The Stress Response and Adolescents’ Adjustment: The Impact of Child Maltreatment

Experience with and management of stress has implications for adolescents' behavioral and socioemotional development. This study examined the relationship between adolescents' physiological response to an acute laboratory stressor (i.e., Trier Social Stress Test; TSST) and anger regulation and interpersonal competence in a sample of 175 low-income urban adolescents (51.8% girls). Findings suggested that heightened reactivity as indicated by cortisol, heart rate, and blood pressure was associated with increased interpersonal competence and anger regulation. However, these findings were context dependent such that, for youth high in self-reported child maltreatment, heightened reactivity was associated with decreased interpersonal competence and anger regulation. Results highlight the importance of considering how context may condition the effect of stress reactivity on functioning during adolescence.     

Longer Term Impact of Bystander Training to Reduce Violence Acceptance and Sexism

ABSTRACT

Many bystander programs to prevent violence have been developed and evaluated in college populations. An exception is the randomized controlled trial of Green Dot, found effective in reducing violence rates and violence acceptance in 26 high-schools (2010–2014). In ‘Life’s Snapshot’, 10,727 seniors were recruited from these same schools with the goal of determining the longer-term efficacy of bystander training. Students in intervention schools could have up to three years of Green Dot exposure. Seniors from intervention versus control schools had significantly lower scores (p <.01) indicating less violence acceptance or sexism for two of five measures. Seniors’ self-reports of bystander training received confirmed these findings. These cross-sectional analyses suggest that some reductions in violence acceptance associated with bystander programming may be maintained into early adulthood.     

Vicarious Annihilation: The Effect of Mortality Salience on Perceptions of Hate Crimes

Previous research has found that reminding participants of their mortality creates a need for individuals to maintain and defend subjective cultural worldviews. As a result, mortality salient participants typically strive to uphold legal sanctions and also react negatively to individuals who espouse alternative worldview beliefs, exhibiting behaviors toward those targets ranging from verbal derogation to physical aggression. This paper extends this line of research by examining perceptions of hate crimes. Hate crimes represent a unique class of crime where both the perpetrator and victim may be viewed as worldview violators. Study 1 revealed that mortality salient participants were more supportive of hate crime legislation than were control participants when hate crimes were described in abstract terms and no specific victim was mentioned. In Study 2, a specific victim who posed a potential worldview threat was identified. In this case, mortality salient participants were less punitive toward offenders who attacked these specific worldview-threatening victims.     

Pandemic Disease: A Past and Future Challenge to Governance in the United States

Throughout history, pandemics have posed significant challenges to governments. Examination of the ways that governments have responded to pandemics can contribute to the U.S. government's ability to react in the future. We utilize past cases of Severe Acute Respiratory Syndrome (SARS) and multiple forms of influenza to identify specific challenges governments have faced. Based on that knowledge, we discuss the major issues that the United States will have to address in the event of a future pandemic.     

Weighing the “burden of ‘acting white’”: Are there race differences in attitudes toward education?

Recent reports by ethnographic researchers and media sources suggest that many African American students view academic success as a form of “acting white,” and that peer pressure reduces their level of effort and performance. This article analyzes the National Education Longitudinal Study of 1988 to answer three questions: (1) do blacks experience greater alienation toward school than non-Hispanic whites?; (2) do blacks incur social penalties from their peers for succeeding academically?; and (3) if so, are these “achievement penalties” greater than those for whites? Our analysis suggests the answer to each of the three questions is “apparently not.”