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--- - |2 Abstract Ethnic identity (EI) affirmation has been related to positive academic outcomes for Latina/o youth. However, there is a dearth of research examining mediating mechanisms to this relationship. To address this gap, we examine psychological functioning (depressive symptoms and life satisfaction) as a mediator in the relationship between EI affirmation and academic outcomes (i.e., academic motivation, academic skepticism, and ambition). Participants were 524 Mexican descent adolescents in South Texas. Participants completed a number of self‐report questionnaires to measure each of the variables in the hypothesized model. Results demonstrate that feeling good about one’s ethnic group membership (or having higher EI affirmation) is a strength that not only is related to positive psychological functioning but also promotes positive academic outcomes. Educators and mental health practitioners may benefit from engaging in a curriculum that aims to improve EI affirmation to promote positive psychological functioning, and thus better academic outcomes for Mexican descent youth. - Psychology in the Schools, EarlyView.

--- - "\nAbstract\nOur goals in this study were to examine (a) the degree to which teacher perceptions of children’s behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998‐99 (ECLS‐K) were used to examine how Externalizing Problem Behavior (EPB; e.g., aggression, defiance) and Weak Approaches To Learning (WATL; low enthusiasm for/engagement in learning) were related to retention among children identified as Black or White (\nN = 6,750). Results showed that both types of behavior ratings were significant predictors of retention. There was a 46% increase in the odds of retention for every one‐unit increase in EPB (OR = 1.46, \np < 0.001) and a 261% increase in the odds of retention for every one‐unit increase in WATL (OR = 3.61, \np < 0.001). Gender moderated the relationship between EPB and retention and WATL and retention. Students who were female with EPB or WATL were at higher risk for being retained than their male peers. Implications for educators, researchers, and policymakers are discussed.\n" - Psychology in the Schools, EarlyView.

--- - |2 Abstract The current study examined teachers’ use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior‐specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth‐grade classrooms. On average, teachers used 3.7 total diverse praise categories per observation. Teachers also used more general, diverse praise categories per observation per hour compared with behavior‐specific, diverse praise categories. Although results did not indicate statistically significant differences in the amount of diverse praise between early elementary school teachers and later elementary teachers, a clear pattern of diminishing diverse praise was observed such that later elementary teachers provided less diverse praise per observation per hour. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self‐efficacy for cognitive skills, which can be defined as students’ beliefs in their capabilities to successfully perform intellectual operations in chemistry. Data were collected from 397 high school students through the High School Chemistry Self‐Efficacy Scale and Sources of Self‐Efficacy Scale. Results of structural equation modeling indicated that mastery experience and vicarious experience directly influenced chemistry self‐efficacy. In addition, a mediation effect of mastery experience was found for social persuasion and physiological state, while no mediation was found for vicarious experience. Overall, 50% of variance in chemistry self‐efficacy for cognitive skills is explained by, or predicted from, the direct and indirect influences of mastery experience. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Affective engagement to school is a precondition for success among at‐risk students who are learning in successful alternative high schools, which provide a second chance for schooling. Attachment is a well‐known main characteristic of successful alternative schools. Yet while research indicated overwhelmingly positive psychosocial outcomes, academic outcomes of alternative schools yield mixed results.The current study investigated the narratives of the students who attend a successful alternative second‐chance arts school. Our main purpose was to refine the main best practices for success as they reflect from students' narratives and to refine a theoretical model to illustrate these practices. The research consisted of 49 semistructured interviews with 36 students from all grade levels and internships of school.The results portray profound accounts of practices that enhance attachment to school and holistic pedagogical practices as two main essential practices, conceived by the interviewees that construct a genuine second chance when the two are intertwined. Enhancing attachment in a variety of methods and applying holistic pedagogical practices reduce school alienation and enhance success as they interact with one another. A theoretical model is presented to display the findings. Theoretical and practical implementations are discussed as essential for future policies regarding at risk youth for dropout. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Bias‐based bullying focused on sexual orientation or gender identity in schools has significant negative implications for the academic, social, and emotional well‐being of students who identify as lesbian, gay, or bisexual, or who are perceived to behave in gender nonconforming ways. Despite empirical support for the influence of bystander behavior can have on school bullying, information about bystander behavior during bias‐based bullying remains limited. Using a thematic narrative analysis, this study analyzed high school students’ perceptions of bystander behavior in their school. Results suggest bystanders are observed to enact a range of responses that fall into three categories: (a) passive avoidance, (b) victim support, or (c) joining the bullying situation. Furthermore, the motivation of bystanders was described within the themes of (a) fear, (b) individual characteristics, (c) relationships, and (d) personal experience. By drawing from the daily lived experiences of adolescents, the current study offers greater insight into youth perspective on how future strategies could address bias‐based bullying in schools. This study is foundational to increase the ecological validity of efforts to quantify bias‐based bullying. - Psychology in the Schools, EarlyView.

--- - |2+ Abstract Background To enhance social inclusion of people with intellectual disability, policy is aimed at increasing informal support networks. Nevertheless, staff continue to play a vital role in their support networks. Method Six individuals with mild intellectual disability, living in community‐based settings, were interviewed following a semi‐structured format. In‐depth accounts of participants’ support experiences were established using Interpretative Phenomenological Analysis. Results Three main themes were identified: relationships with staff placed within a personal history, relationships with staff within an organisational context, and staff support and interviewees’ place in the world. Conclusions Relationships with staff were often one of the closest and most significant social relationships participants had. As living in the community had not necessarily led to meaningful inclusion for participants, the findings point at the important role of staff in supporting and facilitating friendships and close relationships of people with intellectual disability. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background Self‐determination involves autonomy, agency, choice and control. This study investigated how these aspects of self‐determination relate to engaging people with intellectual disability and complex support needs in setting goals and making plans. Method Body mapping was used to understand the planning experiences of 30 adults with intellectual disability and complex support needs. Each participant created two body maps using a guided group‐based process. Visual and text data were thematically analysed and a framework for planning engagement developed. Results The framework identifies the centrality of having a well‐developed sense of self which includes insight, motivation and agency, and which is shaped by contextual barriers and facilitators and influenced by helpful and unhelpful support. Conclusions A well‐developed sense of self and ability to harness resources and people is fundamental to the ability of individuals with intellectual disability and complex support needs articulating goals, identifying aspirations, and attaining valued outcomes. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first‐grade content outcomes were significant and positive, but no follow‐up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first‐grade math skills overestimates long‐term intervention effects. - Child Development, EarlyView.

