Long-term follow-up and benefit-cost analysis of the Jobs Program: a preventive intervention for the unemployed

Results are reported from a 2 1/2 year follow-up of respondents who participated in a randomized field experiment that included the Jobs Program, a preventive intervention for unemployed persons. The intervention was intended to prevent poor mental health and loss of motivation to seek reemployment and to promote high-quality reemployment. The results of the long-term follow-up were consistent with those found 1 and 4 months after intervention (Caplan, Vinokur, Price, & van Ryn, 1989). The results demonstrate the continued beneficial effects of the intervention on monthly earnings, level of employment, and episodes of employer and job changes. These findings are supported by a benefit-cost analysis, which demonstrates large net benefits of the intervention to the participants and to the federal and state government programs that supported the project.     

The relationship of adolescent peer groups to the incidence of psychosocial problems

This study combined a treatment sample (n = 127) and a control sample (n = 114) of adolescents (ages 13-17) to investigate the relationship between adolescent peer groups and incidence of psychosocial problems. A content analysis resulted in four separate types of peer groups. The group with the lowest level of involvement in school activities was labeled by other adolescents in negative terms. An analysis of variance indicated that the least involved and most negatively labeled group generally had the most positive attitudes toward alcohol and drug use, the lowest levels of perceived harm due to alcohol and drug use, and the highest levels of alcohol abuse, drug use, delinquency, and depression. This group also had the lowest level of self-esteem, most external locus of control, least perceived access to occupational opportunities, and highest level of societal estrangement. The results are interpreted as providing support for both control and labeling theories. Implications for theory-based intervention are discussed.     

Preventing the development of body issues in adolescent girls through intervention with their mothers

The purpose of this study was to test the efficacy of the Healthy Girls Project, an ecologically based, targeted prevention program aimed at discouraging the development of body-related problems in middle-school girls via an intervention directly and only with their mothers. Participants were 31 seventh- and eighth-grade girls and their mothers. The empirically based intervention comprised a series of 4 weekly workshops that had both interactive psychoeducational components and behavioral components (e.g., homework to do with daughters, modeling activities). The study design was experimental, with mother–daughter dyads randomly assigned to either the intervention group or a wait-list control group. Daughters completed pretest (i.e., pre-workshop) measures, posttest measures, and, 3 months later, follow-up measures. Results indicated that at both posttest and follow-up, girls whose mothers were in the intervention group perceived less pressure from their mothers to be thin. At follow-up, these girls also showed a lower drive for thinness. Results were mixed regarding group differences in body dissatisfaction levels at posttest and at follow-up. Results are discussed in terms of their implications for targeted prevention efforts aimed at girls during their middle-school years.     

A five-year follow-up on the temporal stability of the Ego Impairment Index

This study investigated the temporal stability of the Ego Impairment Index (EII) over a 5-year period. The EII is based on the Comprehensive System (Exner, 1993) and has shown promise as a measure of internal disturbance and psychopathology (Perry & Braff, 1994; Perry & Viglione, 1991; Perry, Viglione, & Braff, 1992). This study successfully recalled 17 subjects from an original sample of 46 who initially suffered from Major Depression, Melancholic-Type 5 years earlier and were treated with antidepressant medication. These subjects did not differ significantly from those Subjects who were not successfully recalled. The Rorschach and a variety of other measures were administered to the subjects. The results revealed impressive temporal consistency over 5 years: a rank-order, test-retest correlation of .68. The EII was also correlated with some of the measures of overall adaptation. These results are consistent with the notion that the EII is a stable trait-measure of psychopathology. Limitations because of the small subgroup of subjects, although not unusual in longitudinal research, are noted.     

Prospective predictors of body dissatisfaction in adolescent girls and boys: a five-year longitudinal study

This study investigated prospective risk factors for increases in body dissatisfaction in adolescent girls and boys in the Eating Among Teens Project. At the time of first assessment (Time 1), participants were a cohort of early adolescent girls (N=440) and boys (N=366) and a cohort of middle adolescent girls (N=946) and boys (N=764). Participants were followed up 5 years later (Time 2). Potential prospective risk factors examined included body mass index, socioeconomic status, ethnicity, parent dieting environment, peer environment, and psychological factors. Predictors of Time 2 body dissatisfaction were Time 1 body dissatisfaction, body mass index, socioeconomic status, being African American, friend dieting and teasing, self-esteem, and depression. However, the profile of predictors differed across the samples.     

Cultural sensitivity: Problems and solutions in applied and preventive intervention

Applied and preventive intervention research must consider cultural diversity as a matter of course, not only for reasons of social justice, ethical acceptability, and effectiveness, but given major historical and demographic changes in the United States. This article raises several issues commonly encountered in such research—from key conceptual issues surrounding the construct of race, ethnicity, culture, and minority status, to the conceptualization, design, recruitment, measurement, delivery, data analysis, interpretation, and dissemination of an intervention—and suggests possible solutions aimed at fostering genuine cultural sensitivity while satisfying the demands of rigorous scientific inquiry. This article is not a guide to the do's and don'ts of cultural sensitivity, but rather an attempt to stimulate discussion in an area that should be of concern to all psychologists interested in applied and preventive intervention.     

