Revalidating a Measure of Parents' Attitudes Toward Gender and Sexuality Diversity-Inclusive Curricula in an Australian National Sample.

This paper details revalidation of a higher-order (HO) version of the Parental Attitudes Toward Inclusiveness Instrument (PATII), measuring parents' attitudes toward curricular inclusivity of gender and sexuality diversity. The 48-item scale includes two HO factors: Supports and Barriers, and one first-order factor: Parental Capability. Responses from parents of government-school students (N = 2093) provided evidence for scale reliability, validity, and measurement invariance.

Students' perceptions of the rules and restrictions of gender at school: A psychometric evaluation of the Gender Climate Scale (GCS).

Research in the field of gender and sexuality diversity and, more specifically, negative attitudes toward gender and sexuality diverse individuals, has acknowledged the relationship between individuals' endorsement of sex-differentiated, normative gender roles and their attitudes toward gender and sexuality diversity. Such work has highlighted how normative expectations of gender, drawn from binarized gender roles, sit at the heart of homophobic and transphobic attitudes. Previous research in high school settings has measured gender and sexuality diverse (GSD) students' experiences of homo/transphobic harassment as an element of 'school climate' with regard to acceptance of gender and sexuality diversity. However, to date, no research has measured GSD students' perceptions about how valued binarized, gender-normative roles are at their schools, or the ways in which these norms might impact, and potentially constrain, these students' academic and social schooling lives. The aim of the present study was to address this gap by developing and testing a new, multidimensional measure (the Gender Climate Scale; GCS) of GSD students' ideas about how gender norms function within their school. Using a convenience sample of 2,376 Australian high school students who identify as GSD, the GCS was evaluated for its reliability, construct, and criterion validity and measurement invariance using confirmatory factor analysis (CFA) methods. Findings revealed that the estimates produced from the GCS were reliable, valid, and invariant across student reported gender (male/female/non-binary) and location (urban/rural). Criterion validity was supported, with GCS factors representing the promotion of traditional gender roles in the schooling environment negatively associated with perceived school belonging and inclusion and positively associated with bullying and social isolation. Future research with the GCS can inform school and curriculum policy on this important measure of school climate, not just for GSD students but for whole student cohorts.

Mind-mindedness and preschool children's behavioral difficulties: The moderating role of maternal parenting distress.

Mind-mindedness (MM) is a caregiver's tendency to appreciate their infant's internal mental states. This longitudinal study investigated whether maternal MM (10 months) was linked with children's later behavioral problems (51 months) and the moderating role of maternal parenting distress (PD; 36 months) in a sample of 91 mother-infant dyads. Appropriate MM comments were coded from video-recorded, semi-structured play interactions between mothers and their infants; PD was obtained from maternal completion of the PD subscale of the Parenting Stress Index - Short Form (PSI-SF); and child internalizing and externalizing behavior problems were gathered from maternal report on the Strengths and Difficulties Questionnaire (SDQ). Moderated regression analyses revealed higher early appropriate MM was associated with significantly fewer internalizing emotional problems at 51 months among mothers with lower PD at 36 months, and higher early appropriate MM was associated with lower conduct problems at 51 months in mothers with higher PD at 36 months. Findings demonstrated the importance of considering nuanced contexts such as at-risk mothers and differential presentations of child difficulties in the analysis of the relationship between MM and child behavioral difficulties and the development of MM interventions.

Searching in the dark: Shining a light on some predictors of non-response to psychotherapy for borderline personality disorder.

BACKGROUND: Borderline Personality Disorder (BPD) is a prevalent and serious mental health condition. People can experience recovery or remission after receiving psychotherapy for BPD; however, it is estimated that about 45% of people in well conducted treatment trials do not respond adequately to current psychological treatments. AIM: To further advance psychotherapies for BPD by identifying the factors that contribute to the problem of non-response. METHOD: 184 consecutive participants with BPD in community treatment were naturalistically followed up over 12 months and measures of personality and social functioning were examined. Logistic regressions were used to determine which baseline factors were associated with the likelihood of being a non-responder after 12 months of psychotherapy. After 12 months, 48.4% of participants were classed as non-responders due to a lack of reduction in BPD symptoms according to the Reliable Change Index (RCI) method. RESULTS: At baseline intake, patients who endorsed an adult preoccupied attachment relationship style and increased anger were more likely to be a non-responder regarding BPD symptoms at 12 months. In addition, those with preoccupied attachment patterns in their adult relationships were more likely to be non-responders regarding general psychological distress at follow up. Higher baseline levels of paranoia and endorsement of a dismissive adult relationship style was associated with being a non-responder in regard to global functioning. CONCLUSIONS: Consistent with previous research, almost half of the sample did not achieve reliable change at 12-month follow up. A relationship style characterised by preoccupied insecurity and high anger seemed to be particularly challenging in being able to benefit from psychotherapy. This style may have affected both relationships outside, but also inside therapy, complicating treatment engagement and alliance with the therapist. Early identification and modification of treatment based on challenges from these relationship styles may be one way to improve psychotherapy outcomes for BPD.

Parental Attitudes Towards Inclusiveness Instrument (PATII): Psychometric evaluation of a new instrument measuring parental beliefs about gender and sexuality diversity inclusions in schools.

Despite ad hoc claims that parents often are in opposition to a schooling curriculum that is inclusive of gender and sexuality diversity, there exists no research to date that has canvassed the reasons why parents may oppose or support such educational policy via a psychometrically sound instrument. The aim of the present study was to address this gap by developing and testing a new, multidimensional measure of the theorized nature of parental attitudes towards inclusiveness, the Parental Attitudes Towards Inclusiveness Instrument (PATII). The pilot sample of 998 parents who had a child attending school in any grade from Kindergarten to Year 12 were drawn from the United Kingdom (UK) and the United States (U.S.) via the online recruitment platform, Prolific. The PATII was evaluated for its reliability using McDonald's omega, construct and criterion validity, and measurement invariance utilizing exploratory structural equation modelling (ESEM), with initial ESEM analyses also compared to traditional confirmatory factor analysis (CFA) methods. Scores derived from this measure and inferences based upon those scores were reliable, valid, and also invariant across sex, religiosity, and nationality groups within this sample. Parental sex, religiosity, and nationality group membership were differentially correlated with support for and opposition to an inclusive curriculum. Lastly, the criterion validity of the PATII was supported, with the instrument's factors differentially correlated to parents' desired providers of inclusive education as predicted. Future national and international use of the PATII offers a critical first step to informing school and curriculum policy on inclusivity.