This study explores age and classroom differences in children's awareness of teacher expectations and in the relation between awareness and self-expectations. In a sample of 579 children and their teachers in 30 first- (6-7-year-olds), third- (8-9-year-olds), and fifth-grade (10-11-year-olds) classrooms, assessed in the fall, younger children were found to be less accurate than fifth graders in predicting teacher expectations and in reporting differential patterns in their own interactions with the teacher. Yet first graders identified classroom differences in the degree of differential teacher treatment toward high and low achievers that were associated with differences in the expectations that high and low teacher-expectancy students reported for themselves. Fifth graders appeared more likely than younger children to mirror teacher expectancies in their self-descriptions regardless of the degree of differential treatment reported in the classroom environment.

This study explores age and classroom differences in children's awareness of teacher expectations and in the relation between awareness and self-expectations. In a sample of 579 children and their teachers in 30 first- (6-7-year-olds), third- (8-9-year-olds), and fifth-grade (10-11-year-olds) classrooms, assessed in the fall, younger children were found to be less accurate than fifth graders in predicting teacher expectations and in reporting differential patterns in their own interactions with the teacher. Yet first graders identified classroom differences in the degree of differential teacher treatment toward high and low achievers that were associated with differences in the expectations that high and low teacher-expectancy students reported for themselves. Fifth graders appeared more likely than younger children to mirror teacher expectancies in their self-descriptions regardless of the degree of differential treatment reported in the classroom environment.

No abstract

An explicit goal of child health supervision visits is to gather information and provide guidance about the psychosocial problems of children and families. The purpose of this study was to determine the extent to which parents had opportunities to express psychosocial concerns and the nature of physicians' responses to these concerns during health supervision visits. The authors analyzed videotapes of child health supervision visits by 34 children aged 5-12 years to 34 pediatric and family medicine residents. Coding systems with acceptable interobserver reliability were developed to assess (1) the nature of opportunities provided to express concerns, (2) categories of psychosocial problems expressed by parents and children, and (3) the nature of physicians' responses. In 88% of the child health supervision visits,opportunities were created by the physician to discuss psychosocial concerns or were spontaneously raised by the parent or child. In half of the visits,parents or children expressed a total of 30 psychosocial concerns. Psychosocial problems raised included conduct/behavior problems (47%),insecurity (13%), family, sibling, or social problems (13%), learning difficulties (10%), somatization (7%), and other (10%). Physicians' responses to these psychosocial concerns were as follows: 17% ignored the concern; 43%asked further exploratory questions but provided no information, reassurance,or guidance; 3% reassured the parent; 27% responded with psychosocial information and/or action; 3% responded with medical information and/or action; and 7% responded with a combination of these latter two modes of actions. Pediatric residents were more likely to respond to more disruptive behavioral concerns (r = .60, P < .05). This study has documented that parents and children are given and take the opportunity to express psychosocial concerns to their physicians. Unfortunately, in only 40%of cases did physicians respond with information, reassurance, guidance, or referral. This study suggests the importance of further efforts focusing on the ability of physicians to respond effectively to patients' psychosocial concerns.

The first aim of this investigation was to explore the ethical challenges Sport Psychology Consultant's (SPCs) have experienced in their applied practice in elite sport. The second aim was to examine the engagement of experienced SPCs with monitoring and supervision of their applied practice. Ten experienced accredited SPCs (8 male and 2 female; M years consulting experience = 21.67 years) were purposefully sampled to participate in individual semi-structured face-to-face interviews. Following inductive thematic content analysis (Weber, 1990), two categories emerged regarding the ethical challenges these SPCs faced, these included; (a) challenges to boundaries; and (b) communication issues. Additionally, SPCs perceived supervision as being essential for applied practice as it enabled SPCs to monitor their practice, get to know themselves and care for themselves. Four sub-categories emerged regarding the exploration of SPC engagement in monitoring and supervision of their practice: (a) supervision is an essential component of applied practice; (b) supervision enabled SPCs to monitor boundaries of applied practice; (c) supervision helped SPCs to feel supported in their applied practice; and (d) supervision aided SPCs to get to know themselves and care for themselves. The place of supervision and peer support should be considered by practitioners working within applied sport psychology.