Innovation,research integrity,and change: A conflict of interest management framework for program developers

Psychology and the social sciences have an important role to play in developing innovative solutions to pressing global mental health and social problems. Programs developed by psychologists and other social scientists have immense potential to alleviate suffering and to promote healthy human development across the lifespan. In order to realise this potential program developers must manage the research and development challenges involved in testing an intervention, evaluating, and then preparing it for wider dissemination and scaling. Particular challenges and conflicts can occur in managing the joint roles of being a program developer and a researcher evaluating an intervention or innovation. This article examines the management of various forms of conflicts of interest that have the potential to produce bias and decrease the confidence of policy makers, funders, practitioners, fellow researchers, and the public in the value of psychological interventions. We argue that best practice guidelines are needed to assist developers negotiate the predictable, sometime unavoidable but challenging conflicts of interest that arise in the research process.     

A general theoretical framework for the design of artificial emotion systems in Autonomous Agents

Autonomous Agents (AAs) capable of exhibiting emotional behaviors have contributed to the development of natural human-machine interactions in several application domains. In order to provide AAs with emotional mechanisms, their underlying architecture must implement an Artificial Emotion System (AES), a computational model that imitates specific facets of human emotions. Although several AES have been reported in related literature, their design is generally supported on several emotion theories, leading researchers to model and integrate isolated emotion components and mechanisms into the architectures of AES. This theoretical foundation of AES contributes to ambiguities in the analysis and comparison of their underlying architectures, which demands the definition of standards, design guidelines, and integrative frameworks. In this paper, we present a psychologically inspired theoretical framework designed to serve as a platform for the unification of AES' components, the comparison of AES, and the design and implementation of AES in AAs. We analyze common emotion-related requirements of AES, emotion components involved in the design of this type of computational model, and emotion theories that drive the design of most AES. The validation of this framework demonstrates its compatibility with current AES and its feasibility as a model for unifying multiple emotional theories.     

Putting the system back into systems change: a framework for understanding and changing organizational and community systems

Systems change has emerged as a dominant frame through which local, state, and national funders and practitioners across a wide array of fields approach their work. In most of these efforts, change agents and scholars strive to shift human services and community systems to create better and more just outcomes and improve the status quo. Despite this, there is a dearth of frameworks that scholars, practitioners, and funders can draw upon to aid them in understanding, designing, and assessing this process from a systemic perspective. This paper provides one framework--grounded in systems thinking and change literatures--for understanding and identifying the fundamental system parts and interdependencies that can help to explain system functioning and leverage systems change. The proposed framework highlights the importance of attending to both the deep and apparent structures within a system as well as the interactions and interdependencies among these system parts. This includes attending to the dominant normative, resource, regulative, and operational characteristics that dictate the behavior and lived experiences of system members. The value of engaging critical stakeholders in problem definition, boundary construction, and systems analysis are also discussed. The implications of this framework for systems change researchers and practitioners are discussed.     

A systems framework for understanding social settings

In this paper, we argue that attempts to change social settings have been hindered by lack of theoretical advances in understanding key aspects of social settings and how they work in a dynamic system. We present a systems framework for understanding youths' social settings. We focus on three aspects of settings that represent intervention targets: social processes (i.e., patterns of transactions between two or more people or groups of people), resources (i.e., human, economic, physical, temporal resources), and organization of resources (i.e., how resources are arranged and allocated). We postulate that these setting aspects are in dynamic transaction with each other, resulting in setting outcomes. Discussion focuses on the implications of our theoretical framework for setting intervention.     

No special K! A signal detection framework for the strategic regulation of memory accuracy

Two experiments investigated criterion setting and metacognitive processes underlying the strategic regulation of accuracy on the Scholastic Aptitude Test (SAT) using Type-2 signal detection theory (SDT). In Experiment 1, report bias was manipulated by penalizing participants either 0.25 (low incentive) or 4 (high incentive) points for each error. Best guesses to unanswered items were obtained so that Type-2 signal detection indices of discrimination and bias could be calculated. The same incentive manipulation was used in Experiment 2, only the test was computerized, confidence ratings were taken so that receiver operating characteristic (ROC) curves could be generated, and feedback was manipulated. The results of both experiments demonstrated that SDT provides a viable alternative to A. Koriat and M. Goldsmith's (1996c) framework of monitoring and control and reveals information about the regulation of accuracy that their framework does not. For example, ROC analysis indicated that the threshold model implied by formula scoring is inadequate. Instead, performance on the SAT should be modeled with an equal-variance Gaussian, Type-2 signal detection model.     

