THE EFFECTS OF PSYCHOLOGICALLY BASED INTERVENTION PROGRAMS ON WORKER PRODUCTIVITY: A META-ANALYSIS

A meta-analysis of the effects on worker productivity of 11 types of psychologically based organizational interventions showed that such programs, on average, raised worker productivity by nearly one-half standard deviation. The strength of effects was found to vary by type of intervention, criterion of productivity, contextual factors in organizations, and features of research design. Also discussed in the paper are comparisons of conclusions reached through meta-analysis versus traditional methods of literature review.     

HEALTHY, WEALTHY, OR WISE: PREDICTING ACTUAL ACCEPTANCES OF EARLY RETIREMENT INCENTIVES AT THREE POINTS IN TIME

Using a sample of several thousand faculty members and multiple measures of health, wealth, and productivity, this study examines the predictors of actual acceptance of 3 successive early retirement incentive offers. Consistent with previous research, the results here suggest that poorer health, lower salary, and higher pension benefits were significantly related to early retirement decisions. In addition, the results suggest that faculty members who planned on working part time after retirement and who expected there would be no future incentive programs were more likely to accept early retirement offers, while those with higher productivity and with spouses still in the workforce were less likely to do so. Implications for future research on early retirement and for the design of early retirement programs are discussed as well.     

Pediatric–Psychology Partnership for Abuse Prevention

Intimate partner violence (IPV) is a significant, albeit underreported and underidentified, public health problem that requires the informed and coordinated efforts of the health care system for appropriate recognition and intervention. In addition, health disparities are seen in the incidence, prevalence, and burden of IPV among specific population groups in the United States. Pediatric–Psychology Partnership for Abuse Prevention is a graduate psychology education training project focused on developing an integrated primary health-care based workforce that is culturally sensitive and competent in the identification and remediation of IPV. In addition, this project aimed to increase the number of health service psychologists from diverse backgrounds who are culturally competent and aware of health disparities. The training included clinical psychology trainees and pediatric residents working together in an ambulatory pediatric health care setting. Project methods, outcomes, and implications for predoctoral clinical psychology training programs are described.     

Reducing AIDS-related stigma in developing countries: the importance of theory- and evidence-based interventions

In many developing countries persons living with HIV and AIDS experience strong stigma and discrimination, and AIDS-related stigma has an enormous negative impact on their social relationships, access to resources, and psychological well being. Moreover, AIDS-related stigma hampers HIV-related health promotion, including voluntary HIV counselling and testing. In this article, we will argue that programs to reduce AIDS-related stigma are most likely to be effective if these programs are based upon thorough needs assessments, theory- and evidence-based intervention strategies and collaborative planning. A protocol for health promotion programs design is outlined. Furthermore, psychosocial correlates of AIDS-related stigma in developing countries, social-psychological theories that might be useful in designing intervention strategies to reduce stigmatisation and successful elements of previous interventions aimed at stigma reduction are discussed. It is concluded that psychological theory does provide guidelines for the development of stigma-reducing intervention programs, but that such programs can only be effective when based upon context-specific needs assessment and collaborative planning.     

Leading North American Programs in Clinical Assessment Research: An Assessment of Productivity and Impact

To identify doctoral programs with strong concentrations in clinical assessment, I measured productivity and impact of faculty at North American institutions with American Psychological Association accredited clinical programs. Publications, citations, and h-indexes derived from 4 top assessment journals were calculated over a 10-year period (1999–2009). I identified a total of 42 leading programs that collectively accounted for more than half of the publications and citations in these journals. I found a moderate relationship between assessment productivity and both US News & World Report program rankings as well as general productivity rankings of clinical programs reported in an earlier study.     

The Treatment of Test Anxiety in Elementary School-Age Children

Test anxiety has a dramatic impact upon a surprisingly large segment of the school population. Although test anxiety has been extensively studied for decades, little research has focused on intervention programs for younger school children. This paper discussed the conceptual framework of test anxiety and the resulting intervention philosophy from these different theoretical formulations. Assessment procedures for children are reviewed. Different kinds of intervention programs are discussed, compared and evaluated. These include systematic desensitization, cognitive restructuring, and educational approaches such as study skills training and modeling. Recommendations are made to enhance the existing research. Suggestions for future research are presented.     

