Geroconsultation: A Proposed Decision-Making Model

Recognizing the rapidly increasing number of aging individuals in the United States and the difficulties encountered by these people (and those who are close to them), the authors propose a consultative model for use by professionals who work with this population. An example of content for possible inclusion in the consultative process is proposed for use in decision making.     

The Healthy Aging Group: A Proposed Treatment Model for Societal & Individual Aging Empowerment

A number of unique physical, psychological, and social factors affect individuals as they achieve late life including, unfortunately, societally imposed, and internalized ageism. Women face a unique challenge in this regard, as this “-ism” often intersects with and compounds lifelong disempowering social forces (Rosenthal, 1990 Rosenthal, E. R. (1990). Women and varieties of ageism. Journal of Women & Aging, 2, 1–6. doi:10.1300/J074v02n02_01[Taylor & Francis Online] , [Google Scholar]; Saucier, 2004 Saucier, M. G. (2004). Midlife and beyond: Issues for aging women. Journal of Counseling & Development, 82, 420–425. doi:10.1002/j.1556-6678.2004.tb00329.x[Crossref], [Web of Science ®] , [Google Scholar]). Furthermore, a majority of caregivers are women, which places additional burdens on this group. The current article proposes a time-limited, skills-based cognitive-behavioral treatment model based on feminist principles that targets the myths and misconceptions regarding aging in order to improve quality of life and decrease depressive symptoms in older adults and their caregivers.     

A Bifactor Model of Anxiety Sensitivity: Analysis of the Anxiety Sensitivity Index-3

The purpose of the current study was to investigate the fit of a bifactor model of the Anxiety Sensitivity Index-3 (ASI-3; Taylor et al. Psychological Assessment, 19, 176–188, 2007) as well as to examine measurement invariance of the ASI-3 across gender. Participants were undergraduate students from the University of Cincinnati (n?=?954; 63 % female). Results indicated that the bifactor model was the best fit to the data, and that this model of AS is fully invariant in terms of gender. The current findings suggest that anxiety sensitivity consists of a general factor and three independent group factors (rather than a higher-order factor with three correlated lower-order factors). The ASI-3 subscales from the bifactor model however did not provide incremental predictive utility above and beyond the general AS factor with respect to an external anxiety criterion. Related research and clinical implications are discussed.     

Treatment Seeking for Anxiety and Depression Among Black Adults: A Multilevel and Empirically Informed Psycho-Sociocultural Model

Black adults with anxiety and/or depressive disorders underutilize outpatient psychotherapy and pharmacological treatment compared to White adults. Notably, anxiety and depressive disorders tend to be chronic and Black individuals with these disorders experience greater functional impairment than White individuals. Documented racial disparities in mental health treatment initiation indicate a need for research that addresses culture-specific barriers to treatment. This review paper critically evaluates existing theoretical models of treatment seeking among Black adults to inform a novel integrated, culturally contextualized model. This model extends previous ones by incorporating factors relevant to treatment seeking among Black adults (e.g., racial identity, perceived discrimination, medical mistrust) and critically examines how these factors intersect with key factors at three levels of influence of the treatment seeking process: the individual level, the community level, and the societal level. We posit interactions among factors at the three levels of influence and how these may impact treatment seeking decisions among Black adults. This model informs suggestions for enhancing interventions designed to support outpatient service use among Black adults.     

生物反馈疗法对大学生考试焦虑的治疗作用

探讨生物反馈疗法对大学生考试焦虑的治疗作用。在某大学随机抽取学生1500名,采用考试焦虑量表进行筛查,选取焦虑组和对照组各30名。利用生物反馈疗法进行干预,采用脑电α波相对功率、肌电和皮电导联进行检测,每周2次,持续4周。结果表明：1.经过4周的干预,焦虑组干预前后各生理指标存在差异;2.生物反馈疗法干预考试焦虑在疗效上存在性别差异。结论：生物反馈疗法能有效降低大学生考试焦虑水平,对其治疗取得良好的效果。     

A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

While a plethora of cognitive behavioral empirically supported treatments (ESTs) are available for treating child and adolescent anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4) consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines for working with this population. This model thus brings us one step closer to bridging the gap between science and practice when treating child and adolescent anxiety and depression.     

