The purposes of this research were to determine the rate at which school psychologists engage in parent training/education with the parents of children with chronic behavior problems and to determine the relationships between school psychologists’ demographic variables, professional practice, training, and perception of barriers and their engagement in such activities. These variables have been found to be related to types of service delivery practices and were hypothesized to also be related to the rate and type of engagement in parent training/education activities by school psychologists. Five hundred school psychologists were randomly sampled from the membership of the National Association of School Psychologists and mailed a survey. One-hundred-fifteen (23%) of the targeted school psychologists returned a usable survey. Five school psychologists indicated that they engaged in parent training/education at least weekly and volunteered to engage in a phone interview with the researcher. The phone interview was conducted in order to gather more specific information regarding facilitators of the school psychologists’ engagement in parent training/education with the parents of children with chronic behavior problems. Data were analyzed using descriptive, correlational, linear, and qualitative methods. Results indicated that school psychologists’ rate of engagement in parent training interventions with the parents of children with chronic behavior problems occurred on average less than once per semester. The data also suggested that intensity of training and perception of barriers were most strongly related to school psychologists’ engagement in parent training/education activities. Other variables including school psychologists’ perception of available time, problem solving skills, and ability to communicate with school-based administrators also were indicated as impactful on school psychologists’ engagement in parent training/education activities. These findings have important implications for school psychology training programs. Specifically, school psychology training programs may wish to examine the intensity of training provided to trainees in not only parent training/education but also in time management, problem solving, and consultation.

An important element in understanding the evolutionary origin of human language is to explore homologous traits in cognition and communication between primates and humans (Burling, 1993, Hewes, 1973). One proposed modality of language evolution is that of gestural communication, defined as communicative movements of hands without using or touching objects (de Waal, 2003). While homologies between primate calls and language have been relatively well explored, we still have a limited understanding of how cognitive abilities may have shaped the characteristics of primate gestures (Corballis, 2003). Chimpanzees (Pan troglodytes) are our closest living relatives and display some complex cognitive skills in various aspects of their gestural behaviour in captivity (de Waal, 2003, Pollick and de Waal, 2007). However, it is not yet currently clear to what extent these abilities seen in captive apes are typical of chimpanzees in general and to what extent cognitive capacities observed in captive chimpanzees have been enhanced by the socio-cultural environment of captivity such as language training. In this Ph.D. research, I investigated the cognitive skills underlying gestural communication in both wild and language trained chimpanzees, with a special focus on the repertoire and the intentionality of production and comprehension. The study of cognitive skills underlying the production of the repertoire and the role of intentionality is important because these skills are cognitively demanding and are a prerequisite in human infants for their ability to acquire language (Baldwin, 1995, Olson, 1993). My research suggests that chimpanzee gestural communication is cognitively complex and may be homologous with the cognitive skills evident in pre-verbal infants on the cusp of language acquisition. Chimpanzees display a multifaceted and complex signal repertoire of manual gestures. These gestures are the prototypes, within which there is variation, and between which the boundaries are not clear-cut, but there is gradation apparent along several morphological components. Both wild and language trained chimpanzees communicate intentionally about their perceived desires and the actions that they want the recipients to undertake. They do not just express their emotions, but they communicate flexibly by adjusting their communicative tactics in response to the comprehension states of the recipient. Whilst chimpanzees communicate their intentions flexibly, the messages conveyed are specific. However, recipients comprehend gestures flexibly in light of the signaller’s overall intentions. Whilst wild and language trained chimpanzee gestural communication revealed similar cognitive characteristics, language trained chimpanzees outperformed wild apes in that they had ability to use signals which made distinctions that human deictic words can make. Whilst these differences between wild and language trained chimpanzees may be due to the different methodological approaches used, it is conceivable that language training may have influenced captive ape cognitive skills in the representational domain. These results from wild and language trained chimpanzees indicate that chimpanzees possess some form of cognitive skills necessary for language development and that cognitive skills underlying repertoire and use in chimpanzees are a shared capacity between humans, other apes and a common ancestor. These findings render theories of the gestural origins of language more plausible. Related publications: 1. Roberts, A. I., Vick, S.-J., Roberts, S. G. B., Buchanan-Smith, H. M. & Zuberbühler, K. 2012. A structure-based repertoire of manual gestures in wild chimpanzees: Statistical analyses of a graded communication system. Evolution and Human Behavior, Published online: http://dx.doi.org/ 10.1016/j.evolhumbehav.2012.05.006 2. Roberts, A. I., Vick, S.-J. & Buchanan-Smith, H. 2012. Usage and comprehension of manual gestures in wild chimpanzees. Animal Behaviour, Published online: http://dx.doi.org/10.1016/j.anbehav.2012.05.022