--- - "\n\nEnsuring that practitioners are competent in the therapies they deliver is important for training, therapeutic outcomes and ethical practice. The development of the Systemic Practice Scale (SPS) is reported – a measure to assess the competence of students as trialed by Children and Young Person's Improving Access to Psychological Therapies (CYP‐IAPT) training courses. Initial reliability assessment of the SPS with twenty‐eight supervisors of systemic practice evaluating students’ competence using an online recording of a family therapy session is detailed. The SPS was found to be a reliable measure of systemic competence across training settings. Rating variability was noted, with training and benchmarking to improve rating consistency recommended. Further research using the SPS to further establish the reliability and validity of the scale is required.\n\n\nPractitioner points\n\n\n\nSPS represents an important tool, particularly for the supervision and development of more junior staff or students\n\nInitial reliability for use of the SPS as a formative tool has been established. Further benchmarking is required if using the tool in a summative manner \n\n\n\n" - Journal of Family Therapy, EarlyView.

--- - |2 Substantial research supports bidirectional links between intimate relationship discord and individual psychopathology, including depressive symptoms. However, few studies have utilized daily diary methods to capture the micro‐level processes underlying the association between couple discord and depression, particularly among populations that are at elevated risk for both interpersonal and individual dysfunction. To address this gap, we examined whether daily changes in satisfaction with relationship functioning were associated with daily changes in negative affect and positive affect over the span of 2 weeks among mental health outpatients of low socioeconomic status. Participants were 53 low‐income outpatients from community mental health clinics who completed a semi‐structured interview about the quality of their intimate relationships followed by 14 daily reports of positive and negative mood and satisfaction with relationship functioning across several domains. Growth curve analytic techniques revealed the hypothesized bidirectional relations. Decline in satisfaction with relationship functioning predicted escalation in negative affect and deterioration in positive affect over 2 weeks, and deterioration of mood predicted declining satisfaction with relationship functioning. This study extends existing knowledge about couple dysfunction and individual psychopathology by highlighting the immediate nature of this dynamic process as it unfolds over time. Resumen Gran cantidad de investigaciones respaldan las conexiones bidreccionales entre los desacuerdos en las relaciones afectivas y la psicopatología individual, incluidos los síntomas depresivos. Sin embargo, pocos estudios han utilizado los métodos de registro diario para captar los procesos a pequeñísima escala que subyacen a la asociación entre el desacuerdo entre las parejas y la depresión, particularmente entre poblaciones que tienen un riesgo elevado de disfunción interpersonal e individual. Para abordar esta brecha, analizamos si los cambios diarios en la satisfacción con el funcionamiento de la relación estuvieron asociados con los cambios diarios en el afecto negativo y el afecto positivo durante el periodo de dos semanas entre los pacientes ambulatorios de salud mental de bajo nivel socioeconómico. Los participantes fueron 53 pacientes ambulatorios de bajos ingresos de clínicas comunitarias de salud mental que se sometieron a una entrevista semiestructurada acerca de la calidad de sus relaciones afectivas seguida de 14 informes diarios de estado de ánimo positivo y negativo y de satisfacción con el funcionamiento de la relación en varias áreas. Las técnicas analíticas de la curva de crecimiento revelaron las relaciones bidireccionales planteadas como hipótesis. La disminución de la satisfacción con el funcionamiento de la relación predijo un aumento del afecto negativo y un deterioro del afecto positivo durante dos semanas, y el deterioro del estado de ánimo predijo una disminución de la satisfacción con el funcionamiento de la relación. Conclusiones: Este estudio amplía el conocimiento existente sobre la disfunción en la pareja y la psicopatología individual destacando la índole inmediata de este proceso dinámico a medida que se desarrolla poco a poco con el tiempo. 摘要 大量研究支持亲密关系不和谐以及个人精神病理学之间的双向关联,包括抑郁症状。然而,很少有研究使用每日日记方法来捕捉伴侣不和谐以及抑郁症之间联系的潜在微观过程,特别是在人际和个人功能紊乱高危人群中间。为了填补这一空白,我们在为期两周的时间里考察了低社会经济地位的精神健康门诊患者中关系功能满意度每日变化是否和积极和消极情感每日变化相关。参与者是53位来自社区精神健康门诊的低收入门诊患者。这些患者完成了一项关于亲密关系质量的办结构化采访,并后续完成了14份关于各方面积极和消极情绪以及亲密关系满意度的每日报告。成长曲线分析技术显示了假设的双向关系。在为期两周内,关系功能满意度的降低预测消极情绪升级以及积极情绪恶化,而情绪恶化预期关系功能满意度的降低。结论是:该研究通过强调该动态过程随时间发展的即时性扩展了关于伴侣功能紊乱以及个人精神病理学的已有知识。 - Family Process, EarlyView.