Knowledge utilization and planned change: An empirical assessment of the A VICTORY model

A number of models and theories of knowledge used in recent years have been purported to include determinants necessary and sufficient for predicting outcomes. There have been, however, few empirical assessments of these models reported in the literature. The present research attempts to fill this void by validating the A VICTORY model, which represents one of the most well-known theories of knowledge utilization and planned change., A heuristic factor analytic approach found that the model can be quantified and reliably measured to assess the readiness of organizations to combat violence. A two-staged discriminant analysis, using two outside criterion variables found that selected A VICTORY factors may (in part) satisfy necessary conditions for explaining, research use and planned change; but the model, in its entirety, does not sufficiently explain the reasons that organizations use research or why they engage in change of any kind. Knowlton W. Johnson is director of the College of Urban and Public Affairs' Urban Studies Center at the University of Louisville, Louisville, Ky 40292. He is also a professor in the School of Justice Administration and co-editor of theJournal of Urban Affairs. His current research in knowledge utilization includes evaluating the effects of information brokers on research use and monitoring the impact of university disseminated and/or produced information on policymaking in local and state government.     

A family systems framework for intervention with individuals

This paper outlines a model for working contextually with individuals. Family work with individuals is contrasted with the prevailing psychological theories which inform individual counselling and therapy. A framework is provided which draws upon a number of approaches derived from family systems theory. Brief illustrative vignettes support the discussion.     

A comprehensive semantic framework for data integration systems

A data integration system provides the user with a unified view, called global schema, of the data residing at different sources. Users issue their queries against the global schema, and the system computes answers to queries by suitably accessing the sources, through the mapping, i.e., the specification of the relationship between the global schema and the sources. Since sources are in general autonomous subsystems, the information provided by the data at the sources and the mapping is likely not to be consistent with the knowledge expressed by the global schema. Therefore, the question arises of how to interpret user queries in such a situation, i.e., in the presence of data contradicting the global schema and the mapping. In this paper, we provide an in-depth analysis of the problem of dealing with inconsistencies in data integration systems. In this respect, we highlight the central role played by the mapping, and propose a general “mapping-centered” semantics that allows for computing significant answers to user queries even in the presence of inconsistent information. Based on such a semantic analysis, we define a general formal framework for data integration. Then, we argue that our semantic approach formalizes a very reasonable way of handling inconsistency in such systems, since practically all the existing proposals in the literature can be reconstructed in our framework. This allows for comparing and evaluating the different existing proposals.     

A new framework for the design of career interventions in organisations

There has often been an assumption that the school-to-work transition is fundamental for careers guidance and that mid-career interventions are supplementary. This approach can no longer be maintained. Frequent changes of job are now common. The relationships we have with employing organisations have become important and must become prominent in careers interventions. A model is presented to clarify what is needed. Two problems arise: the need to reconcile individual and organisational perspectives; and the need to look at careers in terms of life-career purpose as well as in terms of goals. It is recommended that individuals' plans mirror strategic management in the organisation. A number of ways are identified which extend the scope of career interventions.     

A conceptualization and measure of argumentativeness

A conceptualization and measure of argumentativeness is reported. Argumentativeness was conceptualized as a trait Which is composed of the tendency to approach arguments and the tendency to avoid arguments. A 20-item, self-report scale was developed in a series of three factor analytic studies. The internal consistency and test-retest reliabilities of the scale were high. A series of additional studies yielded considerable evidence as to the validity of the scale. The conceptualization of argumentativeness accounts for state as well as trait components. The state components consisted of the individual's perceptions of the probability and importance of success and failure in a particular argumentative situation. A hypothesis was supported which posited response to a particular argument would be predicted better by trait and state components together than by the trait component alone.     

Enhancing social diffusion theory as a basis for prevention intervention: A conceptual and strategic framework

Social diffusion theory has recently been recognized as a promising approach for large-scale disease prevention and health promotion efforts. This paper describes how principles and tactics from social cognitive theory, operant psychology, social psychology, social marketing, and the overarching stages of change model can be used to further develop the conceptual and strategic (technological) bases of social diffusion theory. Within an integrative framework, we discuss in detail more effective ways to train peer mediators of behavior change as one example of how social diffusion theory can benefit from this conceptual and strategic reformulation. We then further illustrate the use of peer mediators of change in human immunodeficiency virus (HIV) and cancer prevention intervention studies with both interventions training peer mediators to diffuse information, norms, and risk reduction strategies. Although the results of these studies showed reductions in high-risk behaviors across population segments, more closely following the framework discussed in this article should further increase the behavior change potential of future interventions based on social diffusion theory.     

