Parents teach their children about emotions through a process called emotion socialization and one way that they can do so is through shared discussions about emotions. Research in developmental psychology indicates that parental emotion socialization strategies through discourse such as elaboration and labels and explanations are related to children's emotion understanding and social competence. In the current study, I apply the concept of indirect communication, which has been used in linguistics since the 1970s, to parental emotion socialization with preschool-age children (n= 55; 31 females, 24 males). I define indirect communication as parental speech in which the form and function of a subject-verb phrase do not match and examined relations of parental indirect communication to the previously established strategies in developmental psychology of elaboration and use of labels and explanations. To understand whether this type of communication may influence children's development, I also examined relations of indirect communication to preschoolers' emotion understanding and social competence. Results indicate that parental indirect communication during positive events was related to parental explanations during negative events. Parental indirect communication did not significantly predict children's emotion understanding or social competence, but showed a trend for the association between indirect communication during negative event discussions and children's nonstereotypical emotion understanding. However, the direction for this association was opposite than hypothesized. These results do not suggest consistency of indirect communication across positive and negative event discussions as an emotion socialization strategy. / Master of Science

Community college instructors confront many challenges, teaching increasingly diverse students in their classrooms. This study's purpose was to enhance educational literature on diversity, and assist community college faculty in personal self-reflection and professional skill review to meet multicultural student body needs. In addition, the relationship between these perceptions and faculty characteristics, such as faculty status, gender, race/ethnicity, age, years of teaching experience, program area, teaching locale, instructing locality, diversity training, years of teaching, teaching division, and previous diversity instruction, were examined. The participants were 194 randomly selected, full and part-time faculty members who taught at four community colleges within the Virginia Community College System (VCCS). The most common profile of respondents included Caucasian females who were 50+ years of age, had been employed 10 or fewer years as part-time faculty in the Liberal Arts and Social Sciences program area of a community college in a suburban location, and had participated in previous diversity training. This study utilized the Survey of Community College Faculty (SCCF), a combined survey of the Multicultural Teaching Scale (MTS) and Pluralism and Diversity Attitude Assessment (PADAA) that framed the research. The MTS assessed self-reported cultural competencies categorized into five dimensions: (a) Content Integration, (b) Knowledge Construction, (c) Prejudice Reduction, (d) Equity Pedagogy, and (e) Empowering School Culture (Banks, 1993). The PADAA assessed cultural diversity attitudes on four subscales: (a) Appreciate Cultural Pluralism, (b) Value Cultural Pluralism, (c) Implement Cultural Pluralism, and (d) Uncomfortable with Cultural Diversity (Stanley, 1992). The investigation results revealed that faculty members perceived themselves as having high multicultural competence in the Equity Pedagogy dimension and moderate multicultural competence in the other four dimensions. Additionally, faculty indicated a strong appreciation and value for cultural diversity and pluralism but demonstrated an unwillingness to implement cultural pluralism ideologies into their instructional practices. Outcomes of regression analysis of selected respondent characteristics revealed previous diversity instruction and instructional program area (Business, Engineering, and Technology) were significant in predicting perceived increased multicultural competence of community college faculty in all five dimensions. Study findings indicated gender (female) and race (African American) also contributed positively in the prediction of multicultural competence. / Ph. D.

Yes / EMNEs from Africa are missing in global places and spaces, and Africapitalism is also meagrely represented within the capillaries of international investments, relative to the opportunities offered by globalisation and Africa’s rich natural resource endowment. Using the Penrosian MNE growth theory, we investigate how African firms' managerial competence and entrepreneurial behaviours can be enhanced by engaging foreign executive directors during pre, early and post-internationalisation. We conduct our analysis by using data from 157 companies domiciled in 17 African countries. Our results show that whilst access to liquidity, foreign managerial know-how, and experience are key drivers of early foreign listing of African EMNEs, these factors have less effect on corporate outcomes during the 3rd and 5th year without the moderating effect of foreign executive directors. We contribute to the international business and international entrepreneurship literature by showing that African EMNEs can succeed in global spaces if they leverage the expertise of foreign executive directors as they bring idiosyncratic industry and market knowledge during early internationalisation. EMNEs intending to internationalise must use a polycentric governing board structure to reflect the intended destination country. Our results imply that early listing on the international stock markets is among the key strategies latecomers use to enter a global game they are just learning to play.