Four Factors That May Predict the Emergence of Creative Writing: A Proposed Model

Factors that may predict that a child will become a creative writer as an adult are explored. Two areas of research are reviewed: studies documenting the incidence of mood disorders in adult creative writers and retrospective studies examining the childhoods of creative writers. The first body of research shows a clear correlation between creative writing and mood disorders. The second shows that children who later become creative writers experience an atypical amount of stress. It is suggested here that these 2 findings are related, because stress in childhood is associated with mental illness in adulthood. Stress cannot however be a necessary condition for becoming a creative writer because not all creative writers experienced stress in childhood. Nor can it be a sufficient condition since most children who experience stress do not become writers. It is argued that, along with the stress that many writers experience as children, 3 factors may be associated with creative writing ability: growing up in an enriched and child-centered family (which can co-exist with stress), having high verbal ability, and having an unusually rich imaginative life. These latter 3 factors may mediate against stress and foster resilience in these children and allow them to grow up to become writers.     

CBT/DBT-Informed Intensive Outpatient Treatment for Anxiety and Depression: A Naturalistic Treatment Outcomes Study

Anxiety and depression are highly prevalent and disabling mental health disorders, with comorbidity often posing as a barrier to successful treatment outcomes, thus creating a need for more intensive treatment options. Outpatient clinicians are more likely to refer patients with severe symptoms of anxiety and depression to inpatient hospitalizations rather than partial hospital programs (PHPs) or intensive outpatient programs (IOPs), despite evidence that inpatient hospitalization is associated with high costs and other risks following discharge. The present study reviews two case studies of patients who received cognitive-behavioral therapy/dialectical behavior therapy (CBT/DBT)-based IOP treatment in a private New York clinic. We evaluated treatment outcomes for 73 adult patients (50.7% female) with a mean age of 29.10 years (SD = 10.30). At intake, patients averaged 2.15 diagnoses (SD = 0.94, range = 4) and the majority (80.8%) were prescribed psychotropic medication. Treatment was structured and individually tailored, with patients receiving an average of 21.77 hours (SD = 15.06) of psychotherapy over 12.63 treatment sessions (SD = 9.76), across 12.21 days (SD = 9.61). We observed a clinically and statistically significant change in symptoms of anxiety (t = 6.24, p < .001), depression (t = 5.55, p < .001), and suicidality (t = 2.32, p < .05) over the course of the IOP. After completing treatment, 68.1% of participants tapered down to once-weekly treatment. The present study highlights the clinical utility of an IOP and suggests that this approach can be effective for adult patients presenting with severe symptoms of anxiety and/or depression.     

A Proposed Model of Organizational Behavior Aspects for Employee Performance and Well-being

The present paper outlines a model that incorporates employee performance and employee well-being as outcomes. In the performance outcome category, the model includes three forms of employee performance—task performance, contextual performance or organizational citizenship behavior, and negative behavior. In the well-being outcome category, it covers six forms of employee well-being namely; physical well-being, emotional/subjective well-being, psychological well-being, social well-being, ethical well-being, and spiritual well-being. In outlining the proposed model, the paper first briefly describes three forms of employee performance and six forms of employee well-being. It then discusses six models from the existing literature about organizational behavior aspects that address employee performance and/or well-being. Based on these models, the paper outlines a model of organizational behavior aspects for positive employee-related outcomes of employee performance and employee well-being. This proposed model identifies broad categories of organizational behavior aspects based on six existing models and arranges them in a plausible sequence of interrelationships.     

Counselling with Biofeedback: A Review

Biofeedback increasingly appears to be used as an aid to specified counselling goals. A typical counselling situation using galvanic skin reflex (skin biofeedback) is analysed. The ethical and practical challenges involved in biofeedback-aided counselling are considered.     

Externalizing Metaphors Therapy and Innovative Moments: A Four-Session Treatment Group for Anxiety

The zeitgeist for brief services psychotherapy efficacy is well underway within the individual and family therapy treatment modalities. However, this paradigm shift, to produce clinically significant mental health outcomes in a much shorter time, has evolved to a much lesser degree within the treatment group format. Longer-term treatment group protocols typically do not match treatment-seeking behaviors with high dropout rates for clients. The current authors describe a structured, four-session treatment protocol that integrates the tenets of Externalizing Metaphors Therapy (EMT) with Innovative Moments (IMs) in addressing anxiety for children and youth. EMT is based upon the externalization of problems, transformation of metaphoric imagery, and the shifting of underlying maladaptive emotional schemas. It is suggested that treatment outcomes are enhanced through the integration of three IMs between-session exercises.     

