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Adults deliver mixed messages to children about the acceptability of truth- and lie-telling across contexts. To probe this discrepancy, we investigated how adults evaluate children's truths and lies across various situations. Participants watched videos of children telling prosocial lies or hurtful truths that varied in their directness (blunt or subtle) and whether they were polite in nature or protective. They then provided impressions of each child and indicated whether they would reward or punish them. Results revealed a veracity by directness interaction, as blunt truth-tellers were judged most negatively when compared to liars and subtle truth-tellers, but only for polite lies. For protective scenarios, directness was not as influential. Further, participants said they would reward subtle truth-telling most. Results painted a complex picture of how children's prosocial lies are perceived and likely socialized, highlighting the importance of circumstances and manner in which lies and truths are delivered.

This study focused on the development of the Socialization of Lying scale for which exploratory factor analysis demonstrated four empirically interpretable subscales: Parents' Values and Direct Socialization about Honesty, Encouragement and Modeling of Lying, Consequences for Lying, and The Child's Problematic Lying. These emergent factors suggest that parents teach and give messages about honesty in explicit and implicit ways that may map onto the different domains in which they socialize the behavior. Future research should focus on further validation and revision of items. This measure can serve as tool for researchers to examine the influence of parent values and socialization practices on children's truth and lie-telling behavior.

Objective: We piloted a low-cost, flipped model of professional development to help improve undergraduate writing. Method: An adjunct instructor first watched online videos and then discussed the materials with a trainer, and used the provided resources in a Social Psychology summer course. Results: Post-training student papers were significantly better than those from control group (taught by same instructor in the previous year). Both instructor and students rated the intervention very positively. Conclusion: The training was an effective, low-cost way to improve student writing, and a similar approach could be adopted by other departments.

"Fitspiration" has been positioned as an online interchange featuring images and text designed to inspire fitness and healthy eating. Given its ubiquity as an emerging social media trend, and its unintended impact on body image disturbance mediated by social comparison, "Fitspiration" has been understudied. This review draws on theoretical perspectives associated with traditional and new media impact on young women's body image concerns, and overviews strategies to engage students in adopting a healthier body image. The manuscript also provides educational implications and directions for practice, particularly guided by media literacy models that may serve to intervene with body comparisons, inspire deeper learning and a renewed vision of fitness, health, and well-being.

This feature article describes strategies for designing and facilitating an introductory health literacy education mini unit using a compendium of fundamental, case-based, and simulated learning experiences in undergraduate health education. It explores issues of definition, complimentary fields, associative pedagogy and established measures, before considering contextualized and scaffolded, and skill-building approaches, and their direct translation to health education practice. The guiding perspective acknowledges health literacy as an asset and critical outcome of health education; its transferrable skills continuously enhanced in changing contexts. Conceptual and experiential health literacy education interventions are both grounded in Constructivist learning theory and informed by salient instructional planning models. Pedagogical guidance for their facilitation is provided, with particular emphasis placed on encouraging newly developed and meaningful learning informed by students' prior experiences and knowledge. Featured collaborative and learner-centered instructional activities include live and virtual interactions, affording students practice using HL Universal Precautions to clearly communicate health information and confirm understanding of health messages. Collectively, the HL education unit was informed by emerging literature; National Health Education Standards; NACE Career Competencies; Health Literacy Clear Communication Recommended Practices; HESPA II 2020 Area VI competency, and sub-competencies. Lastly, extensive, practical applications align this HL education unit with health education practice.

While there has been considerable research on investigative interviews with children over the last three decades, there remains much to learn. The aim of this paper was to identify some of the issues and prospects for future scientific study that most urgently need to be addressed. Across 10 commentaries, leading scholars and practitioners highlight areas where additional research is needed on investigative interview practices with youths. Overarching themes include the need for better understanding of rapport‐building and its impact, as well as greater focus on social‐cultural and developmental factors and the needs of adolescents. There are calls to examine how interviews are occurring in real‐world contexts to better inform best practice recommendations in the field, to find means for ensuring better adherence to best practices among various groups of practitioners, and to understand their importance and impact when not followed, including by those testifying in courts. All reflect the need to better address that recurring challenge of reliably and consistently eliciting accurate and credible information from potentially reluctant young witnesses. [ABSTRACT FROM AUTHOR]

