What do We Know about Family Interventions for Psychosis at the Process Level? A Systematic Review

The evidence regarding effectiveness of family interventions for psychosis (FIP) is strong and consistent. However, there is a gap in the research on the process of these interventions, and little is known about their active ingredients. This review aims to identify the active ingredients of FIP. We conducted a systematic literature review, focusing on qualitative research, and analyzed 22 papers in total. We found a single study comprehensively exploring the process of FIP. All other studies focused on particular aspects of process‐related variables. The key elements of FIP seem to be the so‐called “common therapeutic factors”, followed by education about the illness and coping skills training. This review supports the value of a stepped model of intervention according to the needs of the families. However, the evidence reviewed also reveals a gap in the research findings based on the limited research available. FIP are complex, psychosocial interventions with multiple components, and more intensive, qualitative research is needed to establish linkages between process and outcome.     

Does Gender Nonconforming Behavior in Early Childhood Predict Adolescents’ Depressive Symptoms?

Sex Roles - Gender nonconforming behavior (GNB) is a risk factor for poorer psychological adjustment, but little is known about whether preschool-age children displaying GNB are at risk for...     

Does Symptom Linkage Density Predict Outcomes in Cognitive Therapy for Recurrent Depression?

Journal of Psychopathology and Behavioral Assessment - Acute-phase cognitive therapy (CT) is an efficacious treatment for major depressive disorder (MDD), but how CT helps patients is incompletely...     

Respect for the Dignity of People: What Does This Principle Mean in Practice?

Researchers have found that disrespectful behaviour can have a notable psychological impact on victims and observers thereof. It is not surprising, therefore, that law and all the major psychology codes of ethics acknowledge the principle of respect for the dignity of persons. The practical implications of this principle, however, are not clear. In this article we argue, with reference to the philosophical roots of the principle, that there are rules of manners in all societies that describe how people should demonstrate respect for persons. Generally, the profession cannot require psychologists to adhere to the rules of manners, not even those that demonstrate respect for persons, but it can, and does, prescribe to psychologists how they should act while they practice as psychologists. We proceed to examine the principles and standards of the Australian Psychology Society's Code of Ethics (2007) that require psychologists to demonstrate respect for persons while acting as psychologists.     

Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter?

This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.     

Does Symptom Type Moderate the Relationship Between Insight and Outcome in Cognitive Behavioral Therapy for Psychosis? A Preliminary Investigation

Insight has emerged as a potential predictor variable in cognitive behavioral therapy for psychosis (CBTp). However, previous research has produced mixed results. The present study aimed to clarify whether symptom type is a moderating variable. A group of psychotic patients (n = 44) were assessed through pre- and post-treatment in a CBTp specialty track in a partial hospital-based program in the USA. The Insight Scale was used to measure insight, and psychotic symptomatology was assessed using the Mini-International Neuropsychiatric Interview and the Behavior and Symptom Identification Scale. Patients showed a significant decrease in psychotic symptom scores over the course of treatment [t(43) = 3.59, p < .001, Cohen's d = .64]. Furthermore, illness awareness was specifically associated with a decrease in psychotic symptoms for patients who endorsed visual hallucinations (r = ? .68, p < .01), auditory hallucinations (r = ? .49, p = .01), and/or ideas of reference (r = ? .66, p < .01). Insight did not confer additional benefit for patients with paranoid delusions, mind reading, or thought insertion symptoms. These results are discussed in relation to treatment implications within the current US health care delivery system.     

How Does the Analytic Supervisor Teach Group Therapy?

This paper presents a detailed account of the role of the analytic supervisor of group therapy. In addition to overseeing the teaching of clinical skills, the analytically-oriented supervisor monitors the dynamics of the supervisee and the supervisory relationship itself. Unconscious processes may both interfere with, and shed light on what is occurring in the treatment. The author suggests that a collaborative relationship characterized by safety and mutual reflection promotes learning. The distinctions between analytic and nonanalytic supervision of groups are discussed.     

What Cognitions Predict State Anger?

This study evaluated the relationship between specific cognitions and state anger. Clinical outpatients (23%), workplace recruits (37%), and college students (40%) (N = 236, mean age = 31.68) completed a questionnaire, the Anger Episode Record (AER), which asked them to describe an experience that elicited feelings of irritation, annoyance, anger, fury, or rage. They rated the intensity of their anger, cognitions, physiological responses, behaviors, and consequences for the specific episode. A stepwise multiple regression suggests that cognitions for revenge accounted for the greatest variance in predicting state anger, R = .26, p = .00, followed by demands on event, R = .32, p = .00, self-efficacy, R = .37, p = .00, and demands of others, R = .39, p = .04, respectively. The role of these cognitions in psychotherapy and interventions for angry clients is discussed.     

Bridging the Gap: Can Group Interventions Assist Addiction Consult Services in Providing Integrated,Comprehensive Healthcare for Patients Hospitalized for Opioid-Related Infections?

Journal of Clinical Psychology in Medical Settings - Few healthcare systems provide integrated, comprehensive addiction treatment for patients with opioid-related infections (e.g., endocarditis)...     

