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: Bystander Intervention in Bullying; The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 299 sixth- to eighth-grade students. Analyses revealed that girls reported significantly greater cooperation and empathy, and noticed bullying events, interpreted them as an emergency, and intervened more often than boys. The best fitting structural equation model included both empathy and cooperation, with significant positive path coefficients between empathy and bystander intervention. Students with greater empathy were more likely to engage with each step of the model, except noticing the event. Assertiveness was positively associated and cooperation was negatively associated with greater knowledge of how to intervene., bystander intervention, social skills, bullying, defending, empathy, This is the accepted manuscript, and the version of record can be found at https://doi.org/10.1177%2F0272431617735652

: Bystanders in Bullying; Bullying is a problem in most, if not all, contemporary schools around the world and is associated with socioemotional, academic, and physical difficulties for not only the victims of bullying, but also the youth who engage in bullying (Beran et al., 2008; Hawker & Boulton, 2000) and bystanders (Janosz et al., 2008; Juvonen et al., 2003). As the actions of bystanders contribute to the deterrence or maintenance of bullying (Salmivalli, 2010), it is critical to understand those factors that lead bystanders' to either protect the victim or facilitate the bullying. To this end, the articles in this special issue provide novel insights into bystanders of bullying, building upon emerging themes in the literature. This introduction summarizes the contributions of each article, focusing on three themes: (a) the process-oriented nature of the decision to defend victims or reinforce the aggressors, (b) the need to differentiate qualitatively different forms of defending, and (c) the role of classroom and societal norms in bystanders' behaviors. This introduction concludes with a call for a next generation of studies that integrates the lines of research presented in this special issue., This is the accepted manuscript, and the version of record can be found at https://doi.org/10.1016/j.jsp.2020.07.002

: Can Computers Teach Social Skills to Children?; This study examined the efficacy of a computer-based social skills training program, The Social Express. Independent researchers evaluated the program at both a school-wide level (Tier 1) and at a referred-group level (Tier 2). The sample included third-, fourth-, and fifth-grade students in a Title 1 public school with a 100% African-American population. At the Tier 1 level, pre-post (immediate) comparisons on a social skills rating scale indicated statistically significant differences by group at the α = .10 level (p = 0.058). A significant Tier 1 quadratic effect for time [pre-test, post-test (immediate), post-test (delayed)] was found (p = 0.029) as well. At the Tier 2 level, pre-post comparisons indicated no statistically significant group improvement. Pre-post comparisons at the individual level found that about 39% of the children had statistically significant improvement in social skills, with 9% indicating a decrease in problem behaviors., Keywords: technology, social-emotional learning, social-skills training, school-based interventions, Positive Behavioral Interventions and Supports (PBIS), Publication Note: This is the accepted manuscript, and the version of record can be found at https://www.doi.org/10.1007/s40688-019-00270-z, Preferred Citation: Krach, S. K., McCreery, M. P., Doss, K. M., & Highsmith, D. M. (2020). Can computers teach social skills to children? Examining the efficacy of "The Social Express" with an African American sample. Journal of Contemporary School Psychology. doi: 10.1007/s40688-019-00270-z

: Can Computers Teach Social Skills to Children? Examining the Efficacy of “The Social Express” in an African American Sample; This study examined the efficacy of a computer-based social skills training program, The Social Express. Independent researchers evaluated the program at both a school-wide level (Tier 1) and at a referred-group level (Tier 2). The sample included third-, fourth-, and fifth-grade students in a Title 1 public school with a 100% African-American population. At the Tier 1 level, pre-post (immediate) comparisons on a social skills rating scale indicated statistically significant differences by group at the α = .10 level (p = 0.058). A significant Tier 1 quadratic effect for time [pre-test, post-test (immediate), post-test (delayed)] was found (p = 0.029) as well. At the Tier 2 level, pre-post comparisons indicated no statistically significant group improvement. Pre-post comparisons at the individual level found that about 39% of the children had statistically significant improvement in social skills, with 9% indicating a decrease in problem behaviors., technology, social-emotional learning, social-skills training, school-based interventions, Positive Behavioral Interventions and Supports (PBIS), This is the pre-print version, and the version of record can be found at https://doi.org/10.1007/s40688-019-00270-z.

: Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School; Bayesian latent change score modeling (LCSM) was used to compare models of triannual (fall, winter, spring) change on elementary math computation and concepts/applications curriculum-based measures. Data were collected from elementary students in Grades 2–5, approximately 700 to 850 students in each grade (47%–54% female; 78%–79% White, 10%–11% Black, 2%–4% Hispanic/Latino, 2%–4% Asian, 2–4% Native American or Pacific Islander; 13%–14% English learner; 10%–14% had special education individualized education plans). Results converged with common nonlinear growth patterns from the assessment norms and prior independent findings. However, Bayesian LCSMs captured practically relevant sources of change not observed in prior studies. Practical and methodological implications for screening and data-based decision-making in multi-tiered systems of support, limitations, and future directions are discussed., R305A100585

: Career Services; Citation: Offer, M., Sampson, J. P., Jr., & Watts, A. G. (2001). Career services technology and the future. Manchester, United Kingdom: Higher Education Careers Services Unit and the National Institute for Careers Education and Counselling.

: Career ePortfolio completion and student interviewing skills.; This study examined whether or not students using a career ePortfolio, including a matrix for identifying and reflecting on transferrable skills, enabled them to rate their skills more confidently and positively after a simulated (mock) job interview. Three groups were studied: those completing the skills matrix in the ePortfolio; those using the ePortfolio but not the skills matrix; and those not using the ePortfolio. Results of a one-way ANOVA indicated no significant score differences among groups on a self-reported skill survey. However, other findings pertained to difficulties in conducting research on the effectiveness of online career ePortfolios and suggestions for correcting such problems in the future., career, eportfolio, Retrieved from http://www.theijep.com/pdf/IJEP207.pdf, Kennelly, E., Osborn, D. S., Reardon, R. C., & Shetty, B. (2016). Career ePortfolio completion and student interviewing skills. International Journal of ePortfolio, 6(2), 117-125.

: Challenges Raising a Gifted Child; The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of parents. Most studies highlight that many gifted have unique needs and vulnerabilities. Although there is limited empirical research on the experience of parenting a gifted child, there is clinical and anecdotal evidence that the role presents unique parenting challenges. This article presents preliminary research data on the experiences of parenting a gifted child within the family. The authors embrace a risk and resilience model, supported by clinical data obtained from families with a gifted child seen at a leading center for gifted children in Milan., Public Statement: This study found that parents of gifted children in Italy confront unique challenges compared to their peers, including lack of parenting alliance, difficulties managing family routines, challenges handling sibling relationships, and less-than-adequate family communication., Translational Abstract: In this article, the authors address the gap in the literature regarding parenting challenges of gifted children. Based on a risk and resilience model, the authors used semi-structure interviews with 49 Italian parents of gifted children to identify sources of stress. Results showed that lack of parenting alliance, difficulties managing family routines, challenges handling sibling relationships, and less-than-adequate family communication were all key stressors. The implications of the findings for clinical practice were also discussed., Keywords: Families, Resilience, Clinical intervention, Publication Note: This is a post-print version of the article, and the publisher's version of record is available at https://doi.org/10.1177/0261429416650948., Preferred Citation:, Grant Number:

: Challenges in Effectively Designing and Using ICT in Career Guidance; Information and communication technology (ICT) has provided unparalleled access to assessments, information, and instruction for individuals seeking to make career decisions. However, problems with the design and use of this technology can limit the effectiveness of career resources and services delivered via the Internet. The resulting challenges are described below.

