The role of emotion control and emotional rumination in stress management training

The present paper reports on three outcome studies evaluating the effectiveness of a new stress management training program. In contrast to conventional stress management, which tends to emphasize life-events, the symptoms of stress and relaxation, the new program is based on emotional rumination, emotion control, and attention control. The training developed from a series of experimental studies on the role of emotional inhibition and rumination in prolonging physiological recovery from stress, and the findings reported here were obtained from a series of applied studies involving police officers from a police force in the North of England. The first two studies employed both self-reported and objective measures of change to demonstrate that the training produced significant increases in job satisfaction and reduced absenteeism, while the results of the final study showed that the benefits of the program were enhanced by follow-up training.     

Effects of Psychosocial Resources on Elite Soldiers' Completion of a Demanding Military Selection Program

The purpose of this study was to determine the effects of three psychosocial resources (social support, mattering, and self-efficacy), together and separately, on soldiers' completion of a physically challenging military program when controlling for the possible mediating effects of stress. A total of 380 male soldiers entering Special Forces Assessment and Selection Course served as subjects. Results showed that the psychosocial resources were significantly and positively related to the program completion. Expected stress and cognitive stress did not mediate this effect. Of the three psychosocial resources, only the effect of self-efficacy was statistically significant. Implications of the findings are discussed.     

Psychological Hardiness Predicts Success in US Army Special Forces Candidates

Military ‘Special Forces’ represent a high‐reliability occupation, where stress levels are often intense and failure can be costly. Selection for such jobs should pay careful attention to psychological factors associated with resiliency under stress. In the present study, US Army Special Forces candidates (N=1138) were assessed for psychological hardiness using a short form of the Dispositional Resilience Scale, and these scores were then applied to predict successful completion of the course. Independent sample t‐tests and logistic regression analyses confirmed that Special Forces course graduates are significantly higher in psychological hardiness, as compared to non‐graduates. Psychological hardiness appears to be an important individual characteristic associated with stress tolerance and successful performance in highly demanding occupations.     

Helping Police Officers to Cope with Stress: A Cognitive—Behavioral Approach

Police Academy trainees participated in a stress management program which focused on developing skills for coping with anxiety and anger. Stress management training took place in six 2-hour sessions and included instruction and practice in the self-monitoring of reactions to stressful situations, muscular relaxation, and the development of adaptive self-statements. Self-report measures of anxiety and anger were obtained before and after the stress management program. In addition, self and observer ratings of trainees' performance in stressful simulated police activities were utilized as posttreatment dependent measures. In comparison to a control group of trainees, the performance of the treatment group was rated, by academy personnel, as superior in several of the simulated police activities. The results of the present study suggest that stress management with law enforcement officers may be most effective when the program focuses on the specific situations which are likely to be encountered by trainees. Limitations of the present program are examined and suggestions for future efforts with law enforcement personnel are discussed.     

Negative Affective Responses to Stress among Urban Police Officers: A General Strain Theory Approach

ABSTRACT

The larger literature on police stress indicates that much of their stress emanates from two sources: organizational and environmental. These sources coexist in officers’ lives but function differently across police agencies. Officer experiences with stress also tend to lead to emotional reactions, some of which can be negative and increase the risk of misconduct. Agnew’s general strain theory provides one useful theoretical framework within which the relationship between officer strain and negative emotions can be investigated. Using data from three urban Texas police agencies, this study investigates the main sources of police strain as predictors of anger, depression, and burnout. Further, differences in negative emotions across agencies are also examined. Results show that organizational stress is significantly related to all three negative emotions across agencies. Implications and future research directions are highlighted.     

The consequences of race for police officers' responses to criminal suspects

The current work examined police officers' decisions to shoot Black and White criminal suspects in a computer simulation. Responses to the simulation revealed that upon initial exposure to the program, the officers were more likely to mistakenly shoot unarmed Black compared with unarmed White suspects. However, after extensive training with the program, in which the race of the suspect was unrelated to the presence of a weapon, the officers were able to eliminate this bias. These findings are discussed in terms of their implications for the elimination of racial biases and the training of police officers.     