What Role for Parental Attributions in Parenting Interventions for Child Conduct Problems? Advances from Research into Practice

The role of parental attributions in parenting interventions has been the subject of intense interest from clinicians and researchers attempting to optimise outcomes in treatments for children with conduct problems. Despite research articulating the many ways parental attributions can influence behavioural parent training (BPT) outcomes, and recognition that addressing parental attributions in treatment is one of the great challenges faced by BPT practitioners, parenting interventions generally do not provide components that explicitly target or focus on changing problematic parental attributions. In this paper, we ask ‘Should parental attributions be included into best practice interventions? If so, how can this be done in a way that improves outcomes without cluttering and complicating the parent training model?’ We review the theoretical and empirical status of our understanding of the role of parental attributions in BPT with reference to three questions: ‘do pre-treatment parental attributions uniquely predict treatment outcomes’; ‘do changes in parental attributions uniquely predict treatment outcomes’; and ‘does targeting parental attributions in BPT affect treatment outcomes’. Our review indicates that existing research supports the importance of focussing on parental attributions for some families in order to maximise treatment outcomes. However, clinical processes for doing this are yet to be identified and specified in a way that would allow for manualised replication and scrutiny in research designs. We finish with a discussion of how these clinical and research challenges could be approached.     

Creative Cognition and Psychosis Vulnerability: What’s the Difference?

Evidence from experimental psychology provides unequivocal support for enhanced creativity among individuals who are prone to psychotic and mood disorders. At the same time, there is strong epidemiological evidence for greater incidence of creative achievement among those diagnosed with bipolar disorder (but not schizophrenia). This review examines the evidence for common factors predisposing an individual to creativity and psychosis, as well as factors that distinguish the capacity for creative achievement from the creative potential that may be inherent in psychosis vulnerability. Factors implicated as common to creative potential and psychosis vulnerability include enhanced divergent thinking, reduced latent inhibition and preattentive filtering mechanisms; on the other hand, greater cognitive flexibility, motivation, and openness to experience tend to be associated with creative achievement, but not psychosis. This evidence is considered with respect to the utility of tailored vocational interventions to effectively harness creative potential, which may be useful for young individuals in the early stages of illness or their unaffected family members.     

What Do People Think About the Risks of Driving? Implications for Traffic Safety Interventions1

Two studies found that people generally think of themselves as better than average drivers. Both older and younger people rated themselves slightly better than peers, with the younger people rating their peers as the worst drivers but rating themselves as if they did not belong to this group. University students rated their peers as being more similar to themselves than did nonuniversity younger people. A factor analysis found five dimensions along which people thought about driving risks: environmental and road conditions, unexpected events, driver problems, necessary or unavoidable driving risks, and voluntary driving risks. Speeding was thought of in two ways, as both an unavoidable driving risk and as a voluntary risk. Differences were found between general and specific questions, and a theoretical framework for exploring these in future research was proposed predicts differences between a situational or dispositional focus. The implications of the results for traffic safety interventions were drawn out, and specific recommendations, made for targeting such interventions.     

What Difference Does Youth Group Make? A Longitudinal Analysis of Religious Youth Group Participation Outcomes

Though many congregations structure youth ministry programs to foster desired religious and social outcomes, questions remain regarding whether participation in religious-based youth programs is beneficial for the youth involved. Studies show that religion typically results in positive life outcomes for youth, but less is known about the causal mechanisms through which religion makes a difference in their lives. Data analyzed are from two waves of the National Study of Youth and Religion (NSYR). This article examines the effect of youth participation on adult support, church connections, and moral values. A multivariate analysis with lagged dependent variables indicates some effects of youth group participation as well as self-selection processes.     

Gender and Counseling in the Twenty-First Century: What Does the Future Hold?

As the twenty-first century approaches, counselors will be increasingly called on to assist individuals and society in adapting to changing conceptions of gender. Hence, counselors must be aware of the impact of gender on the way in which our society is defined, organized, and functions in order to do the best possible job for our clients. Ignoring the impact of conceptions of gender on our work is an invitation to disaster.     

Does Group CBT for Depression Do What It Says on the Tin? A Systemic Review and Meta-analysis of Group CBT for Depressed Adults (2000–2016)

The present study aimed to update previous meta-analyses of gCBT, and focus specifically on recent studies in which the Beck Depression Inventory (BDI) was used to assess outcome. PsycINFO, PubMed, EMBASE, and Cochrane were searched for eligible studies. Both randomized controlled trials (RTC, k = 9) and non-RTCs (k = 1) published since 2000 were included. On the BDI large significant effect sizes were found for gCBT compared with treatment as usual (TAU, d = 4.64), wailing list controls (WLC, d = 1.20), and both of these comparison conditions combined with studies of well-defined alternative treatments (ALT, d = 1.61). On the BDI a moderate effect size (d = 0.53) was found for comparisons of gCBT and ALT groups. gCBT also had large and significant effects on depressive cognition assessed with the Automatic Thoughts Questionnaire and the Dysfunctional Attitudes Scale compared with WLC and ALT comparison groups (d = 2.66). This meta-analysis shows that gCBT is a robust intervention for depression in adults.     

Group Dynamics in Physical Activity Promotion: What works?

Over the past 20 years group dynamics‐based interventions have been used to successfully increase physical activity. However, the literature is less clear on the underlying mechanisms of effectiveness. That is, what makes these group dynamics interventions work? We conducted a systematic review to identify studies that used different group dynamics strategies to promote physical activity. Seventeen studies were identified and were coded by two raters to determine the degree to which group dynamics strategies were used, the format of the programs, and any analytic procedures used to determine the causal mechanisms underlying intervention effectiveness. The results of the coding indicated that while there is no standard package of group dynamics strategies being applied across the literature‐ and regardless of the breadth of the underlying theory or the structure of the programs‐ the effect on physical activity is robust. However, few studies explicitly measured potential causal mechanisms and even fewer completed the necessary analysis to detect mediation. We concluded that future research on developing a unified theory for group dynamics with appropriate measurement tools is necessary to further enhance the effects of group dynamics on physical activity promotion.