: Changing the Default to Support Open Access to Education Research; This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research., Keywords: educational policy, academic publishing, open access, faculty development, policy analysis, research utilization, social justice, Publication Note: This is a peer-reviewed manuscript version of Alysia D. Roehrig, Devin Soper, Bradley E. Cox, and Gloria P. Colvin, Changing the Default to Support Open Access to Education Research, Educational Researcher 20(10) pp. 1-9. Copyright © 2018 AERA. Reprinted by permission of SAGE Publications. Final, published version of record available at https://doi.org/10.3102/0013189X18782974, Preferred Citation: Roehrig, A. D., Soper, D., Cox, B. E., & Colvin, G. P. (2018). Changing the default to support open access to education research. Educational Researcher 20(10). https://doi.org/10.3102/0013189X18782974

: Childhood Trauma History and Negative Social Experiences in College; While there is literature documenting the association between childhood trauma and later sexual assault or interpersonal violence victimization, less is known about risk of less severe, but still negative, victimization experiences such as sexual harassment, hazing, and bullying in college. The goal of this study was to explore the association between self-reported childhood trauma (both personally experienced and witnessed) and negative social experiences in college-age adults (e.g., sexual harassment, hazing, and bullying), and the role that internalizing difficulties (i.e., depression and stress) plays in this association. A sample of 620 college-aged adults (ages 18–25) was recruited. Structural Equation Modeling (SEM) was used to investigate two models concerning direct and indirect childhood trauma experience. The models demonstrated significant positive relations between experiences of childhood trauma (both direct and indirect) and negative social experiences. Internalizing difficulties (i.e., depression and stress) mediated the relation between indirect childhood trauma and negative social experiences, but it did not significantly mediate the relation between direct childhood trauma and negative social experiences. These findings help to inform prevention efforts and have important implications for both school and community based mental health providers., truama, bullying, hazing, childhood, The version of record can be found at https://doi.org/10.1007/s40653-020-00315-z

: Childhood Trauma and College Sexual Harassment; Childhood trauma has been identified as a risk factor for future revictimization, especially in young adulthood. There is an established link between childhood victimization and later sexual assault, but it is unclear if childhood trauma is associated with sexual harassment. Related research has examined coping and resilience as buffers, or moderators, against negative outcomes associated with childhood victimization and sexual assault, so the buffering effect of these variables will be explored for sexual harassment as well. In a sample of 583 young adults age 18–25, self-report measures of childhood trauma, sexual harassment, coping, and resilience, were collected via an online survey tool. Results of a path analysis suggest that, in general, childhood trauma places young adults at a risk for sexual harassment. Resiliency did not moderate the association between childhood trauma and sexual harassment in young adulthood, but coping did moderate this association. Specifically, when coping was high, trauma and sexual harassment were negatively related, but when coping was low to moderate, trauma and sexual harassment were positively related., trauma, resilience, coping, sexual harassments, young adults, The version of record is found at https://doi.org/10.1007/s40653-021-00382-w

: Childhood Trauma and College Sexual Harassment; Childhood trauma has been identified as a risk factor for future revictimization, especially in young adulthood. There is an established link between childhood victimization and later sexual assault, but it is unclear if childhood trauma is associated with sexual harassment. Related research has examined coping and resilience as buffers, or moderators, against negative outcomes associated with childhood victimization and sexual assault, so the buffering effect of these variables will be explored for sexual harassment as well. In a sample of 583 young adults age 18-25, self-report measures of childhood trauma, sexual harassment, coping, and resilience, were collected via an online survey tool. A path analysis was utilized to examine the relationships between these variables. Results suggest that childhood trauma places young adults at a risk for sexual harassment. Furthermore, the interaction between resiliency and trauma was not significant, whereas the interaction between coping and trauma was significant. Limitations and future directions are discussed., Trauma, Resilience, Coping, Sexual Harassment, Young Adult

: Children's Quantification With Every Over Time; This article looks closely at two types of errors children have been shown to make with universal quantification-Exhaustive Pairing (EP) errors and Underexhaustive errors-and asks whether they reflect the same underlying phenomenon. In a large-scale, longitudinal study, 140 children were tested 4 times from ages 4 to 7 on sentences involving the universal quantifier every. We find an interesting inverse relationship between EP errors and Underexhaustive errors over development: the point at which children stop making Underexhaustive errors is also when they begin making EP errors. Underexhaustive errors, common at early stages in our study, may be indicative of a non-adult, non-exhaustive semantics for every. EP errors, which emerge later, and remain frequent even at age 7, are progressive in nature and were also found with adults in a control study. Following recent developmental work (Drozd and van Loosbroek 2006; Smits 2010), we suggest that these errors do not signal lack of knowledge, but may stem from independent difficulties appropriately restricting the quantifier domain in the presence of a salient, but irrelevant, extra object., Keywords: longitudinal, risk, every, exhaustive pairing, language acquisition, quantifier spreading, universal quantification, Publication Note: The publisher's version of record is available at https://doi.org/10.5334/gjgl.166