--- - |2 For many, binge drinking behaviors start early and become a persistent pattern of use throughout the lifespan. In an effort to strengthen understanding of etiology, this study considered the mechanisms from the self‐medication hypothesis and family socialization theory. The goal was to identify whether emotional distress is a potential shared mechanism that accounts for the development of binge drinking in different developmental periods. This study used the National Longitudinal Study of Adolescent to Adult Health (Add Health) dataset to examine binge drinking across time for n = 9,421 participants ranging in age from 11 to 18 (M = 15.39, SD = 1.62) at Wave I and ranging from 24 to 32 (M = 28.09, SD = 1.61) at Wave IV of the study. Using an autoregressive cross‐lagged model, I examined how parent‐child closeness, depressive symptoms, and binge drinking were related over three developmental periods. In examining cross‐sectional and longitudinal relations, depressive symptoms were significantly related to binge drinking more often than parent‐child closeness; however, results indicated the self‐medication model may primarily account for concurrent drinking behaviors rather than long‐term. The family socialization theory was indicated to account for some variability above and beyond the self‐medication hypothesis. No indirect association between binge drinking and the parent‐child relationship was detected through depressive symptoms, failing to support a shared mechanism between the two theories. The results provide support for a multifaceted assessment process for substance using clients, and support the use of Multisystemic Family Therapy, Multidimensional Family Therapy, and perhaps Attachment‐Based Family Therapy. Resumen Para muchos, las conductas de consumo de alcohol compulsivo comienzan temprano y se convierten en un patrón de uso persistente durante toda la vida. En un esfuerzo para fortalecer el entendimiento de la etiología, este estudio consideró los mecanismos desde el punto de vista de la hipótesis de automedicación y la teoría de socialización familiar. La meta fue identificar si la angustia emocional es un posible mecanismo compartido que explica el desarrollo de consumo de alcohol compulsivo en periodos de desarrollo distintos. Este estudio empleó el conjunto de datos del Estudio Longitudinal Nacional de Salud de Adolescentes a Adultos (conocido como Add Health) para examinar el consumo de alcohol compulsivo a lo largo del tiempo para n = 9.421 participantes con edades de 11 a 18 (M = 15.39, DE = 1.62) en la Fase I y de 24 a 32 (M = 28.09, DE = 1.61) en la Fase IV del estudio. Usando un modelo autorregresivo de correlaciones cruzadas, examiné como la cercanía padre‐hijo, los síntomas depresivos y el consumo de alcohol compulsivo se relacionaban a lo largo de tres periodos de desarrollo. En un examen de relaciones transversales y longitudinales, los síntomas depresivos se asociaron significativamente al consumo de alcohol compulsivo con mayor frecuencia que la cercanía padre‐hijo; sin embargo, los resultados indicaron que el modelo de automedicación podría ser una explicación principal de conductas concurrentes de consumo de alcohol en vez de a largo plazo. La teoría de socialización familiar se indicó con miras a explicar cierta variabilidad más allá de la hipótesis de automedicación. No se detectó ninguna asociación indirecta entre el consumo de alcohol compulsivo y la relación padre‐hijo a través de síntomas depresivos, lo que no proporciona apoyo a un mecanismo compartido entre las dos teorías. Los resultados proporcionan apoyo a un proceso de evaluación multifacética para clientes consumidores de sustancias, y apoya el uso de Terapia Familiar Multisistémica, Terapia Familiar Multidimensional, y quizás Terapia Familiar Basada en Apegos. 摘要 对很多人来说,暴饮行为很早便开始,并且在一生中形成持续使用模式。为了加强对暴饮病因学上的理解,该研究考虑了自我用药假设和家庭社会化理论的机制,目的在于确定情绪困扰是否是解释不通发展阶段暴饮发展的潜在共同机制。该研究使用国家青少年到成年期健康纵向研究数据组来考察9421名参与者,其中第一阶段年龄在11到18岁(M = 15.39, SD = 1.62),第三阶段年龄在24到32岁间(M = 28.09, SD = 1.61)。使用自动递减模型,我考察了家长‐儿童亲密度,抑郁症状,以及暴饮是如何在三个发展时期相关联。在考察横向和纵向关系时,抑郁症状比家长‐孩子亲密度和暴饮有更经常的显著联系。然而,结果显示自我用药模型可能主要解释同期发生的而不是长期饮酒行为。结果还表明家庭社会化理论解释一些超出自我用药假设的变量。暴饮和家长‐孩子关系之间没有通过抑郁症状的必然联系,从而不能支持两个理论之间的共同机制。结果为药物滥用患者多方面评估过程提供支持,并支持使用多系统家庭心理治疗,多维度家庭心理治疗,和依恋为基础的家庭心理治疗。 - Family Process, EarlyView.

--- - |2+ Abstract Background There is limited knowledge about how young people with intellectual disability can be facilitated in their process of deciding about parenthood. This study aimed to evaluate the feasibility of an upcoming trial to evaluate an intervention using the Toolkit “Children—what does it involve?” and the “Real‐Care‐Baby” (RCB) simulator among students with intellectual disability. Methods Six students with intellectual disability participated in an intervention with eight educational sessions and a 3‐day caring session with the RCB simulator. Data were collected with questionnaires and interviews. Results The study showed that it is possible to evaluate an intervention using these instruments among students with intellectual disability in order to provide them with further insights about parenthood. Conclusion It is feasible to evaluate the Toolkit and the RCB in a cluster‐randomized study and that such a study could add to our knowledge about possible intervention strategies regarding reproduction and parenting among students with intellectual disability. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background This study investigated the psychocultural perspectives concerning family quality of life among Brazilian families with children who have severe or profound intellectual disability. Methods Individual in‐depth semi‐structured interviews conducted with 15 mothers, selected by convenience, were analysed using a categorical thematic analysis technique. The themes were examined to allow for an interpretative approach of the results. Results Mothers revealed that their children with disabilities had insufficient access to services and support related to health care, transportation and recreation. Family quality of life was negatively affected by financial restrictions and social interaction difficulties. Caring for a child with disabilities seemed to be centred on the mother and religious coping appeared as a common psychological adjustment strategy. Conclusions Improving emotional and psychological cares, as well as social and practical measures comprising income support and access to appropriate health care, were inferred to be the mothers’ priorities to improve their families’ quality of life. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background There is increasing evidence that cognitive behavioural therapy (CBT) can be effective for people with intellectual disabilities. The aim of this review was to report the nature and frequency of adaptations reported in studies of CBT for people with intellectual disabilities. Method This review updated and extended a previous review by (Whitehouse et al. 2006, J Appl Res Intellect Disabil, 19, 55), which used a framework of adaptations developed by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Adaptations included simplification, language, activities, developmental level, use of directive style, flexible methods, involve caregivers, transference/countertransference and disability/rehabilitation approaches. A search identified peer‐reviewed papers that reported individual CBT informed psychological interventions for people with an Intellectual Disability. Results The search identified 23 studies which met the inclusion criteria for review. Studies reported the majority of the categories of adaptation described by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Conclusions The results suggest that the framework of adaptations needs further development to increase sensitivity in identifying and categorizing adaptations of CBT. Increased, systematic reporting of adaptations to studies of CBT with people with intellectual disabilities is recommended. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background Little is known about the health needs of people with intellectual disabilities who access out‐of‐hours primary care services, raising concerns about accessibility and quality of care for this group. This study aims to identify commonly presented health problems of people with intellectual disabilities in this specific setting compared with the general population. Method Cross‐sectional study with routine data at two out‐of‐hours cooperatives with a total of 41,166 persons aged 20–65 requesting outof‐hours primary care in 2014, of which 315 persons were identified as having an intellectual disability. Results Having an intellectual disability was associated with a higher probability of presenting with epilepsy (OR 45.65) and concerns about, and adverse effects of, medical treatment (OR 23.37, and 8.41, respectively). Conclusions Given the high rates of epilepsy and medication‐related concerns of people with intellectual disabilities, this study suggests that these issues require special attention to improve the accessibility and quality of out‐of‐hours primary care. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 Developing self‐restraint, or the inhibition of behavior in response to a prohibition, is an important process during toddlerhood. The objective of this study was to gain a better understanding of individual differences in the development of self‐restraint during toddlerhood by examining stable elements and growth of temperament (i.e., attentional control, behavioral inhibition, negative emotionality), general intelligence, and self‐restraint. Participants were 412 same‐sex twin pairs (approximately 90% European American) from predominately middle‐class households in Colorado. Data were collected at 14, 20, 24, and 36 months. Results indicated that higher behavioral inhibition, attentional control, and intelligence were independently associated with better self‐restraint, whereas higher negative emotionality was an independent predictor of lower self‐restraint. The associations between temperament and self‐restraint generally appeared to be stable from 14 to 36 months. - Child Development, EarlyView.

