledge. I ask, firstly, what students’ narrations of teaching social justice tell us about what is difficult in studying/teaching the devastation of the contemporary militarized, imperial global capitalist order in which we are profoundly implicated as citizens in the global North. Secondly, what can student narrations of teaching social justice tell me about what is difficult in global justice teacher education, specifically the wishes, the anxieties and discursive foreclosures underpinning my own conduct of it in this course

Online Resources for Identifying Evidence-Based, Out-of-School Time Programs: A User's Guide

Summarizes general information, select program outcomes, and evidence levels of searchable databases, interactive summaries, and documents online on evidence-based intervention programs. Outlines considerations and assessments for selecting programs

A Vague and Subjective Standard with Impractical Effects: The Need for Congressional Intervention after Burlington Northern & Santa Fe Railway Co. v. White

The anti-retaliation provision of Title VII of the Civil Rights Act of 1964 protects employees who report perceived workplace discrimination or who otherwise participate in the investigative or enforcement process of alleged Title VII discrimination. The statute provides little guidance, however, as to the scope of this protection. Thus, disagreement abounded among the lower federal courts, not only as to whether the anti-retaliation provision prohibited employer acts outside the workplace as well as within, but also as to the level of severity to which an alleged retaliatory act must rise in order to support a claim. The Supreme Court sought to resolve this disagreement in June 2006 when it decided Burlington Northern & Santa Fe Railway Co. v. White, but its decision fails to supply a clear, judicially administrable standard by which employers can readily abide. Instead, by focusing its inquiry into the statute’s language and underlying purposes too narrowly, the Court’s decision is plagued by a vague standard with a highly subjective component that insulates employees who engage in protected activity from even the slightest workplace changes. This vague and subjective standard not only lacks sufficient support in the statute but also directly contravenes Title VII’s policies of workplace equality, employer forethought, and management prerogative. Moreover, courts will likely struggle to administer this standard with any substantial degree of consistency, and well-meaning employers will find compliance extremely difficult as a result. This Article therefore proposes that Congress intervene to correct the problems that the Court’s decision in White creates. Specifically, this Article suggests that Congress amend the anti-retaliation provision so that its language more closely mirrors that found in the statute’s core substantive provision, and the better-developed standards thereunder may control discrimination and retaliation claims alike

Gambling Awareness for Youth: An Analysis of the Don\u27t Gamble Away Our Future Program

Gambling has become increasingly popular among minors and is easily accessible to them. This is alarming since research has indicated that minors are more susceptible to gambling pathology than adults. Additionally, gambling has devastating effects on minors that gamble as well as their families and communities. The Illinois Institute for Addiction Recovery (IIAR) developed a gambling awareness prevention program called “Don’t Gamble Away our Future™” to educate minors about gambling and the dangers associated with it. The IIAR started collecting data for the purpose of evaluation in 2005. The purpose of the current study was to evaluate the program’s effectiveness at changing knowledge about gambling and to assess the frequencies of problem and pathological gambling among participants at program implementation (year one). The program was evaluated with a sample of 8,455 Midwestern youth. Findings indicated that 10% of the participants were probable pathological gamblers and that the program was successful at increasing knowledge of gambling and the negative effects it can have, over the short term. Teaching minors about the risks of gambling and the effects it can have is an important preventative measure that can help protect youth from the dangers associated with problem and pathological gambling

Stride: A History of Competitive Women’s Rowing in Britain, 1945–2000

Since the turn of the century, the British women’s rowing team has enjoyed unprecedented success and profile. Yet such success belies a more chequered history of female participation in rowing in this country. This is the first academic study to consider the trajectory of competitive women’s rowing in Britain. It focuses on the period from 1945 to 2000, with particular interest in international competition and the domestic structures underpinning athletes’ engagement with it. It addresses the ways in which historic barriers to female participation in sport, and the wider social subjugation of female needs and ambitions to male ones, continued to manifest in women’s rowing throughout the second half of the twentieth century. Using a mixed methodology, juxtaposing archival sources with oral histories, it foregrounds the lived experience of a cohort of women who competed for Great Britain over this period. It makes no claim to a comprehensive account; rather, it advocates for the value of the individual, and necessarily partial, insight that characterises oral history. This thesis contributes to the growing literature pertaining to women’s sport in two important ways: firstly, as a close analysis of women’s rowing in Britain, and secondly, as a case study of the intersection of gender and sport in social history. It identifies increasing – yet, uneven – individual and collective excellence, ambition and achievement in international rowing, and argues that the alignment of personal and institutional understandings of sport was a driver of fulfilment and of success. It suggests that increased centralisation and funding, notably from the introduction of the National Lottery, created new and different costs to the individual, as well as opportunities

Letter from the Editor

Welcome to the fourth issue of The Richmond Journal of Law & Technology. By now, we have all emerged from the Y2K Crisis unscathed. In fact, for many, the advent of the new year and new millennium was utterly uneventful technologically. However, this new year is not without its own fanfare for The Journal, for 2000 marks the first time this law review has published a fourth issue in a single academic term. Furthermore, we are even entrenched in the publication process for a fifth issue already. We continue to work hard to produce these timely, insightful, and scholarly publications, and trust that future editors and staff of this journal will continue that trend - if not surpass our present goals