: Client Anticipations About Computer-Assisted Career Guidance System Outcomes; Although existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer-assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to a cued and a free response survey indicated that clients' most frequent anticipations included increased career options enhanced self-knowledge, and strengthened occupational knowledge., Keywords: career counseling, computer-assisted career guidance, career decision making, problem-solving, occupational knowledge, Publication Note: This is the accepted version of an article published in The Career Development Quarterly journal and can be found at http://dx.doi.org/10.1002/j.2161-0045.2003.tb00616.x., Preferred Citation: Osborn, D. S., Peterson, G. W., Sampson, J. P., Jr., & Reardon, R. C. (2003). Client anticipations about computer-assisted career guidance system outcomes. The Career Development Quarterly, 51(4), 356-367. http://dx.doi.org/10.1002/j.2161-0045.2003.tb00616.x, Grant Number:

: Cognitive Information Processing Theory; Cognitive information processing theory (CIP; Sampson et al., 2004) originated in 1971 at Florida State University as researchers in career development who were strongly engaged in the delivery of career services integrated years of practice and research to create CIP theory. Since that time, hundreds of scholarly works in the form of conceptual and empirical articles, book chapters, and so forth, have been written on the key elements of CIP theory. In fact, Brown (2015) stated that “probably the most widely studied career interventions have been those devel-oped” from CIP theory (p. 62). CIP has been well-cited since its development, with 188 peer-reviewed articles and 350-plus total scholarly works (Sampson, Reardon, Peterson, & Lenz, 2019). The majority of these scholarly works are from the United States; however, several are from international contributors. In addition, the Center for the Study of Technology in Counsel-ling and Development (https://career.fsu.edu/tech-center/about-us), which focuses on exploring and building upon CIP theory and practice, has hosted 47 international visitors with interest in research and application of CIP theory. These contacts have shared via scholarly work as well as anecdotally about the impact of applying CIP in their settings., CIP theory, international, career development, Cognitive information processing theory, This is the accepted manuscript version. Retrieved from https://files.constantcontact.com/56f4bf3f301/4f571e70-512d-4e69-a6fe-a58e31f179a0.pdf, Osborn, D. S., Hayden, S. C. W., & Brown, C. (2020). Cognitive Information Processing Theory: International Applications. Career Planning Adult Development Journal, 35(4), 4-16.

: Comparing Career Development Outcomes Among Undergraduate Students In Cognitive Information Processing Theory-based Versus Human Relations Courses; The effectiveness of undergraduate career courses has been demonstrated for multiple variables, including career certainty, maturity, decision-making skills, and reduction of dysfunctional career thoughts. Although such studies used the career course as an intervention, most failed to include a comparison course, nor were grounded in career theory. This study used a comparison group of 152 undergraduates enrolled in career development courses and 50 students enrolled in undergraduate human relations courses. Pre- and posttest comparisons indicated that the career course yielded significant improvements in career decision state, cognitive information processing (CIP) skills, career decision-making stage, knowledge of next steps, and anxiety about current career concern, but the human relations course did not. The CIP-based career course is supported as a valid career intervention, and individuals may benefit from targeted interventions depending on their CASVE cycle position. Future research might compare different career theory-based or atheoretical career courses on career development outcomes., decision-making, state, impact, career development, self-efficacy, thoughts, neuroticism, academic-performance, cognitive information processing theory, comparison study, empirical, undergraduate career course, The publisher's version of record is availible at https://doi.org/10.1002/cdq.12211