--- - |2 Deficits in reciprocal social behavior are a characterizing feature of autism spectrum disorder (ASD). Autism‐related variation in reciprocal social behavior (AVR) in the general population is continuously distributed and highly heritable—a function of additive genetic influences that overlap substantially with those which engender clinical autistic syndromes. This is the first long‐term prospective study of the stability of AVR from childhood through early adulthood, conducted via serial ratings using the Social Responsiveness Scale, in a cohort‐sequential study involving children with ASD, other psychiatric conditions, and their siblings (N = 602, ages = 2.5–29). AVR exhibits marked stability throughout childhood in individuals with and without ASD. - Child Development, EarlyView.

--- - |2 Is earlier intervention always superior? Using two complementary forms of meta‐analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. - Child Development, EarlyView.

--- - |2 The Children's Test of Nonword Repetition (CNRep) is one of the most popular tests of nonword repetition. The test is composed of nonwords of different length, and normative data suggest that children experience more difficulties in repeating long nonwords. An analysis of the distribution of phonological clusters in the test shows that noninitial clusters are unequally distributed in the test: They only appear in long nonwords (four and five syllables). For this reason, we hypothesized that the difficulties children encounter with long nonwords may be influenced by the phonological complexity of the clusters and not just by the challenge for working memory associated with length. To test the hypothesis, we compared repetition performance in long nonwords with and without a noninitial cluster in 18 children with language impairment and 18 typically developing children. The analysis shows that long nonwords with noninitial clusters are repeated less accurately by both groups. In addition, there was an interaction between cluster and age: The effect of cluster is absent in younger children and gradually increases with age. These findings suggest that phonological complexity may be having an impact on the length effect normally observed in the CNRep, and this impact may be particularly evident in older children. - Dyslexia, EarlyView.

--- - |2 School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two‐step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well‐being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes. - Journal of Research on Adolescence, EarlyView.

--- - |2 Although many immigrant children to the United States arrive with their parents, a notable proportion are first separated and later reunited with their parents. How do the experiences of separation and reunification shape the well‐being of immigrant children? Data were from a national survey of legal adult immigrants and their families, the New Immigrant Survey from 2003 to 2004 (for academic achievement, age 6–12, N = 876; for psychosocial well‐being, age 6–17, N = 1,084). Results indicated that immigrant children who were once separated from their parents exhibited poorer literacy and higher risk of emotional and behavioral problems than those who migrated with parents. A protracted period of separation and previous undocumented status of parents amplified the disadvantages experienced by these children. - Child Development, EarlyView.

--- - |2 This study examined the effects of observation‐based supervision Building Outcomes with Observation‐Based Supervision of Therapy (BOOST therapists = 26, families = 105), versus supervision as usual (SAU therapists = 21, families = 59) on (a) youth externalizing behavior problems and (b) the moderating effects of changes in family functioning on youth externalizing behaviors for adolescents receiving Functional Family Therapy (FFT). Exploratory analyses examined the impact of supervision conditions on youth internalizing problems. In 8 community agencies, experienced FFT therapists (M = 1.4 years) received either BOOST or SAU supervision in a quasi‐experimental design. Male (59%) or female (41%) adolescents were referred for the treatment of behavior problems (e.g., delinquency, substance use). Clients were Hispanic (62%), African American (19%), Non‐Hispanic White (12%), or Other (7%) ethnic/racial origins. Therapists (female, 77%) were Hispanic 45%, African American (19%), White Non‐Hispanic (30%), or other (4%) ethnic/racial backgrounds. Analyses controlled for the presence or absence of clinically elevated symptoms on outcome variables. Clinical outcomes were measured at baseline, 5 months, and 12 months after treatment initiation. Clients with externalizing behavior above clinical thresholds had significantly greater reductions in problem behaviors in the BOOST versus the SAU conditions. Clients below thresholds did not respond differentially to conditions. Supervisors in BOOST had more experience with the FFT model; as such, the observed results may be a result of supervisor experience. The BOOST supervision was associated with improved outcomes on problem behaviors that were above clinical thresholds. The findings demonstrate the importance of addressing client case mix in implementation studies in natural environments. Este estudio examinó los efectos de la supervisión basada en la observación (terapeutas de BOOST = 26, familias = 105) frente a la supervisión habitual (terapeutas de SAU = 21, familias = 59) en (a) la externalización de problemas de conducta en los jóvenes y (b) los efectos moderadores de los cambios en el funcionamiento familiar sobre la externalización de conductas de los jóvenes en el caso de adolescentes que reciben terapia familiar funcional (FFT). Los análisis exploratorios analizaron el efecto de las condiciones de la supervisión en la internalización de problemas de los jóvenes. En 8 agencias comunitarias, terapeutas experimentados en FFT (M = 1,4 años) recibieron supervisión BOOST o SAU en un diseño cuasiexperimental. Se derivó a adolescentes masculinos (59%) o femeninos (41%) para el tratamiento de problemas conductuales (p. ej.: delincuencia, consumo de sustancias). Los pacientes eran hispanos (62%), afroamericanos (19%), blancos no hispanos (12%) o de otros orígenes étnicos o raciales (7%). Los terapeutas (femeninos, 77%) eran hispanos 45%, afroamericanos (19%), blancos no hispanos (30%) o de otros orígenes étnicos o raciales (4%). Los análisis tuvieron en cuenta la presencia o la ausencia de síntomas clínicamente elevados en los criterios de valoración. Se midieron las variables clínicas al inicio, a los 5 meses y 12 meses después del inicio del tratamiento. Resultados: Los pacientes con externalización del comportamiento por encima de los límites clínicos tuvieron reducciones considerablemente mayores de los comportamientos problemáticos en las condiciones de BOOST frente a las de SAU. Los pacientes por debajo de los límites no respondieron de forma diferencial a las condiciones. Los supervisores de BOOST tenían más experiencia con el modelo de FFT; por lo tanto, los resultados observados pueden ser el resultado de la experiencia de los supervisores. La supervisión BOOST estuvo asociada con mejores resultados en los comportamientos problemáticos que estaban por encima de los límites clínicos. Los resultados demuestran la importancia de abordar la variedad de casos de pacientes en la implementación de estudios en ambientes naturales. 该研究考察了以观察为基础的监督(BOOST 咨询师 = 26, 家庭 = 105)的效果和通常监督相比(SAU 咨询师 = 21, 家庭 = 59)对于a) 青少年外在化行为问题和b) 家庭功能中变化对于接受功能家庭心理咨询(FFT)的青少年外在化行为的调节效果。探究性分析考察了监督条件对于青少年内在化问题的影响。在8个社区机构中,有经验的FFT心理咨询师(M = 1.4 年)在一个准实验设计中接收BOOST或SAU监督。男性(59%)或女性(41%)青少年被推荐接受行为问题(例如,犯法,药物滥用)治疗。患者是西班牙裔(62%),非裔美籍(19%),非西班牙裔白人(12%)or其他族裔(7%)。咨询师(女性,77%)45%是西班牙裔,19%非裔美籍,30%非西班牙裔白人,4%其他族裔背景。分析控制结果变量上临床提升症状。我们在基线,治疗后5个月和12个月测量临床结果。外在化行为高于临床基准的患者在BOOST条件下问题行为比在SAU条件下明显减少。外在化行为低于临床基准的患者在两种条件下反应没有不同。BOOST监督者在FFT模型方面经验更多;因此,观察到的结果可能是监督者经验的结果。BOOST监督和高于临床基准的问题行为改进成果有关。研究发现表明探讨自然环境中不同性质病例实施研究的重要性。 - Family Process, EarlyView.