Keep your eyes open: dispositional vigilance moderates the relationship between operational police stress and stress symptoms

Background: Vigilant coping is characterized by a deep processing of threat-related information. In many cases, vigilant coping increases stress symptoms, whereas avoidant coping decreases negative affect. However, vigilance may be beneficial when stress-eliciting situations involve a risk of injury or escalation as is usually the case in police operations. Design: We investigated the roles of vigilance and cognitive avoidance in police operations in a cross-sectional survey. Methods: The participants were 137 students (104?men, M_age?=?28.54, SD?=?8.04) from the Federal University of Applied Administrative Sciences; 76 of them were already police officers (work experience: M?=?12.59?years), and 61 were police officer candidates who had completed a 3- to 6-month police internship. Participants completed a paper-and-pencil survey and reported their operational stress, dispositional vigilance and cognitive avoidance in police operations, and stress symptoms. Results: We found that vigilance was negatively associated with stress symptoms and moderated the relationship between operational stress and stress symptoms. Cognitive avoidance, on the other hand, just missed the level of statistical significance in our test of whether it was positively associated with stress symptoms. Conclusions: Our findings demonstrate that vigilance may protect against the negative consequences of stress in police operations.     

Coping Strategies Among Police Recruits in a High-Stress Training Environment

Abstract

The use and impact of coping strategies were explored in a setting of environmental stress. The sample consisted of 180 police recruits subjected to training stress in a U.S. police academy. Measures of coping, personal distress, and life stressors were used. Recruits who scored high on personal distress tended to use more coping strategies than those who had lower distress scores. These findings suggest that the magnitude of personal distress may be an important factor in determining which array of coping techniques is used. In terms of effectiveness, the coping strategies of distancing and planful problem solving significantly reduced distress. Escape/avoidance and self-control coping did not appear to work in the police situation and significantly increased distress.     

Efficacy of stress management program for depressive patients with advanced head and neck cancer: A single-center pilot study

Background/ObjectivePatients with head and neck cancer (HNC) have some problems such as dysfunction of breathing, eating, and/or speaking. The aim of this study was to examine efficacy of the stress management program for HNC patients (SMAP-HNC) compared with usual care (UC).MethodWe conducted a pilot study of SMAP-HNC for depressive HNC patients between January 2016 and March 2018. The program contains psychoeducation, stress coping training, and operant reinforcement. The outcome measure was the Hospital Anxiety and Depression Scale (HADS), Functional Assessment of Cancer Therapy (FACT), and Brief Coping Inventory (COPE).ResultsTwenty patients were randomly assigned to SMAP-HNC and UC group. Although a small sample sizes, there was no significant difference of depression score change between SMAP-HNC and UC group (Hedges’d g -0.83; 95% CI -1.80 to 0.13).ConclusionsIt was the first study to conduct stress management program for HNC patients. Unfortunately, our trial designed as a randomized controlled trial is underpowered to make conclusion as to the efficacy of SMAP-HNC. However, there are some valuable suggestions to modify the stress management program in future.     

Longitudinal analysis of stressors,stress, coping and coping effectiveness in elite esports athletes

ObjectiveThe current study aimed to longitudinally examine the stressors, stress appraisal, coping, and coping effectiveness experienced by elite esports athletes.DesignSix elite male League of Legends (LoL) athletes, competing in the Oceanic Challenger Series (OCS), completed diaries over the 2020 competitive season (87 days).MethodAthletes completed weekly diaries after three events: solo training, team training, and competitive matches. Each diary collected data on the stressors experienced, stressor intensity and threat/challenge perception (appraisal), coping strategies used, and perceived coping effectiveness.ResultsGeneral performance, outcome, critical moment performance, and teammate mistakes accounted for 55% of the stressors reported. More stressors were reported in competitive diaries than in training diaries. Competitive stressors were rated as being more intense than training stressors. There were no differences in overall challenge and threat perception, but performance stressors were more likely to be perceived as a challenge, and teammate stressors were more likely to be perceived as a threat. Problem-focused coping (PFC) was the most frequently employed coping strategy. PFC and emotion-focused coping (EFC) strategies were perceived as more effective at reducing stress than avoidance coping (AC).ConclusionsElite LoL athletes experienced a small number of reoccurring stressors over an 87-day competitive period. Athletes reported more stressors around competitive matches and perceived competitive stressors as more intense than team and solo training stressors. Similarly to traditional sports athletes, PFC strategies were the most frequently employed and, PFC and EFC were rated as being more effective than AC.     

Are driving simulators effective tools for evaluating novice drivers’ hazard anticipation,speed management,and attention maintenance skills?