A current national priority is improving secondary school mathematics performance. Middle school students’ trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher’s competence, benevolence, openness, reliability, and honesty. To determine the effect of trust in a teacher on student mathematics self-efficacy while accounting for the non-independence due to shared classroom experiences, hierarchical linear modeling will be utilized. Controlling for prior achievement, mathematics self-efficacy is expected to be higher for students who perceive their mathematics teacher meets more of the criteria for trust, with a stronger effect for low-achieving students. The implications of the outcomes of the proposed study suggest the creation of a training program to facilitate trust building between students and teachers. This report also includes an evaluation plan which details the components of the trust building program, a model for the program, and the proposed method to measure the reported outcomes. / text

Section A presents the hypothesis that attachment representations determine individuals’ capacities for empathy, which is necessary for sensitive and responsive caregiving. It reviews the evidence pertaining to whether this hypothesis applies within the context of employed caregivers caring for adults with learning disabilities. The evidence is considered in a stepwise fashion, based on four literature searches. The paper concludes by considering the implications of this literature for clinical practice and future research. Section B is an empirical research paper which describes the development of a new questionnaire aiming to measure employed carers’ empathy towards people with learning disabilities. It describes how investigation of the questionnaire’s factor structure illuminated the salient processes that may influence empathy in this specific relational context. It presents evidence of the questionnaire’s construct validity, internal reliability and test-retest reliability. The results are linked to existing literature and recommendations for clinical practice are made. Limitations of the study and directions for future research are considered.

Section A is a review of literature which has explored the experience of dementia in the context of couple relationships. Four key themes thought to be central to this experience were identified and highlight the impact of dementia upon couple relationships, and how aspects of relationships may influence the experience of dementia. Limitations and gaps in our understanding are highlighted. Most significantly, the existent literature focuses upon care partners’ perceptions and excludes people with dementia. Therefore, it is argued that a relational understanding of the experience of dementia, in the context of couple relationships, remains unknown. The review concludes with a rationale for why further research is needed and how people with dementia could be included. Section B describes a qualitative study, using interpretative phenomenological analysis, to investigate couples’ experiences of dementia. Seven couples were interviewed and five master themes (‘foundations’, ‘altered structures’, ‘self-restoration’, ‘flexible scaffolding’ and ‘reflective capacity’) emerged from analysis of the data. These themes offer an understanding of the experience of dementia from a relational perspective and depict the ways in which couples construct their experience in order to make sense of dementia, and the processes that they adopt in order to adjust to dementia. The findings of this study are supported by existing empirical and theoretical literature and have implications for future research and clinical practice.

There is a paucity of research that explores how people with Fibromyalgia (FMS) relate to themselves and others, with a particular focus on childhood experiences, mentalization and attachment theory. Ten people with FMS participated in semi-structured interviews, which explored the following areas: Important current relationships, experiences with others and childhood experiences of relationships. Stress and coping were also explored. Interview transcriptions were investigated using Interpretative Phenomenological Analysis (Smith & Osborn, 2003). The following three superordinate themes were identified: “The power of painful childhood experiences”, “the connection between stress and relating to others” and “interpersonal stress is wedded to illness”. Among the participants, childhood was characterised by abuse, illness, bereavement or parental discord. These early events related to various adult consequences in terms of how others and the self were related to. Mirroring childhood experiences, adult relations were often described as destructive. Interpersonal stress was wedded to illness in that others were perceived as invalidating or as ignorant of the suffering experienced. Illness tended to be described as leading to isolation and increased vulnerability to abuse. Literature pertaining to FMS, attachment and mentalization theory was useful in informing the interpretation. Limitations, clinical implications and directions for future research are discussed.