--- - |2 Scene‐Based Psychodramatic Family Therapy (SB‐PFT) is an innovative treatment used with troubled adolescents and their parents to improve family relationships and reduce adolescents’ problematic behavior. It integrates the principles of family therapy, psychodrama, and multiple‐family group methodology. This research is a pilot study to obtain empirical evidence on the SB‐PFT therapeutic process by gauging the perception of change of troubled adolescents and their parents, and assess the perceived helpfulness of its methodology and techniques. Ten multiple‐family intervention groups were drawn up, with 110 participants (63 adolescents and 47 parents), and we adopted a qualitative methodology with focus groups, using an inductive analysis of 290 active constructions of participant narratives. Concerning perception of change, the adolescents reported mainly gaining in social support, prosocial attitudes, keys to problem solving, and expression of emotions due to the treatment. The parents perceived improvement in social support, keys for educational practices, emotional well‐being, and expression of emotions due to the treatment. Regarding the perceived helpfulness of methodology and techniques, both adolescents and parents highlighted the usefulness of the group methodology for gaining social support, relativizing the problem, and expressing emotions. Additionally, participants referred to role‐playing and mirror techniques as the most useful techniques. In conclusion, this first study on SB‐PFT presents and describes its treatment for troubled adolescents and their parents. The participants’ positive perception of their personal and relational change after treatment should serve to promote further studies with quantitative methodology in order to verify the effectiveness of SB‐PFT treatment. La terapia familiar psicodramática basada en escenas (SB‐PFT, por sus siglas en inglés) es un tratamiento innovador usado con adolescentes conflictivos y sus padres para mejorar las relaciones familiares y disminuir el comportamiento problemático de los adolescentes. Integra los principios de la terapia familiar, del psicodrama y de la metodología grupal multifamiliar. Esta investigación es un estudio piloto para obtener conocimiento empírico sobre el proceso terapéutico de la SB‐PFT mediante la medición de la percepción de cambio de los adolescentes conflictivos y sus padres, y para evaluar la utilidad percibida de esta metodología y técnica. Se formaron diez grupos multifamiliares de intervención con 110 participantes (63 adolescentes y 47 padres), y adoptamos una metodología cualitativa con grupos focales utilizando un análisis inductivo de 290 construcciones activas de historias de los participantes. Con respecto a la percepción de cambio, los adolescentes informaron un aumento pricipalmente del apoyo social, de las actitudes prosociales, de las claves para resolver problemas y de la expresión de emociones debido al tratamiento. Los padres percibieron una mejora del apoyo social, de las claves para las prácticas educativas, del bienestar emocional y de la expresión de emociones debido al tratamiento. Con respecto a la utilidad percibida de la metodología y las técnicas, tanto los adolescentes como los padres destacaron la utilidad de la metodología de grupo para obtener apoyo social, relativizar el problema y expresar emociones. Además, los participantes se refirieron al juego de roles y a las técnicas del espejo como las más útiles. En resumen, este primer estudio sobre la SB‐PFT presenta y describe su tratamiento para adolescentes conflictivos y sus padres. La percepción positiva de los participantes de su cambio personal y relacional después del tratamiento debería servir para promover más estudios con una metodología cuantitativa a fin de verificar la eficacia del tratamiento con la SB‐PFT. 情景为基础的心理戏剧化家庭心理咨询(SB‐PFT) 是一项应用于帮助有困扰青少年及其家长改善家庭关系并减少青少年问题行为的创新性治疗方法。该方法整合了家庭心理咨询原则,心理戏剧以及多家庭小组方法。该研究是旨在通过测量有困扰青少年及其家长感知到的变化来获得关于SB‐PFT实证证据,并评估其方法和技巧感知到的有效性的试点研究。我们组织了共110名参与者(63名青少年和47名家长)的十个多家庭干预小组。我们对焦点小组采用定性方法,使用了一项针对参与者叙述290个活性建构的感应分析。关于对于变化的感知,青少年主要报告了得到社会支持,有益于社会的态度,由于治疗获得解决问题和表达情感的钥匙。由于治疗,家长感受到社会支持,教育做法,情感健康以及情绪表达的该进。关于对于方法和技巧感受到的帮助,青少年和家长都强调了小组方法对于获得社会支持,将问题相对化以及情感表达方面的有用性。此外,参与者认为角色扮演和镜面技巧最有效。结论是,第一个关于SB‐PFT的研究描述并提出针对有困扰青少年及其家长的治疗。参与者对于治疗后个人以及关系改变正面感知会促进更多为确定SB‐PFT治疗有效性的定量方法研究。 - Family Process, EarlyView.