Voice perception is an integral component to social connection and communication. Using the sound of a voice we infer information about a speaker’s physical, psychological, and emotional characteristics. These impressions that are formed have the potential to influence behavioural responses to others. This thesis examines some of the fundamental assumptions of voice perception by replicating and extending their findings. In chapter 2, the assumption that exposure to voices alters how attractive voices are was tested. We did not find evidence that increased exposure to high- or low- pitched voices affected attractiveness judgements. Given that exposure to voices did not alter their perceived attractiveness, we were curious to explore if attractiveness judgements were part of first impressions people formed from voices. In chapter 3, we explored what people consciously thought about when listening to voices. We then used machine learning to organize and analyse free form descriptions of participant impressions of voices. A diverse set of topics were used when talking about voices including gender, accent, and social traits. We also confirmed that valence, dominance, and attractiveness were all important social dimensions even when participants were not prompted by researchers to evaluate traits on those domains. We followed these results by testing if the same model of dominance, trust, attractiveness, and competence applied in a practical setting. We had participants judge the voices of doctors and nurses. Low-pitched female voices were perceived as more competent sounding than male voices when they were labelled as belonging to doctors. Low-pitched voices were judged as more dominant regardless of voice sex and profession and high-pitched female voices and low-pitched male voices were judged as most attractive regardless of profession. We replicated previous findings for attractiveness and dominance perceptions and extended the work by applying it to a novel context. Our findings challenge and expand on existing assumptions of voice perception. / Thesis / Doctor of Philosophy (PhD) / This thesis takes a multi-layered approach to examine and challenge existing assumptions regarding the influence of the perception of voice on social judgements. We evaluated whether listening to high- or low-pitched voices during an adaptation condition influenced attractiveness judgements in a similar fashion to what has been found previously in normality judgments. We explored the complexity of social voice judgements based on existing social perception models and first impressions people form from listening to voices. Finally, we addressed how those perceptions might influence person judgements in a novel setting. This work provides a glance into the cognitive, social, and evolutionary complexity of voice impressions but also how those perceptions are used in commonplace interactions.

Yes / There is increasing demand for work-based learning experiences to form part of undergraduate degrees concerned with working with people. Social justice and anti-oppressive practice underpin the philosophies of many such degrees which attract students with the promise of working within diverse communities and with the marginalized and vulnerable. Benefits to students include the development of a professional identity, an anti-oppressive approach and culturally competent practices. Despite this, critical approaches to work-based learning highlight ways in which the student can be colonized by dominant values via ‘cultural voyeurism’. This can lead to power inequalities being replicated and perpetuated by the student rather than challenged. The roles of identity and alterity in these learning processes are examined and the concept of professional identity is questioned. The article concludes that the tasks of negotiating identity and alterity are characterized by uncertainty and unfinalizability, and that the notion of cultural competence is itself problematic.

Yes / Objectives: The capability to 'live well' in people with dementia can be influenced by many factors, including those related to the experiences of their informal caregiver. How caregivers experience their own role can affect not only their well-being but also the way they provide care and hence the experience of the person with dementia. The aim of this study is to identify the potential impact of the caregiver's perception of the caregiving experience on how people with mild to moderate dementia self-rate their QoL, well-being and satisfaction with life. Method: This study utilised time-point 1 data from 1283 informal caregiver and the 1283 people with dementia whom they provide care from the IDEAL cohort study. Multivariate modelling was used to investigate the associations between measures related to the caregiver's perception of the caregiving experience (caregiving stress, perceived social restrictions, caregiving competence, positive aspects of caregiving, and coping) and the self-ratings of QoL, satisfaction with life, and well-being by the person with dementia. Results: Lower QoL ratings by the person with dementia were associated with high caregiver stress (−1.98; 95% CI: −2.89, −1.07), high perceived social restrictions (−2.04; 95% CI: −2.94, −1.14) and low caregiving competence (−2.01; 95% CI: −2.95, −1.06). Similar associations were found for satisfaction with life and wellbeing. Positive aspects of caregiving and coping were not associated with outcomes for the person with dementia. Conclusion: The findings indicate that how the caregiver experiences caregiving can affect the person with dementia. This finding reinforces the importance of providing support to caregivers. / The IDEAL study is funded by the Economic and Social Research Council (UK) and the National Institute for Health Research (UK) through grant ES/L001853/2 ‘Improving the experience of dementia and enhancing active life: living well with dementia’.

Yes / An in-depth knowledge review and analysis of literature on the involvement of Black and Minority Ethnic (BAME) staff in NHS disciplinary proceedings from 2008 to 2017 as did 15 semi-structured interviews with key stakeholders. The research findings indicate that BME staff are disproportionately represented in NHS disciplinary proceedings, there is a continuation of inappropriate individual disciplinary action and a failure to address organisational shortcomings. Six factors emerged: closed culture and climate; subjective attitudes and behaviour; inconclusive disciplinary data; unfair decision making; poor disciplinary support and disciplinary policy mis-application were all identified as underpinning the disproportionate representation of BME staff in disciplinary procedures. Disciplinary policy needs streamlining and greater clarity needs to be achieved regarding the difference between disciplinary, capability and performance issues and to this respect we make several recommendations.