Despite the fact that lie-telling is a common concern among parents, clinicians, and professionals, there has been little systematic investigation of the lies that children tell in relation to their problematic behaviors, nor of other social factors that may influence this relation. This study explored the relation between children's problem behaviors and their lie-telling in two studies. The first examined whether children would tell an antisocial lie to an unfamiliar adult to conceal cheating behavior. The second analyzed the relation between children's problem behaviors, parenting styles, and the frequency of lies reported by parents over two weeks at home. Results suggest that children with higher levels of behavior problems are more likely to tell an antisocial lie to an unfamiliar adult and have a higher frequency of parent-reported lies. Results also indicate that parenting approaches moderate the relation between behavior problems and the frequency of lies that parents report.

Study objective: To describe a successful approach to teaching principles and practices of behaviour change through a behaviour change plan (BCP) initiative to improve personal health while advancing health knowledge and general education intellectual skills. Students' perspectives of obstacles, behaviours important towards goal attainment and the benefits of the BCP were also explored. The paper illustrates the feasibility, utility and various challenges of theory-based BCPs within a limited context. Design: A one-group posttest-only design was utilised to conduct quantitative analysis of reported BCP success and qualitative evaluation of students' perspectives. Participants were 145 students enrolled in eight sections of a required freshman-level health education/general education course. Methodology: Students set and tracked a nutrition, fitness, sleep, smoking cessation or spirituality goal. They strategised to mitigate anticipated challenges, established support systems, rewards, self-assessed progress, described corresponding implications, reviewed evidence-based research and wrote reflections. Goal achievement data were tabulated for each focus area, and report narratives distilled into common themes. Results: Among 145 students, 71 set fitness goals (55% achieved, 39% partially achieved, 11.3% did not achieve) and 63 set nutrition goals (63.5% achieved, 27% partially achieved, 8% did not achieve). Commonly reported barriers were lack of time, laziness/apathy/boredom, discouragement, temptations and sickness/injury/pain. Behaviours important to goal attainment were utilising time management, enlisting support or competition, using visual cues, trying something new, re-adjusting expectations, removing temptations and using rewards. Benefits included physical, psychological and financial types. Final reflections showed students would use the BCP process again. Conclusion: This approach to teaching health behaviour change provides real-life opportunity for planning, practising and prioritising wellness. Grounded in behaviour therapy, and framed by the Transtheoretical Model for Behaviour Change and essential health education and general education intellectual outcomes, this BCP highlights the inherent link between personal health principles and liberal learning outcomes. It may be adopted or refined by health educators willing to engage in this type of student-centred learning.

The veracity of child witness testimony is central to the justice system where there are serious consequences for the child, the accused, and society. Thus, it is important to examine how children's lie-telling abilities develop and the factors that can influence their truthfulness. The current review examines children's lie-telling ability in relation to child witness testimony. Although research demonstrates that children develop the ability to lie at an early age, they also understand that lie-telling is morally unacceptable and do not condone most types of lies. Children's ability to lie effectively develops with age and is related to their increasing cognitive sophistication. However, even children's early lies can be difficult to detect. Greater lie elaboration requires greater skill and children's ability to lie effectively improves with development and as a function of cognitive skill. Different methods of promoting children's truthful reports as well as the social and motivational factors that affect children's honesty will be discussed.

This study contributes to scant empirical investigation of peer critique of writing among heterogeneously grouped native and nonnative speakers of English, now commonplace in higher education. This mixed-methods study investigated the use of directed peer review to improve writing among graduate students, the majority of whom were nonnative speakers of English. Following a modified version of the "Optimal Model" of peer critique of university coursework, statistically significant gains were realized between the initial draft of a business proposal and its final submission for each of the measured items: support, audience focus, writing conventions, and organization. In addition, during the qualitative phase, students were observed to identify how peer editors naturally engaged in probing and collaborative styles of feedback known as "discovery mode" interactions. Approximately 80% of the students engaged in interactions to clarify the text and align it with the author's intentions, and approximately 37% sought to enhance and develop the text. Finally, the results suggest that the face-to-face peer review did improve the quality of a business communication assignment and implies a number of essential instructional practices toward improved writing and collaboration. (Contains 3 tables.)