--- - |2 Abstract Having a sudden insight is often associated with inherent confidence, enough for Archimedes to run naked through the streets shouting “Eureka!”. Recent evidence demonstrates that public displays of enthusiasm, such as the ancient polymath's, are actually supported by a higher likelihood of being correct. - The Journal of Creative Behavior, EarlyView.

--- - |2 A Trust Game was used to examine trust and reciprocity development in 12–18‐year‐old‐adolescents (N = 496), as findings have been conflicting and transitions in adolescence remain elusive. Furthermore, this study tested the roles of gender, risk, and individual differences in empathy, impulsivity, and antisocial tendencies in trust and reciprocity. Results indicate stability in trust and a decrease in reciprocity across adolescence, but also show that trust and reciprocity choices were influenced by risk, and that empathy mediated the age‐related decrease in reciprocity. Males trusted more than females, but there were no gender differences in reciprocity. These findings highlight the importance of considering individual differences and adolescents’ sensitivities to varying contexts in explaining trust and reciprocity development in adolescence. - Journal of Research on Adolescence, EarlyView.

--- - |2 This study examined how open communication between spouses may buffer against discrimination experienced by Black–White couples. Results from 178 couples analyzed using a combination of common‐fate and actor–partner interdependence models, indicated that for Black partners, marital satisfaction was not contingent on the level of openness when experiences of couple discrimination were low. When experiences of couple discrimination were high, levels of marital satisfaction were maintained among partners who reported high openness and reduced among partners who reported low openness. Moderation effects were not found for White partners. The results suggest that because Black partners are more aware of and sensitized to discrimination, White partners’ abilities to attune to their partners’ needs for support could help enhance their relationships. - Journal of Marital and Family Therapy, EarlyView.

--- - |2 As routine outcome monitoring systems develop, questions emerge about how therapists incorporate feedback into their practice, and how this relates to therapeutic gains. A case of covert grief was monitored in each session with the Personal Questionnaire and the Helpful Aspects of Therapy instruments. At 4 months follow‐up, the Change Interview was administered. Individualized items facilitated access to the private views and needs of each member, which was useful for case formulation and ongoing personalization of the intervention. Qualitative feedback of treatment experiences helped therapists confirm the impacts of interventions, monitor therapeutic alliance, reformulate clinical hypothesis, and plan sessions. Therapists followed a critical triangulation process to decide the clinical meaning of feedback, according to his/her intervention model, expertise, and case‐specific context. - Journal of Marital and Family Therapy, EarlyView.

--- - |2 The invention of imaginary worlds (“paracosms”) is a creative activity of middle childhood that has previously been investigated primarily with retrospective adult reports and biographical accounts. In descriptions collected from 8‐ to 12‐year‐old children, the prevalence was 16.9% in Study 1 (n = 77) and 17.4% in Study 2 (n = 92). Children with and without paracosms did not differ in verbal comprehension, divergent thinking (Studies 1 and 2) or working memory (Study 2). However, children with paracosms had more difficulty with inhibitory control (Study 2) and had higher creativity scores on a story‐telling task (Studies 1 and 2). Paracosms provided a vehicle for stories associated with imaginary companions and/or for developing complex narratives alone or with friends. - Child Development, EarlyView.

--- - |2 Children are capable of viewing object ownership as categorical and exclusive, but ownership claims can also vary by degree. This study investigated how children use these different conceptions of ownership in a giving and a taking task. In two studies, 4‐ to 7‐year olds (N = 105) could give and take craft objects that they or another child had found (weaker claim) and made (stronger claim). In Study 1, no additional ownership information was given, and in Study 2 categorical ownership was stated (“these belong to you”). The results showed that children used categorical ownership for their own objects but used ownership strength for the other child's objects, taking more of the found items. - Child Development, EarlyView.

--- - |2 Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican‐origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence. - Child Development, EarlyView.

--- - |2 When and how do infants learn color words? It is generally supposed that color words are learned late and with a great deal of difficulty. By examining infant language surveys in British English and 11 other languages, this study shows that color word learning occurs earlier than has been previously suggested and that the order of acquisition of color words is similar in related languages. This study also demonstrates that frequency and syllabic complexity can be used to predict variability in infant color word learning across languages. In light of recent evidence indicating that color categories have universal biological foundations, these findings suggest that infants’ experience and linguistic exposure drive their shift to culturally and linguistically mediated adult‐like understandings of color words. - Child Development, EarlyView.

--- - |2 The current exploratory study investigates which variables predict commitment among cisgender women currently in a relationship with a transgender‐identified partner. This study includes variables specific to gender diverse couples such as years in the relationship, amount of prior knowledge about transgender identity, and gender role beliefs. Also included are the general relationship factors of satisfaction, quality of alternatives, investment size, and the outcome variable of commitment, as described in the Investment Model of Commitment. Using convenience sampling from online support groups, the sample was n = 138 cisgender female partners. The findings of the regression analyses indicate one's personal resilience and the number of years in the relationship prior to transition are significantly related to partner commitment, with satisfaction mediating both associations. The longer a participant was in the relationship at the time of a gender transition of a partner, the less satisfaction they report, thus reducing commitment to the relationship. Additionally the more personal resilience a partner endorses, the higher the relationship satisfaction, and in turn, more commitment is reported. The results offer information about the important factors related to staying in relationships during and after a gender transition. Resumen El presente estudio exploratorio investiga qué variables predicen el compromiso entre las mujeres cisgénero que están actualmente en una relación con una pareja identificada como transgénero. Este estudio incluye variables propias de las parejas de ambos géneros, como los años de relación, la cantidad de conocimiento previo acerca de la identidad transgénero y las creencias sobre los roles de género. También están incluidos los factores de satisfacción, la calidad de las alternativas, el tamaño de la inversión y el criterio de valoración del compromiso de las relaciones generales, según se describen en el “Modelo de inversión de compromiso” (Rusbult, 1980). Utilizando un muestreo de conveniencia de grupos de apoyo en línea, la muestra estuvo integrada por n=138 parejas de femeninas cisgénero. Los resultados de los análisis de regresión indican que la resiliencia personal individual y el número de años de relación previos a la transición están relacionados significativamente con el compromiso de la pareja, con la satisfacción como mediadora de ambas asociaciones. Cuanto más tiempo un participante estuvo en la relación al momento de una transición de género del otro integrante de la pareja, menos satisfacción informa, reduciendo así el compromiso con la relación. Además, cuanta más resiliencia personal aprueba un integrante de la pareja, mayor es la satisfacción con la relación y, a su vez, más compromiso se informa. Los resultados ofrecen información acerca de los factores importantes relacionados con la permanencia en las relaciones durante y después de una transición de género. 摘要 当前探究性研究考察了哪些变量预测和跨性别伴侣在一段恋爱关系中的顺性别女性的恋爱承诺。该研究包括性别多样化伴侣特定变量,例如恋爱关系有多少年,之前对于跨性别身份的了解,以及性别角色信念。该研究还包括承诺投入模型(Rusbult, 1980)中描述的普遍恋爱关系满意度因素,备选者质量,投入尺度以及承诺结果变量。我们使用从网上支持小组得到的便利样本,样本由138名顺性别女性伴侣组成。倒退分析发现表明个人韧性和性别转变前在关系中时间长短和伴侣承诺密切相关,而满意度调节两个关联。伴侣性别转变时参与者在关系中时间越长,所报告的满意度越低,对恋爱关系的承诺越少。此外,伴侣个人韧性越大,关系满意度越高,从而报告的承诺越多。研究结果提供了有关于性别转变中和性别转变后继续维持恋爱关系重要因素的信息。 - Family Process, EarlyView.