Cyberbullying: adolescent victimization through mobile phone and internet

The aim of this study was to analyse the prevalence of victimization through mobile phone and internet. The differences of gender and academic year in the type of electronic aggression were also examined. The sample comprised 2001 adolescents of both genders and ages between 11 and 17 years. Results indicated that 24.6% of the adolescents had been bullied by mobile phone during the last year, and 29% through internet. In most of the electronic aggressions, girls were more bullied than boys. It was also observed that students attending the first two years of secondary education tended to be more victimized.     

Performance of retarded adolescents and nonretarded children on one- and two-bit logical problems

Groups of adolescents of retarded and borderline intelligence, ranging in IQ from 44 to 80 and in mean MA (mental age) from 8 to 12 yr, and groups of nonretarded children ranging in mean MA from 6 to 12 yr, were given logical problem solving tasks. In the nonretarded groups, on a one-bit problem only the kindergarten children (mean MA = 6 yr) failed to perform above chance, and were not tested further. On a two-bit problem, only the first graders (mean MA = 7 yr) failed to perform above chance.Conversely, in the low IQ groups, only the borderline group (mean MA = 12 yr) performed reliably above chance on the one-bit problem, and none performed above chance on the two-bit problem. There is a profound deficiency in low IQ individuals on certain tasks requiring logic and foresight, and MA markedly over-estimates their performance relative to the performance of nonretarded individuals.     

Fulfillment of promise: 40-year follow-up of creative adolescent girls

A 40-yr. follow-up study of 7 women from among 10 identified as exceptionally creative during adolescence indicated that all had achieved moderate success in one or more artistic domains. A self-report measure of creative achievement was used, and influences which facilitated and inhibited creativity were described by the women. A continuing creative self-concept and social support were the most commonly cited facilitative factors, while financial concerns were listed as one of the primary inhibitors of further achievement.     

Testing the feasibility of a briefer school-based preventive intervention with aggressive children: A hybrid intervention with face-to-face and internet components

This study describes the results from a feasibility study of an innovative indicated prevention intervention with hybrid face-to-face and web-based components for preadolescent youth. This intervention includes a considerably briefer set of face-to-face sessions from the evidence-based Coping Power program and a carefully integrated internet component with practice and teaching activities and cartoon videos for children and for parents. The Coping Power – Internet Enhanced (CP-IE) program introduces a set of cognitive-behavioral skills in 12 small group sessions for children delivered during the school day and 7 group sessions for parents. Eight elementary schools were randomly assigned to CP-IE or to Control, and six children at each school were identified each year based on 4th grade teacher ratings of aggressive behavior. Path analyses of teacher-rated disruptive behavior outcomes for 91 fifth grade children, across two annual cohorts, indicated Control children had significantly greater increases in conduct problem behaviors across the 5th grade year than did CP-IE children. This much briefer version of Coping Power provided beneficial preventive effects on children's behavior in the school setting similar to the effects of the longer version of Coping Power. The website materials appeared to successfully engage children, and parents' use of the website predicted children's changes in conduct problems across the year.     

Working with the complexities of adolescent mental health problems: applying time-limited adolescent psychodynamic psychotherapy (TAPP)

This article discusses the application in a CAMHS setting of a distinctive intervention for adolescent mental health difficulties, time-limited adolescent psychodynamic psychotherapy (TAPP). TAPP has been developed specifically for working with adolescents and the characteristic developmental and psychosocial complexities they present to mental health services. It is widely recognised that supporting the developmental process in adolescence is central to therapeutic interventions and the therapeutic aim of TAPP is to enable recovery of the capacity to meet developmental challenges. The key factors of TAPP are described, including the formulation and working with a developmental focus, the therapeutic stance, working with transference and counter-transference, working with time limits, and the emphasis is placed on engagement of adolescents in therapy in TAPP. The experiences of introducing and developing TAPP in the CAMHS service are discussed with two brief and one extended case examples and this leads to a discussion of the kinds of outcomes achieved. It is concluded that TAPP is a key and relevant intervention for adolescents in complex and vulnerable situations; further work will be undertaken to continue its application in these settings and to formally assess outcomes.     

Speaking for the baby: A therapeutic intervention with adolescent mothers and their infants

Adolescent mothers frequently experience problems in mother-infant interaction. However, intervention can be very difficult, particularly when complicated by unresolved conflicts involving relationships in the young woman's past. This article describes a therapeutic intervention, based on the work of Fraiberg, which allows the young mother to learn to interpret her infant's cues while also encouraging her to express her own emotions in the context of the mother-infant relationship. Two case studies are discussed to illustrate the use of the technique as part of a program of mother-infant intervention.     

Unwanted teenage pregnancies: incidence, interpretation, and intervention.