A Proposed Integrative Model for Enhanced Career Development for Young Adults With Disabilities

Models of career development have been discussed as a matter of growth over the life span and in relation to social learning. An integrated approach using specified career development theories to assist young adults with disabilities will allow professionals to better understand the school‐to‐work transition and implement meaningful interventions.     

Regulatory Focus and Anxiety: A Self-Regulatory Model of GAD-Depression Comorbidity

The etiology of generalized anxiety disorder (GAD), including its high degree of comorbidity with major depressive disorder (MDD), remains a conceptual and clinical challenge. In this article, we discuss the relevance of regulatory focus theory, an influential theory of self-regulation, for understanding vulnerability to GAD as well as GAD/MDD comorbidity. The theory postulates two systems for pursuing desired end states: the promotion and prevention systems. Drawing upon studies documenting the affective and motivational consequences of failing to attain promotion versus prevention goals, as well as the literature linking promotion failure with depression, we propose how dysfunction within the prevention system could lead to GAD - with, as well as without, MDD.     

An Integrated Model for the Study of Teacher Motivation

Des recherches récentes ont montré que les enseignants souffraient plus que d’autres groupes professionnels d’un manque de motivation au travail. Une compréhension globale de la motivation des enseignants exige un modèle adéquat. L’objectif principal de cette recherche était de proposer et de mettre à l’épreuve un modèle de la motivation des enseignants qui intégre des concepts de plusieurs théories cognitivo‐motivationelles. Le modèle intégré s’appuie sur la schéma expectation‐valence et celui de l’incapacité acquise, mais surmonte quelques‐unes de leurs imperfections. L’échantillon était composé de 272 enseignants des écoles élémentaires et secondaires du Portugal. Ils ont répondu à une série d’inventaires destinés à mesurer leurs expectations de contrôle, de succès et d’efficacité, leurs attributions, leur motivation intrinsèque, la valence de leurs buts perçus et comment tout ceci interagit pout agir sur l’engagement professionnel (la variable exogène du modèle). Les analyses des coefficients de pistes et de la variance des variables endogènes valident le modèle intégré proposé ici et suggèrent des stratégies de formation pour accroître la motivation des enseignants. Recent studies show that teachers suffer more than other professional groups from the occupational lack of motivation. A global understanding of teacher motivation requires an adequate framework for its study. The main goal of the current research was to propose and test a model of teacher motivation that integrates constructs from several cognitive‐motivational theories. This integrative model starts from the perspectives of Expectancy‐Value and Learned Helplessness but overcomes some of the limitations of each. The participants were 272 elementary and secondary teachers in Portugal. They responded to a series of inventories designed to measure their expectancies of control, success and efficacy, attributions, intrinsic motivation and perceived goal value levels, and how these interact to influence professional engagement (the model's exogenous variable). Analyses of path coefficients and the variance of endogenous variables support the proposed integrated model and suggest strategies for teacher education that may increase teacher motivation.     

Parent and Family Impact of Autism Spectrum Disorders: A Review and Proposed Model for Intervention Evaluation

Raising a child with an autism spectrum disorder (ASD) can be an overwhelming experience for parents and families. The pervasive and severe deficits often present in children with ASD are associated with a plethora of difficulties in caregivers, including decreased parenting efficacy, increased parenting stress, and an increase in mental and physical health problems compared with parents of both typically developing children and children with other developmental disorders. In addition to significant financial strain and time pressures, high rates of divorce and lower overall family well-being highlight the burden that having a child with an ASD can place on families. These parent and family effects reciprocally and negatively impact the diagnosed child and can even serve to diminish the positive effects of intervention. However, most interventions for ASD are evaluated only in terms of child outcomes, ignoring parent and family factors that may have an influence on both the immediate and long-term effects of therapy. It cannot be assumed that even significant improvements in the diagnosed child will ameliorate the parent and family distress already present, especially as the time and expense of intervention can add further family disruption. Thus, a new model of intervention evaluation is proposed, which incorporates these factors and better captures the transactional nature of these relationships.