--- - |2 Couples with the greatest need for relationship health maintenance and intervention are often least able to afford and access it; therefore, accessible, affordable, effective, and brief interventions are needed to improve relationship health for those who need it most. Consequently, this paper examined whether a brief relationship intervention could be effectively implemented with a low‐income, underserved population. All enrolled participants (N = 1,312) received the Relationship Checkup, which consists of an assessment and a feedback session delivered in their homes or at a local clinic at their request. Measures assessed relationship satisfaction, communication, psychological and physical aggression, and intimacy at baseline and 1‐month follow‐up, and program and relationship satisfaction at 6‐month follow‐up. All participants reported significant improvements on all outcomes with small effect sizes. However, moderation analyses suggested that distressed couples reported significantly larger effects across the board. Overall, participants reported that they were highly satisfied with the intervention both immediately after its delivery and 6 months later. Findings provide preliminary support for the effectiveness of this brief checkup and point to the utility of offering these kinds of low‐cost brief interventions in flexible formats for those who might have the most difficulty accessing them. Resumen Las parejas más necesitadas de mantenimiento e intervención para la salud de sus relaciones son con frecuencia las menos equipadas para costear y obtenerlos; por lo tanto, las intervenciones accesibles, asequibles, efectivas y breves son necesarias para mejorar la salud de las relaciones de aquéllos que más lo necesitan. Por consiguiente, este artículo examinó si sería posible implementar una intervención breve para relaciones con una población subatendida de bajo ingreso. Todos los participantes inscritos (N = 1312) recibieron un Control de Relación, que consiste en una evaluación y una sesión de comentarios realizadas en sus hogares o en una clínica local a petición de ellos. Las medidas evaluaron la satisfacción en la relación, comunicación, agresión psicológica y física, e intimidad en la línea de base y en un seguimiento después de un mes, así como satisfacción con el programa y con la relación en un seguimiento después de seis meses. Todos los participantes informaron mejoras sustanciales en todos los resultados con tamaños de efecto pequeños. Sin embargo, análisis de moderación sugirieron que las parejas angustiadas informaron efectos considerablemente mayores en todos los renglones. En general, los participantes informaron que estaban sumamente satisfechos con la intervención tanto inmediatamente después de realizarse como seis meses después. Los hallazgos proporcionan apoyo preliminar a la efectividad de este control breve y señalan la utilidad de ofrecer estos tipos de intervenciones breves de bajo costo en formatos flexibles para aquéllos que podrían tener mayores dificultades para obtenerlos. 摘要 最需要关系健康支持和干预的伴侣往往是最没有能力负担以及获取支持和干预的。因此,我们需要方便,便宜,有效并且简短的干预来改善最需要帮助的人们的关系健康。本文考察了一个简短的关系干预是否可以有效在低收入弱势人群中实施。所有参与者(N = 1312)都接受了关系检查。关系检查由在其家中或当地门诊进行的一项评估和一个反馈环节构成。我们评估了在基线和一个月后续追踪调查中关系满意度,沟通,心理和身体攻击性,以及亲密程度,以及项目和6个月后续追踪关系满意度。所有参与者都报告了在各个方面较小影响的显著改善。然而,节制分析表明受困扰的伴侣在各个方面报告较显著效果。总而言之,参与者报告他们对于干预的即时效果和6个月后续效果都高度满意。研究发现为该简短检查有效性提供初步支持并指出为有困难获取帮助的人群以灵活方式提供这种低成本简短干预的用处。 - Family Process, EarlyView.

--- - |2+ Abstract Background People with intellectual disability experience higher rates of mental health disorders than the rest of the population, and expert opinion holds that multiple barriers prevent people with intellectual disability from accessing appropriate services. Methods A qualitative study was designed to explore the lived experience of barriers and enablers to access to mental health services among people with intellectual disability. Interviews and focus groups were conducted with people with intellectual disability, carers and service providers. Results Barriers and enablers were identified across four key dimensions of access: utilization of services; service availability; relevance, effectiveness and access; and equity and access. These factors operated at both systemic and personal levels. Conclusions The findings from this study provide empirical evidence of anecdotal experiences of access to mental health services and provide insight into the ways users, carers and service providers navigate an often hostile system and indicate further directions for research. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Background Balance alterations are one of the main problems in people with intellectual disabilities (ID), increasing their risk of falls and impacting their life. Aims To describe a vestibular rehabilitation programme (VRP) and evaluate its effects on the ability to maintain balance and risk of suffering a fall. Methods Forty‐seven adults with mild to moderate ID were randomly assigned to two groups: a control group (CG, N = 24), which performed a general physical exercise only, and an experimental group (EG, N = 23) which also completed a VRP. The variables, used pre‐ and post‐training and 1 month after the intervention, were as follows: Center of Pressure Displacement, Berg Scale, Timed Up and Go Test, and the Modified Clinical Test of Sensory Interaction and Balance. Results The EG improved significantly in each variable. The CG did not show changes for any of the parameters. Conclusions A programme based on VRP may improve balance and reduce the risk of falling. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 Adolescence can be a time of unconstructive behavior for many youth. This research examined if an intervention countering youth's stereotypes of teens as irresponsible fosters their constructive behavior. In two experimental intervention studies (Ns = 124 and 319) with seventh graders, stereotypes of teens as irresponsible were described as inaccurate portrayals; youth then provided their own observations of teens acting responsibly. Youth in this counterstereotyping intervention (vs. the control) held higher intentions for academic engagement and performed better on an academic task (i.e., a word‐search puzzle). Over the 3 days following the intervention, their academic engagement was higher. Youth's risk taking was also reduced. Redirecting youth to see teens as responsible has the potential to provide a foundation for flourishing. - Child Development, EarlyView.