A 3D framework of implicit attitude change

According to early theories, implicit (automatic) social attitudes are difficult if not impossible to change. Although this view has recently been challenged by research relying on experimental, developmental, and cultural approaches, relevant work remains siloed across research communities. As such, the time is ripe to systematize and integrate disparate (and seemingly contradictory) findings and to identify gaps in existing knowledge. To this end, we introduce a 3D framework classifying research on implicit attitude change by levels of analysis (individual vs. collective), sources of change (experimental, ontogenetic, and cultural), and timescales (short term vs. long term). This 3D framework highlights where evidence for implicit attitude change is more versus less well established and pinpoints directions for future research, including at the intersection of fields.     

A comparison of the effects of child management and planned activities training in five parenting environments

This study compared the effects of two procedures designd to enhance the extratraining effects of behavioral parents training. Twenty parents of oppositianal children were randomly assign to either a child manangment training condition or a combined child management plus planned activity condition. A further 10 nonproblem children and their parents serve as a social validation group. Observation of both parents and children behavior were conducted in each of five home observation setting (breakfirst time, kindy (kindergarten) or school exit, a structured playtime, bathtime, and bedtime). Both training procedures result in change in both child oppositional and parents oversive behaviosr in all observation settings. In addition, desire positive parents behaviour also improve in all setting. Treatment effect were maintained in all setting at 3-month follow up. Composition between oppositional children following treatment and children in the social validation group showed that they each displayed similarly low lavels of oppositional behaviour in all settings. The inplecation of the results for faciliating generalised changes in behavioral parent training are discusssd.This study was supported by a grant from the National Health and Medical Research Council (NHMRC324 82 579049). We wish to thank all families, therapists, and observers who participated in the project.     

New assessment systems for residential treatment,management, research,and evaluation: A symposium

An introduction and overview are presented to new observational assessment systems for ongoing assessment and monitoring of both staff and resident (client or patient) functioning in residential treatment programs for emotionally disturbed and mentally retarded adults.Preparation of articles and the research and development on which the articles are based was supported, in part, by Public Health Service Grants MH-15553 and MH-25464 from the National Institute of Mental Health, and by grants from the Joyce Foundation and the Illinois Department of Mental Health and Developmental Disabilities.A symposium presented at the 87th Annual Meetings of the American Psychological Association, New York City, September 1979.     

A conceptual framework for establishing trust in real world intelligent systems

Intelligent information systems that contain emergent elements often encounter trust problems because results do not get sufficiently explained and the procedure itself can not be fully retraced. This is caused by a control flow depending either on stochastic elements or on the structure and relevance of the input data. Trust in such algorithms can be established by letting users interact with the system so that they can explore results and find patterns that can be compared with their expected solution. Reflecting features and patterns of human understanding of a domain against algorithmic results can create awareness of such patterns and may increase the trust that a user has in the solution. If expectations are not met, close inspection can be used to decide whether a solution conforms to the expectations or whether it goes beyond the expected. By either accepting or rejecting a solution, the user’s set of expectations evolves and a learning process for the users is established. In this paper we present a conceptual framework that reflects and supports this process. The framework is the result of an analysis of two exemplary case studies from two different disciplines with information systems that assist experts in their complex tasks.     

A conceptualization of firesetting in children and adolescents

Juvenile firesetting has been studied from different perspectives and by multiple disciplines. Although evidence has begun to emerge regarding the antecedents and correlates of firesetting as well as characteristics of firesetters and their families, the findings and their conceptual bases remain somewhat diffuse. This paper integrates major findings reported in the juvenile firesetting literature and provides a tentative model of firesetting risk based on the current evidence. The model highlights several factors within three major domains: learning experiences and cues, personal repertoires, and parent and family influences and stressors. Implications of the model for early identification, diagnosis, and treatment of firesetters are discussed.Completion of this paper was facilitated by grants (MH35408 and MH00353) from the National Institute of Mental Health.