The present investigation evaluated the role of verbal exchanges between parent and child (intraverbal exchanges) in relation to two contemporary measurements of the parent-child relationship, mutual responsive orientation (MRO) and synchrony. Data were collected from 30 mother-preschool child dyads (19 girls, 11 boys) during a laboratory assessment. Rates of intraverbal exchange, MRO, and a major aspect of synchrony, dyadic reciprocity, were obtained during four separate interactions: two structured puzzle tasks, a semi-structured play activity, and an unstructured snack period. Results indicated that the rate of intraverbal exchange was stable within dyads and highly correlated with the two other, more complex measures. The findings challenge the restricted view of the utility of the behavior analytic approach, implicitly maintained in socialization and attachment theories within developmental psychology, demonstrate the value of measures of intraverbal exchanges for assessing parent-child relationships, and suggest practical applications in parent and caregiver training. (Contains 2 tables.)

Our business communication classes will continue to be enriched by students from various cultural backgrounds, many of them ESL learners. Among the numerous benefits of this diversity are opportunities for all students to develop essential life skills through course-embedded community service learning (CSL) projects. This study analyzes students' guided reflections in response to qualitative probes regarding CSL projects required for all MBA candidates at the study site. Data were gathered during a 5-year period from 326 reflective reports. More than 80% of the reflective question responses were authored by international students; approximately 60% of those were ESL learners. The findings reveal differences not only between ESL learners and native speakers of English but also between ESL students. Key themes discussed include cultural sensitivity, teamwork, contributive roles, conflict resolution skills, and pragmatic communication skills. The findings presented are accompanied by students' comments, corroborating literature, and teaching tips.

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1559-1816.2007.00254.x Byline: Susanna Robinson Ning (a), Angela M. Crossman (a2) Abstract: Perceptions of lie acceptability vary as a function of the motivation for the lie, the relationship between deceiver and deceived, and the perceiver's cultural background. The current study examines the relation between one cultural background-that is, the Church of Jesus Christ of Latter-Day Saints (LDS)-and perceptions of lie acceptability, and whether this varies as a function of lie and rater characteristics. Participants rated lie acceptability in 12 scenarios varying lie motivation and lie recipient. Overall, the LDS group rated lies as less acceptable than did the non-LDS group, and lie acceptability varied according to lie motivation and lie recipient. Participant age was negatively correlated with lie acceptability. Implications of the findings and directions for future research are discussed. Author Affiliation: (a)John Jay College of Criminal JusticeCity University of New York Article note: (2) Correspondence concerning this article should be addressed to Angela M. Crossman, Department of Psychology, John Jay College, City University of New York, New York, NY 10019. E-mail: acrossman@jjay.cuny.edu

Providing career development services, through career counseling and assessment, is part of vocational rehabilitation programming. However, there is no applied evidence that such career development services are feasible or accepted among individuals with psychiatric disorders. We examined feasibility (acceptability, demand, and perceived need) of the Vocational Evaluation Center (VEC), one veterans affairs (VA) hospital's method of career development services for veterans with psychiatric disorders. Demographics, referral source, and service utilization were analyzed among 90 veterans referred to the VEC. Qualitative analysis identified patterns to veterans' reasons for seeking VEC services. Veterans referred to the VEC were predominately unemployed and disabled. Veterans tolerated the intervention well, with 16.7% dropping out. Reported needs for VEC services included (a) vocational uncertainty, (b) functional considerations in vocational planning, and (c) finding purpose. Veterans with psychiatric disorders want career development services. The VEC model appears feasible, well-tolerated, and aligned with consumers' needs. [ABSTRACT FROM AUTHOR]

Investigated whether a preschool intervention program for children from single-parent households could be effective in establishing the conditions appropriate for allowing the child to recover from the harmful consequences of divorce and limited adult-child interaction. (Author/DB)