Make the Context Work for You: Faculty in a Changing Academic Medicine Landscape

Academic medicine’s landscape is dynamically adjusting. The changes are accelerating and these alterations are impacting both the faculty workforce as a whole and individual faculty members. This article reviews workforce and institutional changes within academic medicine and supports the need for faculty members to adapt to this changing landscape. Resources to maintain an understanding of these ongoing changes are reviewed. A faculty life-cycle model is proposed as a context for developing a personal action plan. Career management steps are suggested to facilitate career productivity and satisfaction. Finally, we propose that psychologists, being human behavior experts, are well positioned to contribute within the transformation of academic medicine.     

Psychopathology of parenthood: Implications for mental health of children

Psychiatric illness among mothers of infants and young children is believed to have serious implications for the child's cognitive and socio-emotional development, and presents a continuing crisis in the provision of reliable parental care: frequent rehospitalizations are disruptive both for the parent-child tie, and for the stability of the family unit. This chapter reviews findings regarding the impact of maternal psychiatric disorders upon the child's development, and intervention programs designed to reduce the impact of these disorders upon both child and family. In addition to considering families in which there is major psychopathology, problems are noted among families in which “an ordinary devoted mother” shows markedly lowered morale, but does not become a part of the mental health system. Findings from a number of innovative intervention programs are summarized in terms of possible next steps in working with these troubled parents and their children.     

An Adaptation of Models of Prosocial Behavior to Supervisor Interventions with Troubled Employees

With the growth of employee assistance programs (EAPs)a significant demand has been created for individuals trained in the behavioral sciences. This demand has also created opportunities for applied research into EAP systems. Current EAPs have penetrated only a small percentage of the workforce suffering with behavior/medical problems. Adaptation of traditional psycho-social models of prosocial behavior to supervisory intervention practices holds the promise of more efficacious EAP programming. Bystander intervention and equity theories are introduced as prosocial models capable of guiding research and consultative practice within industrial settings. Situational, personal, attributional, cost and response variables associated with EAP utilization are described. Both instrumental and psychological processes inherent within supervisor-worker relationships are elaborated. Social psychologists are encouraged to consider these theoretical systems when contemplating service delivery to the growing EAP movement.     

Practical Considerations and Alternative Research Methods for Evaluating HR Programs

Program evaluation methods capitalizing on quasi-experimental designs are introduced as useful alternatives for evaluating human resources (HR) programs such as selection systems, training courses, performance measurement systems, and 360 degree feedback. A case study is presented to illustrate the benefits of program evaluation methods for evaluating HR programs. In addition, several post-hoc considerations that often moderate results from HR evaluations are described. It is suggested that when these considerations are addressed, quasi-experimental program evaluation methods provide a promising tool for demonstrating bottom line impact of HR initiatives.     

Patching the Pathway and Widening the Pipeline: Models for Developing a Diverse Early Childhood Workforce in Chicago

With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensure a highly qualified workforce, programs and policymakers must attend to both the “pipeline” through which new early childhood educators (ECEs) enter the workforce and the “pathways” by which ECEs work toward and obtain the necessary education and credentials for different roles within the field. In line with the aims of this special issue, this paper leverages the first‐person account style to describe barriers to and creative solutions for the development of practitioners in low‐resourced communities in Chicago, with the goal of informing practice and policy. We describe three prior and ongoing partnership programs between community‐based organizations and institutions of higher education, each tailored to support a unique population in the ECE pipeline on the pathway for increased educational attainment and credentialing. Each program is grounded in a specific community of Chicago, a diverse city with a sizable population of children raised in non‐English speaking homes. Each program addresses specific needs of the communities they serve, especially around the recruitment, retention, and promotion of bilingual ECEs. Program administrators and community members describe each programs’ goals, development, and key components unique to their target population as well as key takeaways. We conclude with an overview of critical components that we identified across these programs in order to create pathways for change within the workforce and the communities they serve.     