Key insights into the evolutionary origins of human social behavior can be gained via study of our closest living relatives, bonobos (Pan paniscus) and chimpanzees (Pan troglodytes). Despite being equally related to humans, these two species differ importantly in aspects of their morphology, physiology, behavior, and cognition. Morphological comparisons reveal numerous traits in bonobos that can be viewed as paedomorphic, or juvenile, relative to chimpanzees. Meanwhile, comparisons of endocrinology in the two species suggest that aspects of steroid physiology have changed significantly in bonobos in line with their reductions in male mating competition. Based on this evidence, I tested the hypothesis that behavioral and cognitive differences between bonobos and chimpanzees derive from changes in their 1) developmental trajectories of behavioral and cognitive traits and 2) neuroendocrine influences on behavior and cognition. I tested this hypothesis by studying semi free-ranging populations of bonobos and chimpanzees. First, I found that bonobos retained juvenile levels of food sharing and social inhibition into adulthood, leading them to differ from chimpanzees in these traits as adults. Second, I found that bonobos showed muted elevations in their levels of testosterone from infancy to adulthood in comparison to chimpanzees, suggesting that numerous aspects of development differ between these two species. Third, I found that male bonobos and chimpanzees differ in their immediate neuroendocrine shifts surrounding competition, implicating changes in proximate mechanisms influencing social behavior between the two species. Fourth, I found that patterns of cognitive development in these two apes differed significantly from those of human children. These results provide substantial support for my hypothesis that phenotypic differences between bonobos and chimpanzees evolved via shifts in bonobo development and neuroendocrine physiology. More broadly, they illustrate how behavioral and cognitive evolution can occur through changes in ontogenetic trajectories and neuroendocrine mechanisms. These findings thus show the merits of integrating ultimate and proximate levels of analysis in studies of the evolution of human behavior and cognition. / Human Evolutionary Biology

Mice display robust and stereotyped behaviors towards pups: virgin males typically attack pups, while virgin females and sexually experienced males display parental care. I show here that virgin males that are genetically impaired in vomeronasal sensing do not attack pups and are parental, suggesting a key role of the vomeronasal system in controlling male infanticide. In addition, we have identified putative vomeronasal receptors (or receptor groups) for the detection of pup odors, thus uncovering new tools for the molecular and genetic dissection of male infanticide. Further, we have uncovered galanin-expressing neurons in the medial preoptic area (MPOA) as key regulators of male and female parental behavior. Genetic ablation of MPOA galanin- neurons results in dramatic impairment of parental responses in both virgin females and sexually experienced males. In addition, optogenetic activation of these cells in virgin males suppresses infanticide and induces pup grooming. Thus, MPOA galanin-expressing neurons emerge as an essential node of regulation of innate behavior in the hypothalamus that orchestrates male and female parenting while opposing vomeronasal circuits underlying infanticide. Our results provide an entry point for the genetic and circuit-level dissection of mouse parental behavior and its modulation by social experience.

No description available.

Two approaches were taken to investigating constraints on kinship in predicting social behaviour in the vervet monkey Cercopithecus aethiops sabaeus in Barbados. in Chapter 1, behavioural interactions between an adult female and an unrelated adopted infant were compared with those between mothers and their natural offspring. The adoptive mother consistently scored higher than mothers with their own offspring in pre-weaning contact-maintaining behaviours, but the difference was not statistically significant. Post-weaning aggression and support interactions between mothers and infants also suggest no difference in parental behaviour and parental costs between adoptive and natural mothers. During post-weaning, the adopted infant was more aggressive to other troop members, and provided more maternal support in aggressive disputes, than another high ranking infant of the same year. / In Chapter 2, effects of kinship on the distribution of aggression and support in feral vervet monkeys were investigated by comparing aggression and support between full sibs and maternal half sibs (within matrilines), and between paternal-half sibs and unrelated juveniles (between matrilines). The strong tendency to behave affiliatively to matrilineal members in Old World monkeys, and maternal control of offspring rank within matrilines, may constrain the ability of offspring to enhance inclusive fitness by behaving differentially to either paternal or maternal sibs based on their degree of relatedness.