Novice drivers (teen drivers with their solo license for 6 months or less) are at a greatly inflated risk of crashing. Post hoc analyses of police accident reports indicate that novice drivers fail to anticipate hazards, manage their speed, and maintain attention. These skills are much too broadly defined to be of much help in training. Recently, however, driving simulators have been used to identify those skills which differentiate the novice drivers from older, more experienced drivers in the areas of hazard anticipation and speed management. Below, we report an experiment on a driving simulator which compares novice and experienced drivers’ performance in the third area believed to contribute especially heavily to crashes among novice drivers: attention to the forward roadway. The results indicate that novice drivers are much more willing to glance for long periods of time inside the vehicle than are experienced drivers. Interestingly, the results also indicate that both novice and experienced drivers spend equal amounts of time glancing at tasks external to the vehicle and in the periphery. Moreover, just as a program has been designed to train the scanning skills that clearly differentiate novice from experienced drivers, one might hope that a training program could be designed to improve the attention maintenance skills of novice drivers. We report on the initial piloting of just such a training program. Finally, we address a question that has long been debated in the literature: Do the results from driving simulators generalize to the real world? We argue that in the case of hazard anticipation, speed management, and attention maintenance the answer is yes.     

Effects of a Center-Based Parent Training Package on Parents’ Accuracy of Generalized Program Implementations at Home

Abstract

The purpose of this study was to evaluate the effects of a parent training package on parents’ accuracy of program implementations and their children’s goal achievements on parent-implemented programs at home. Parents also completed a quiz with questions about three-contingencies before and after the training. Three mother-child dyads participated in this study. All three children were 4-year-old boys with developmental delays. We employed a multiple baseline across three parent-child dyads as the primary design combined with a pretest and posttest. The individual parent training sessions consisted of office meetings and in-vivo classroom coaching sessions on program implementations. Each parent was trained individually to mastery criteria on program implementations using the Teacher Performance Rate Accuracy Scale (TPRA). After completing the parent training package, all parents acquired program implementations skills, and their program implementation skills were generalized to teach new behaviors at home with a high level of fidelity. Their quiz scores on three-term contingencies also increased to a relatively high level.     

Journey with Intent

Abstract

This article describes an innovative program that assists individuals with their personal development and teaches them to craft lives of meaning and purpose. Framed around developmental, relational-cultural and life span transitional theories, the program explores themes such as identity, security, relationships, beliefs/values and dreams/ visions and provides participants with the skills necessary to improve their quality of life. Psycho-educational in focus, participants meet with trained co-facilitators in peer groups that convene for two days every other month. Initial phases of the curriculum are focused on the processes of life transition while subsequent phases explore the skills necessary for life mastery. Responses from six groups meeting throughout the country over a three-year period suggest that the program improves participants' quality of life as well as their connectedness to self, others, and their communities.     

Psychological measures as predictors of military training performance

The predictive validity of 7 ability tests, the Big Five, and the Rorschach method administered to 71 male applicants at the Naval Special Forces (NSF) of Norway was evaluated based on pass/fail results in training. The findings showed: (a) small correlations between the ability tests, the Big Five scales, and the success criterion; (b) Rorschach variables measuring stress tolerance, reality testing, cognition, and social adjustment correlated significantly (r =.25 to.48) with pass/fail results in training, and (c) logistic regression analysis revealed that 3 of the Rorschach variables accumulated incrementally in the prediction of training completion when entered after the ability tests and the Big Five scales, thus supporting the merit of using Rorschach variables for predicting NSF training performance     

Health and Well-Being in Highly Cohesive Units of the U.S. Army1

A large civilian literature on the role of social support in health and well-being suggests that military units high in unit cohesion should provide their members both significant protection from physical and mental illness and high levels of job satisfaction. This hypothesis was tested with a questionnaire survey of soldiers in Special Forces “A-teams”, generally viewed as the U.S. Army's most cohesive permanent units. As predicted, A-team soldiers reported greater physical and psychological well-being and greater satisfaction with job and career than did soldiers in conventionally organized units, be they Special Forces, airborne, or mechanized infantry. The best predictors in our battery of demographic, personality, and cohesion measures were ratings of social support from and satisfaction with one's Army unit, and relatively more “internal” scores on the Rotter locus-of-control scale. From these data and extensive participant observation we conclude that unit cohesion provides the soldier considerable protection from the stresses of military life, even in peace, and that it is organizational rather than individual variables that are primarily responsible for the very high levels of cohesion and/or social support in Special Forces A-teams.     