North American and western European cultures are more permissive than they were before World War II about the increased incidence of teen sexual activity. Societies may be more open and teens are having more premarital sex than they used to, but they surely are not using contraception as often as they should. As such, there is a great deal of unintended and unwanted teenage pregnancies, especially in the US. Even the threat of contracting and/or transmitting HIV has not caused heterosexual youths to change their sexual or contraceptive behaviors. The authors conceptualize explanations for this lack of adolescent behavioral change, including procedures designed to identify deficiencies and to bring about necessary changes in contraception-relevant information, motivation, behavioral skills, and situational constraints. Examples of successful intervention programs are outlined. Sections consider the incidence of premarital intercourse, contraceptive use, and unwanted pregnancies; contraceptive neglect; unintended and unwanted pregnancies; and why teenagers have unprotected sexual intercourse. The conceptual framework of intervening to prevent unwanted teenage pregnancies is presented in sections on providing improved contraceptive information, increasing precontraceptive motivation, improving contraceptive skills, altering situational factors which inhibit contraception, and evaluation research.     

Improving adolescent contraceptive use: evaluation of a theory-driven classroom-based intervention

The aim of the research was to evaluate the impact of intervention materials, designed to enhance self-efficacy and anticipated regret, on contraceptive behaviour and antecedents of contraceptive use in a sample of adolescents. It was hypothesised that materials designed to enhance self-efficacy and anticipated regret would lead to improvements in outcome measures compared with controls. A 4(intervention condition) × 3(time) mixed design was used to assess the impact of intervention materials. Participants (N = 414) were recruited from five secondary schools in the north of England. They were assigned to an active control group, an anticipated regret (AR) manipulation, a self-efficacy (SE) manipulation or both AR and SE manipulations. Outcome measures included psychological antecedents of contraceptive behaviour change, intentions and behaviour. Multivariate analysis of variance (MANOVA) revealed increases across several outcome measures over time (F[14,287] = 8.99, P < 0.001, η(p)(2) = 0.305) including intentions, but these did not differ by condition (F[42,852] = 1.35, P = 0.07, η(p)(2) = 0.062). There was evidence that the questionnaires may have caused reactivity in participants. Amongst sexually active participants with relatively low levels of intention to use contraception at the outset, increases in several outcome measures including intention and behaviour were observed (F[3,35] = 10.359, P < 0.001, η(p)(2) = 0.47). Findings support the potential for effective delivery of behaviour change theory-driven interventions in classroom settings. The possibility that the questionnaires may have acted as a form of intervention contributes to recent discussion of this issue in the literature, and the findings also strengthen the case for post-decisional and behavioural skills interventions to enhance behaviour amongst those already motivated to use contraception.     

Predicting adolescent peer problems and antisocial activities: the relative roles of aggression and dysregulation

This study examined the relative roles of aggression and other dysregulated behaviors in the prediction of adolescent peer problems and antisocial behavior. The social adjustment of 145 boys studied first in Grades 3-6 was assessed again 4 years later in Grades 7-10. At each time, peer ratings of aggressive, hyperactive-disruptive, withdrawn, and irritable-inattentive behaviors were collected. Aggression and withdrawal showed stability and were linked to peer difficulties in elementary school and in adolescence, but these behaviors indicated significant risk for adolescent rejection, victimization, and antisocial activity primarily when accompanied by irritable-inattentive behaviors. Results are discussed in terms of the potential role that difficulties regulating negative affect may play in the genesis of the particular constellation of irritable-inattentive behaviors studied here and the developmental significance of aggressive or withdrawn problem profiles that are or are not accompanied by these behavioral indicators of dysregulation.     

Increasing adolescent mothers' knowledge of child development: an intervention program

This study focused upon an intervention program that allowed adolescent mothers to have major input in identifying knowledge they needed concerning their children's growth and their own parenting skills. Seventy-six females participated in the 4-month program. A pretest-posttest design was used to measure changes in self-esteem, knowledge of child development, and tendencies toward inappropriate interactions with children. Analysis of effectiveness of this program indicated that it had been effective. Results revealed significant differences between pre- and posttest measures of child development knowledge in the areas of infant and toddler development. Further analysis indicated a significant change in the subjects' child abuse potential at the end of the program. No significant difference could be found in measures of self-esteem between the beginning and end of the program. A 10-month follow-up study coordinated between two public agencies found that none of the adolescent parents who had completed the program had been reported for child abuse or neglect. The results support the importance of short-term intervention programs for adolescent parents.     

Consider the situation: Reducing automatic stereotyping through Situational Attribution Training

The present research investigated the effectiveness of a new technique for reducing automatic biases rooted in attribution theory - the Situational Attribution Training Technique. The goal of this strategy extends previous work by targeting the fundamental attributional pillars underlying automatic stereotyping. We aimed to circumvent the well-documented tendency for individuals to be overly reliant on dispositional attributions when perceiving negative stereotype-consistent behaviors performed by outgroup members. By teaching participants to consider situational attributions for such behaviors, we expected a reduction in outgroup stereotyping. Specifically, White participants were trained extensively to choose situational over dispositional explanations for negative stereotype-consistent behaviors performed by Black men. Across two experiments, participants who completed Situational Attribution Training demonstrated reduced automatic racial stereotyping on a person categorization task, relative to control participants who exhibited substantial automatic stereotyping. The implications of these findings for the nature and reduction of intergroup biases are discussed.