Yes / Social restriction measures imposed to curb the spread of COVID-19 in the United Kingdom impacted on carers of people with dementia, limiting access to support services and increasing perceived burden of caring. Few studies have compared data collected both during and before the pandemic to examine the effect of these changes. To explore whether the COVID-19 pandemic affected the well-being of carers of people with dementia living in the community, and their ability to cope with their caring responsibilities. Methods: Analysis was conducted on two groups of carers who were enrolled in the IDEAL programme; the ‘pre-pandemic group’ (n = 312), assessed at two time points prior to the pandemic, and the ‘pandemic group’, assessed prior to and several months into the pandemic (n = 156). For the pre-pandemic group, carers were matched 2:1 to carers in the pandemic group on certain characteristics. Differences in change over time between the two groups on self-reported well-being, quality of life, coping, perceived competence, and role captivity, were investigated using mixed effect modelling. Results: Compared to the pre-pandemic group, those in the pandemic group appeared to cope better and had more stable self-rated competency and role captivity. They did not differ in terms of well-being or quality of life. Conclusion: Despite reports of negative impacts on carers early in the pandemic, the findings suggest the pandemic had little negative longer-term impact on carers of people with dementia, and in fact they appeared to have a more positive attitude towards coping several months into the pandemic. / We acknowledge the support of NIHR Dementias and Neurodegeneration Specialty (DeNDRoN) and Health and Care Research Wales with IDEAL cohort recruitment and data collection. We gratefully acknowledge the local principal investigators and researchers involved in participant recruitment and assessment within these networks. We are grateful to the IDEAL study participants for their participation in the IDEAL and INCLUDE studies, to the wider group of IDEAL programme researchers, and to members of the ALWAYs group and the Project Advisory Group for their support. ‘Identifying and mitigating the individual and dyadic impact of COVID19 and life under physical distancing on people with dementia and carers (INCLUDE)’ was funded by the Economic and Social Research Council (ESRC) through grant ES/V004964/1. Investigators: L. Clare, C. Victor, F.E. Matthews, C. Quinn, A. Hillman, A. Burns, L. Allan, R. Litherland, A. Martyr, R. Collins, & C. Pentecost. ESRC is part of UK Research and Innovation (UKRI). ‘Improving the experience of Dementia and Enhancing Active Life: living well with dementia. The IDEAL study’ was funded jointly by the Economic and Social Research Council (ESRC) and the National Institute for Health Research (NIHR) through grant ES/L001853/2. Investigators: L. Clare, I.R. Jones, C. Victor, J.V. Hindle, R.W. Jones, M. Knapp, M. Kopelman, R. Litherland, A. Martyr, F.E. Matthews, R.G. Morris, S.M. Nelis, J.A. Pickett, C. Quinn, J. Rusted, J. Thom. ‘Improving the experience of Dementia and Enhancing Active Life: a longitudinal perspective on living well with dementia. The IDEAL-2 study’ is funded by Alzheimer’s Society, grant number 348, AS-PR2-16-001. Investigators: L. Clare, I.R. Jones, C. Victor, C. Ballard, A. Hillman, J.V. Hindle, J. Hughes, R.W. Jones, M. Knapp, R. Litherland, A. Martyr, F.E. Matthews, R.G. Morris, S.M. Nelis, C. Quinn, J. Rusted. L. Clare and L. Allan acknowledge support from the NIHR Applied Research Collaboration SouthWest Peninsula. This report is independent research supported by the National Institute for Health and Care Research Applied Research Collaboration South West Peninsula. The views expressed in this publication are those of the author(s) and not necessarily those of the ESRC, UKRI, NIHR, the Department of Health and Social Care, the National Health Service, or Alzheimer’s Society. The support of ESRC, NIHR and Alzheimer’s Society is gratefully acknowledged. Authors’ disclosures available online (https:// www.j-alz.com/manuscript-disclosures/22-0221r1).

Therapeutic alliance has been consistently demonstrated as a robust predictor of treatment outcomes, though the time in psychotherapy at which therapeutic alliance best predicts outcomes is unclear. Unfortunately, evidence suggests that racial and ethnic minority clients typically form weaker therapeutic alliances in treatment. The weaker development in therapeutic alliance among racial and ethnic minority clients may mediate discrepancies in treatment outcomes, including higher dropout rates. The purpose of this study was to explore this possibility by (1) investigating the temporal relationship between therapeutic alliance and treatment outcomes and (2) examining differences in therapeutic alliance ratings and treatment outcome, including unilateral termination, among racial and ethnic minority clients. The findings of this study may be integral to identifying and addressing psychotherapy treatment disparities that are tied to racial or ethnic minority status.

Aus der Zusammenfassung: "Produkt- und Prozessinnovationen sind im heutigen Wettbewerbsumfeld zunehmend schnelllebiger. Damit steigt der Aufwand für die Erhaltung und den Ausbau des vorhanden Kompetenz- bzw. Wissensvorsprungs. Insbesondere die kosteneffiziente Nutzung und Erschließung unternehmensweit oder firmenübergreifend verteilter Kompetenzen und Wissensressourcen wird entscheidend für den Markterfolg."