Review of Interventions to Improve Family Engagement and Retention in Parent and Child Mental Health Programs

Engaging and retaining families in mental health prevention and intervention programs is critically important to insure maximum public health impact. We evaluated randomized-controlled trials testing methods to improve family engagement and retention in child mental health programs published since 1980 (N = 17). Brief, intensive engagement interventions in which providers explicitly addressed families’ practical (e.g. schedules, transportation) and psychological (e.g. family members’ resistance, beliefs about the treatment process) barriers as they entered treatment were effective in improving engagement in early sessions. The few interventions found to produce long-term impact on engagement and retention integrated motivational interviewing, family systems, and enhanced family stress and coping support strategies at multiple points throughout treatment. Few interventions have been tested in the context of prevention programs. There are promising approaches to increasing engagement and retention; they should be replicated and used as a foundation for future research in this area.     

Strengthening the Child‐ and Youth‐Serving Workforce: Surveying the Landscape,Overcoming Challenges

This special issue addresses a neglected but important topic in our field: strengthening the child‐ and youth‐serving workforce. Investing in this workforce should be a national priority because considerable evidence has shown that investments in early childhood education and development, particularly in low‐resource contexts, that are reinforced through skills‐based programs in adolescence and adulthood, have beneficial impacts throughout life. Investing in quality child‐ and youth‐serving programs also has the additional benefit of creating a productive and capable future workforce. The editors and authors of the special issue should be commended for producing the first special issue on this topic in our field or in related fields, one that is long overdue. Articles in this issue survey the landscape of an amorphous and complex area of practice and research and describe key challenges for the field. In this commentary, I offer organizing frameworks to characterize the child‐ and youth‐serving workforce, note emerging issues when addressing specific challenges, and identify areas for future research.     

Little Children with Big Worries: Addressing the Needs of Young,Anxious Children and the Problem of Parent Engagement

Anxiety disorders in preschool-age children represent an important clinical problem due to high prevalence, substantial impairment, persistence, and associated risk for later emotional problems. Early intervention may mitigate these problems by capitalizing on a strategic developmental period. Elevated neuroplasticity, availability of screening tools, and the potential to modify parenting practices position anxiety as a good candidate for early intervention and preventive efforts. While some novel interventions show promise, the broad success of such programs will largely depend on parent engagement. Since parents are less likely to identify and seek help for anxiety problems compared to other childhood behavior problems, especially in a preventive manner, methods for understanding parents’ decisions to participate and enhancing levels of engagement are central to the success of early childhood anxiety prevention and intervention. Understanding these processes is particularly important for families characterized by sociodemographic adversity, which have been underrepresented in anxiety treatment research. This review summarizes the developmental phenomenology of early emerging anxiety symptoms, the rationale for early intervention, and the current state of research on interventions for young, anxious children. The roles of parent engagement and help-seeking processes are emphasized, especially among economically disadvantaged and ethnic minority communities who are acutely at risk. Evidence-based strategies to enhance parent engagement to facilitate the development and dissemination of efficacious programs are offered.     

注意缺陷多动障碍-发展性阅读障碍共患儿童的干预效果及其内在机理

注意缺陷多动障碍和发展性阅读障碍是两类常见的儿童神经发育障碍, 二者共患率高达25%~48%。共患问题不仅使儿童自身面临着严重的认知、行为和心理损害, 还给家庭、学校和社会带来了沉重的负担, 对共患儿童的干预是极为必要且重要的。以共患病理机制假说为基础, 可将既往共患儿童的干预研究划分为以下两大类：(1)基于表型假说的干预方案, 如药物干预、阅读干预以及二者联合干预, 相应方案干预效果的迁移性和稳定性均有待深入考究; (2)基于共同缺陷假说的干预方案, 如针对核心共同认知缺陷之一的加工速度问题的干预已初显成效, 但相关研究较少, 干预效果需更多研究进一步系统性地考察。最后就共患儿童的干预方案现状进行了反思和展望。     

Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs

Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed regarding their perceptions of one of three programs. Emerging themes fell into three major categories: teaching experiences, program use, and technology. Findings focused on the need for programs to engage students in actual reading, to move instruction beyond a decoding focus, to provide books that match student interests, and to increase motivation to read.     