--- - |2 Couple therapy has been shown to be a meaningful way to improve couples’ relationships. However, less information is known about couples’ functioning prior to entering treatment in community settings, as well as how their relationship functioning changes from initiating therapy onward. This study examined 87 couples who began community‐based couple therapy during a longitudinal study of couples in the military. The couples were assessed six times over the course of 3 years, including time points before and after starting couple therapy. Using an interrupted‐time series design, we examined trajectories across the start of couple therapy in relationship satisfaction, divorce proneness, and negative communication. The results demonstrated that couples’ relationship satisfaction was declining and both divorce proneness and negative communication were increasing prior to entering couple therapy. After starting couple therapy, couples’ functioning on all three variables leveled off but did not show further change, but previous experience in relationship education moderated these effects. Specifically, those who were assigned to the relationship education program (vs. control) demonstrated greater reductions in divorce proneness and greater increases marital satisfaction after starting therapy; however, they also started more distressed. Se ha demostrado que la terapia de pareja es una manera valiosa de mejorar las relaciones de las parejas. Sin embargo, se cuenta con menos información acerca del funcionamiento de las parejas antes de comenzar un tratamiento en entornos comunitarios, así como acerca de la manera en que el funcionamiento de su relación cambia desde el inicio de la terapia en adelante. Este estudio analizó a 87 parejas que comenzaron terapia de pareja basada en la comunidad durante un estudio longitudinal de parejas en las fuerzas armadas. Se evaluó a las parejas seis veces durante el transcurso de tres años, incluidos momentos específicos antes y después de comenzar la terapia de pareja. Utilizando un diseño de series de tiempo interrumpido, analizamos las trayectorias a lo largo del comienzo de la terapia de pareja en la satisfacción con la relación, la propensión al divorcio y la comunicación negativa. Los resultados demostraron que la satisfacción con la relación de la pareja estaba disminuyendo y que tanto la propensión al divorcio como la comunicacióin negativa estaban aumentando antes de comenzar la terapia de pareja. Después de comenzar la terapia de pareja, el funcionamiento de las parejas en las tres variables se nivelaron pero no demostraron otros cambios, aunque la experiencia previa en capacitación en relaciones moderó estos efectos. Específicamente, los que fueron asignados al programa de capacitación en relaciones (frente al grupo de control) demostraron una mayor reducción de la propensión al divorcio y un mayor aumento de la satisfacción conyugal después de comenzar la terapia, sin embargo, también comenzaron la terapia más angustiados. 伴侣心理咨询是改善伴侣关系的一个有意义的方法。然而,关于加入到社区背景下治疗之前伴侣功能以及开始治疗后关系变化的信息相对较少。该研究考察了87对在一项军队中伴侣纵向研究中开始社区为基础心理咨询的伴侣。我们对这些伴侣在三年之中进行6次评估,包括开始伴侣心理咨询之前和之后的时间点。我们使用一个中断时间系列设计,考察了伴侣心理咨询开始关系满意度,离婚倾向,以及负面沟通方面的径迹。结果显示参见伴侣心理咨询前,伴侣关系满意度正在下降,而离婚倾向和负面沟通正在增加。开始伴侣心理咨询后,伴侣功能在三个方面都开始稳定但没有进一步变化。之前伴侣教育方面的经历会影响这些效果。特别是相对于控制着组被分到关系教育项目的伴侣在开始心理咨询后表现出离婚倾向较明显降低和婚姻满意度较大提升。然而他们一开始困扰就比较多。 - Family Process, EarlyView.

--- - |2 This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between‐country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL and dyslexia as this was confirmed across the three countries. - Dyslexia, EarlyView.

--- - - Journal of Family Therapy, Volume 40, Issue 4, Page 619-619, November 2018.

--- - - Journal of Family Therapy, Volume 40, Issue 4, Page 463-465, November 2018.

--- - - Journal of Family Therapy, Volume 40, Issue 4, Page i-iv, November 2018.

--- - - Journal of Applied Research in Intellectual Disabilities, Volume 31, Issue 6, Page 1-4, November 2018.

--- - |2 Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4‐ and 5‐year‐old children predicted that morally positive behaviors would be directed toward in‐group members, and that morally negative behaviors would be directed toward out‐group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups. - Child Development, EarlyView.

--- - |2 This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years. - Child Development, EarlyView.

--- - |2 Abstract For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided. - Psychology in the Schools, EarlyView.

--- - |2 The current study examined how discrimination relates to adjustment outcomes in a sample of internationally, transracially adopted Korean Americans from the Minnesota Sibling Interaction and Behavior Study (N = 456 adoptees; Mage at T1 = 14.9, Mage at T2 = 18.3, Mage at T3 = 22.3). The moderating roles of ethnic socialization and preparation for bias by parents (i.e., ethnic‐racial socialization) were also examined. Results indicated that discrimination predicted higher levels of depressive and externalizing symptoms in youth who reported less preparation for bias. In those experiencing more preparation for bias, associations were not significantly different from zero. Ethnic socialization did not moderate these associations. Such findings provide important information for adoptive parents regarding how to prepare their children to cope with discrimination. - Child Development, EarlyView.

--- - |2 This study examined disruptions in caregiving, as well as the association of these disruptions, with cognitive, behavioral, and social outcomes at age 12 in a sample of 136 Romanian children who were abandoned to institutions as infants and who experienced a range of subsequent types of care. Children were found to experience significantly more caregiving disruptions (CGD) earlier in life than later in childhood. More frequent CGD predicted increases in externalizing and internalizing behavior problems at age 12. Results are discussed in terms of the association between CGD and the long‐term development of children who have experienced institutional rearing. - Child Development, EarlyView.

--- - |2 This study aimed to test a four‐wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. - Child Development, EarlyView.