Preparing direct service staff to teach people with severe disabilities: A comprehensive evalution of an effective and acceptable training program

In light of the continuing need for residential, direct service staff to be able to teach people with severe disabilities, we comprehensively evaluated a program to train staff in behavioral teaching strategies. The program was developed and evaluated with attention given to recent concerns in the staff management literature regarding shortcomings with staff training research. The training program, involving a maximum of four, 2-hr classroom instruction sessions and three in vivo observation and feedback sessions, was evaluated in four studies. In Study 1, the program was shown to improve verbal skills of 13 direct service staff regarding behavioral teaching principles and terminology. In Study 2, the program was demonstrated to improve performance based teaching skills of nine staff and four staff supervisors. In Study 3, the program was shown to result in improvements in adaptive skills of three clients with severe disabilities when direct care staff used their newly acquired teaching skills with the clients. In Study 4, the training program was shown to be well received among 17 staff trainees, although the trainees were more accepting of some program components than others. Results of the studies are discussed in regard to the importance of agencies providing effective and acceptable staff training programs. Future research areas also are noted, focusing on the need to determine, and minimize where possible, the amount of time required to conduct successful staff training.     

Police Attitudes in England to Return Interviews,in Repeat Missing Person Cases

The aim of this article is to examine the attitudes of English police officers to return interviews of people who are reported missing repeatedly (e.g. three times or more). In addition to a brief police ‘Safe & Well Check’ a return interview is also carried out by a police officer and seeks to find out where people went and why, in order to identify potential risks to their safety and whether they experienced harm whilst they were missing. A mixed‐methods survey of 50 constables from one police force in England ran in March 2014, using quantitative and open qualitative questions. Key themes that emerged were individual frustration at repetition, negativity around usefulness of the interviews, a challenge to involve third sector partners, and development areas in training. Statistical significance was found in variables relating to officer experience and gender, against views on interviewing missing people. The article looks at the limited existing literature and makes recommendations about best practice with return interviews, advocating a multi‐agency approach to improve interventions, and better training to improve positivity towards missing people. Copyright © 2016 John Wiley & Sons, Ltd.     

Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes

A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18–0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts.     

Aerobic exercise training ameliorates craving and inhibitory control in methamphetamine dependencies: A randomized controlled trial and event-related potential study

ObjectiveMethamphetamine (MA) usage has been recognized as a prominent substance-abuse issue. While exercise training reportedly improves fitness and mental status in the MA-dependent, how exercise training affects addiction and cognitive deficiency has yet to be established. The current study aimed to determine the effects of aerobic exercise training on both MA-associated cravings and inhibitory control among those with MA dependencies.DesignA 12-week randomized controlled trial.MethodSixty-two people with MA dependencies recruited through the Drug Rehabilitation Bureau were assigned to either an aerobic exercise or attentional control group, with 50 participants completing the trial. The aerobic exercise program involved three 30-min sessions of moderate-intensity exercise per week. Along with a pre-test assessment, craving levels were evaluated every three weeks, and data on neutral and MA-related inhibitory control as well as its elicited neuroelectric activation were collected at the end of the intervention.ResultsCompared with the control group, the exercise group experienced attenuated MA craving levels after 6 weeks of the exercise program, and the decreased trend was maintained until the termination of treatment. In the post-test, the exercise group also demonstrated more accuracy in behavioral inhibitory control as well as greater N2 amplitude in the Nogo condition of both the standard and MA-related tasks than those in the control group or pre-test.ConclusionsThe current study provides the first evidence that aerobic exercise training may be efficacious for MA-associated cravings and inhibitory control from behavioral and neuroelectric perspectives among MA-dependent individuals.     

Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

ObjectiveAn earlier study (Cheon, Reeve, & Moon, 2012) showed wide-ranging benefits from a training program designed to help teachers be more autonomy-supportive toward students during PE instruction. The present study collected a follow-up data set to determine whether those earlier-observed benefits endured one year later.DesignWe used an experimentally-based 3-wave longitudinal design. The experimental group consisted of 8 PE teachers from the original teacher training study and their 470 middle- and high-school students; the control group consisted of 9 matched PE teachers and their 483 students. Dependent measures included 3 manipulation checks, 3 measures of student motivation, and 6 course-specific outcomes.MethodTrained raters scored teachers' instructional behaviors at mid-semester, while students reported perceptions of their teachers' motivating style and their own course-related motivation and outcomes at the beginning, middle, and end of the semester. We tested our hypotheses using hierarchical linear modeling to account for the hierarchical structure of data in which repeated measures were nested within students who were nested within teachers.ResultsCompared to teachers in the control group, teachers in the experimental group were scored by raters and perceived by students as more autonomy supportive and less controlling. Their students consistently reported greater motivation and more positive outcomes than did the students of teachers in the control group. All 8 teachers in the experimental group reported being significantly more autonomy supportive than a year earlier.ConclusionTeacher- and student-related benefits from the earlier autonomy-supportive training program endured.