Evaluating wraparound services for seriously emotionally disturbed youth: pilot study outcomes in Georgia

Since the early 1990s, intervention strategies designed to preserve the family system while serving children diagnosed with severe emotional disturbances (SED) have been on the rise. Many of these strategies sought to provide families with comprehensive approaches that link various agencies and services, thus providing a complete system of care. The term wraparound services was coined to describe these approaches. However, evaluation studies of the outcomes of these programs remains limited. In order to assess the impact of wraparound services, outcome evaluation programs need to be implemented and their feasibility assessed. This paper focuses on the feasibility and implementation of a computer-based field assessment system and the ability to provide empirically based feedback to the programs. In addition, an assessment of 15 participating children and families, comparing selected aspects of clinical functioning at intake and 6-month follow-up, is presented and discussed.     

CONTINGENCIES IN THE EFFECTS OF PAY RANGE ON ORGANIZATIONAL EFFECTIVENESS

The degree of pay spread can influence many organizational level outcomes (e.g., workforce productivity and organizational performance), but empirical studies are inconsistent about the directionality of the effect. We argue that it is not simply the width of the pay range but also the factors responsible for the width that explain the effects of the pay range on employee and organizational outcomes. We expect that when wider pay ranges are attributable to the use of performance-based pay, the effects of the pay range on performance are positive, but narrower pay ranges attributable to performance-based pay reduce this effect substantially. By contrast, wider pay ranges attributable to politically based pay should have negative effects on performance, and this effect should be weakened when the pay ranges are narrower. Data from a sample of motor carriers generally support our predictions. Although wider pay ranges have positive effects, the results reveal a complex pattern of relationships among the basis of pay allocations and pay range width on the one hand and workforce productivity and organizational performance on the other. Implications for future compensation and strategic human resource management research are discussed.     

What works in anti-bullying programs? Analysis of effective intervention components

Previous research has shown that many school-based anti-bullying programs are effective. A prior meta-analysis (Gaffney, Ttofi, & Farrington, 2019) found that intervention programs are effective in reducing school-bullying perpetration by approximately 19–20% and school-bullying victimization by approximately 15–16%. Using data from this prior meta-analysis, the aim of the current study was to examine the relationship between effectiveness estimates and specific elements of anti-bullying programs. Specific intervention components in line with a socio-ecological framework were coded as present or absent. Components were coded on the following levels: school, classroom, teacher, parent, peer, individual, and intervention. Meta-analytical subgroup comparisons analogous to ANOVA were computed to examine the relationship between the presence of specific components and the effectiveness in reducing bullying perpetration (n = 82) and victimization (n = 86). Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes. Meta-regression analyses showed no significant relationship between effectiveness and the number of intervention components included in a program. The present report contributes to the understanding of 'what works' in reducing school-bullying perpetration and victimization. The impact of these findings on future anti-bullying research is discussed.     

The impact of corporate compensation and benefit policy on employee attitudes and behavior and corporate profitability

This article addresses the relationship between benefit and compensation policy and practice and a number of attitudes and behaviors that affect productivity. A model for understanding how benefit policy is translated into organizational productivity is also presented. It is clear from the research discussed that compensation/benefit policy can have a sizable impact on employee turnover, motivation, performance, and attitudes. However, because of changing employee and employer needs, coupled with stagnant reward systems and outdated benefit plans, most compensation/benefit programs are far from optimal and almost all programs will undergo substantial redesign in the next decade.William Schiemann is Senior Vice President of Sirota and Alper Associates, Inc., a management consulting firm specializing in employee attitude research. He was previously the Director of Organizational Research at Opinion Research Corporation (when he wrote this article). The information in Figure 4 was supplied by Opinion Research Corporation.