: Comparing Career Development Outcomes Among Undergraduate Students in Cognitive Information Processing Theory–Based Versus Human Relations Courses; The effectiveness of undergraduate career courses has been demonstrated for a variety of variables, such as career certainty, career maturity, career decision-making skills, and reducing dysfunctional career thoughts. While such studies used the career course as an intervention, most failed to include a comparison course and were not grounded in career theory. Therefore, 152 undergraduate students enrolled in four sections of a career development course and 47 students enrolled in three sections of an undergraduate human relations course completed pre and post tests on career-related constructs. Results indicated that the career course yielded significant improvements in career development variables, such as career decision state, cognitive information processing skills, career decision-making stage, knowledge of next steps, and anxiety about current career concern, but the human relations course did not. The CIP-based career course is supported as a valid career intervention, and individuals may benefit from targeted interventions depending on their stage in the CASVE Cycle. Future research might compare different career-theory based or a-theoretical career courses on career development outcomes., undergraduate career course, cognitive information processing theory, comparison study, empirical, This is the accepted manuscript, and the publisher's version of the record can be found at https://doi.org/10.1002/cdq.12211., Osborn, D., Sides, R. D., Brown, C. B., & Gagnon, S. M. S. (accepted). Comparing career development outcomes for undergraduate CIP-based courses versus human relations courses. Career Development Quarterly.

: Comparison of Two MCMC Algorithms for Hierarchical Mixture Models; Mixture models form an important class of models for unsupervised learning, allowing data points to be assigned labels based on their values. However, standard mixture models procedures do not deal well with rare components. For example, pause times in student essays have different lengths depending on what cognitive processes a student engages in during the pause. However, instances of student planning (and hence very long pauses) are rare, and thus it is difficult to estimate those parameters from a single student’s essays. A hierarchical mixture model eliminates some of those problems, by pooling data across several of the higher level units (in the example students) to estimate parameters of the mixture components. One way to estimate the parameters of a hierarchical mixture model is to use MCMC. But these models have several issues such as non-identifiability under label switching that make them difficultcult to estimate just using off-the-shelf MCMC tools. This paper looks at the steps necessary to estimate these models using two popular MCMC packages: JAGS (random walk Metropolis algorithm) and Stan (Hamiltonian Monte Carlo). JAGS, Stan and R code to estimate the models and model fit statistics are published along with the paper., Keywords: Mixture models, Markov Chain Monte Carlo, JAGS, Stan, WAIC, Publication Note: Workshop from the Bayesian Modeling Application Workshop at the Uncertainty in Artificial Intelligence Conference, Preferred Citation: Almond, R. (2014). A Comparison of Two MCMC Algorithms for Hierarchical Mixture Models. In Kathryn Laskey, James H. R. Jones, & Russell Almond (Eds.), Bayesian Modeling Application Workshop at the Uncertainty in Artificial Intelligence Conference, Quebec City, Canada (pp. 1-19). CEUR. Retrieved from http://ceur-ws.org/Vol-1218/bmaw2014_paper_1.pdf

: Connecting Learning and Playing; Prior studies on game-based learning provide limited and mixed results in the transfer of skills learned during game play to contexts outside of the game. This study tested the effects of playing a blocked-based programming educational game implemented with ingame cognitive supports on students’ ability to learn and apply computational thinking (CT) skills in near and far transfer tasks. With 79 students randomly assigned to one of two conditions, the control group received basic game supports and the treatment group received cognitive supports in addition to the basic game supports. After two hours of total gameplay over the course of four days, both groups performed equally well, and students’ CT skills were improved significantly at the near transfer level but not at the far transfer level. Students in the control condition performed significantly better on far transfer compared to the students in the treatment condition. Regression analyses indicated that the overall use of the cognitive supports was infrequent, but the amount of time spent voluntarily using cognitive supports with help on goal setting and worked examples predicted far transfer performance. How students use the cognitive supports (subverting the use of cognitive support to conscientiously learn the computational skill by using them more as game cheat sheets) might explain these findings. Design implications and directions for future research on facilitating learning transfer with in-game supports are discussed., Computational thinking, Game-based learning, Learning transfer, Cognitive supports, K-12

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