Can dialectical behavior therapy be learned in highly structured learning environments? Results from a randomized controlled dissemination trial

This study evaluated the efficacy of methods of training community mental health providers (N = 132) in dialectical behavior therapy (DBT) distress tolerance skills, including (a) Linehan's (1993a) Skills Training Manual for Borderline Personality Disorder (Manual), (b) a multimedia e-Learning course covering the same content (e-DBT), and (c) a placebo control e-Learning course (e-Control). Participants were randomized to a condition, and the training took place in a highly structured and controlled learning environment. Assessments were completed at baseline, post-training, and 2, 7, 11, and 15 weeks following training. The results indicate that one or both of the active DBT conditions outperformed the control condition on all outcomes except motivation to learn and use the treatment. While clinicians preferred e-DBT over the Manual and found it more helpful and engaging, the active DBT conditions generally did not differ on the primary outcomes of knowledge and self-efficacy, with the exception that e-DBT significantly outperformed the Manual on knowledge at the 15-week follow-up. E-DBT also produced the highest rate of applying and teaching the newly learned skills in clinical practice. Overall, results from this study support the efficacy of e-Learning in disseminating knowledge of empirically supported treatments to clinicians, while also indicating that treatment manuals can be effective training tools.     

Why do battered women stay?: Three decades of research

A review of the domestic violence research was conducted to assess the most salient factors that predict the likelihood of a woman remaining in or leaving an abusive relationship. The research is still in its early stage and no single theory can confidently predict this tendency on the part of battered women. Research that currently appears to provide the best explanations for remaining in an abusive relationship and factors that enable women to end their abuse are summarized.     

The syntax of English idioms: Can the dog be put on?

An idiom is a collection of words whose meaning as a whole cannot be determined from the meanings of the individual words. As such, idioms pose a problem for the psychological process of interpretation, but psychologists have shown interpretation of idioms to be fast. A hallmark of idioms is their resistance to syntactic variation, and some idioms are more resistant than others. Idioms that are low in resistance are termedflexible, and they tend to be more familiar to users of the language, combinedr=.401, combinedp=.02. Some syntactic variations are moredisruptive than others are, and the disruptiveness of variations agrees well with a prediction by Fraser (1970), combinedr=.897,p<.01. Furthermore, 86% of the judgments of the acceptability of 41 idioms in 7 to 8 syntactic variations by 103 Harvard undergraduates agree with a strong proposal by Fraser (1970) that if a particular syntactic variation of an idiom is acceptable, then all relevant variations equally or more disruptive are also acceptable. The localization of the 14% disagreement in either competence or performance will have considerable implications for cognitive psychology and linguistics.This research was funded in part by a graduate student research fund provided by the Department of Psychology, Harvard University. The article is a short version of the author's doctoral thesis with the same title. I am sincerely grateful to Keith Holyoak, Donna Jo Napoli, Miriam Schustack, and Roger Brown for their advice on various stages of experimental design. I am also grateful to Roger Brown, Monica Harris, Robert C. Crowder, Peter C. Gordon, Eliott Mordkowitz, and Elizabeth Weiss for helpful comments on earlier drafts. Douwe Yntema, Robert Rosenthal, and Don Rubin graciously provided helpful suggestions on data analysis for which I am also grateful.     

Commentary on Rosefeldt: Should Metaphysics Care About Ontological Commitment from Casual Utterances?

Tobias Rosefeldt argues that in order to reconcile a physics-based fundamental ontology with the ontological implications of our everyday utterances, philosophers should pursue a ‘linguistics-based conciliatory’ strategy: They should refer to the results of linguistic research in order to avoid ontological commitment to problematic entities. Whereas Rosefeldt is not an advocate of radical forms of naturalized metaphysics, his argument is driven by the motivation behind pleas for a naturalization of the discipline. I claim that although there is a need for reconciliation, Rosefeldt’s favored account falls short of this goal. More generally, I argue that so-called ‘conciliatory accounts’ fail to do justice to the motivation that necessitated them in the first place, as the role they assign to analyses of everyday speech in search of ontological commitments is at odds with said motivation. ‘Conciliatory accounts’, hence, sit uneasily between radically naturalistic and traditional armchair approaches to metaphysics.     

The “Poffenberger” and “Dimond” Paradigms: Interrelated Approaches to the Study of Interhemispheric Dynamics?

Brown and Jeeves (1993) found that an evoked potential estimate of interhemispheric transfer time, from the left to the right hemisphere, correlated negatively with a bilateral field advantage (BFA) in a response-choice letter matching task. We implemented a go no-go dot size matching task to determine whether the crossed-uncrossed difference (CUD) in reaction time, commission errors and omission errors (estimates of the “cost” of interhemispheric transfer) would correlate with BFAs in data from the same experiment and whether the type of decision (“same” versus “different”) would modulate the CUDs and/or BFAs. Sixteen normal right-handed subjects were tested. The CUDs were negatively correlated with the BFAs. Canonical correlation analysis of this set of relations was highly significant (r= .95). Estimates of left-to-right relay were far more strongly related to BFA (p= .0001) than were estimates of right-to-left relay (p= .03). “Same” decisions yielded a unilateral field advantage and “different” decisions a bilateral field advantage in omission error data, this crossed interaction reaching significance. More efficient interhemispheric relay favored BFAs, i.e., strongly suggesting in such cases an advantage of interhemispheric over intrahemispheric integration. This effect appeared to be markedly asymmetric. Furthermore, resource sharing within and between the hemispheres was a function of the “same” versus “different” dimensions of the decision to be made, especially in omission errors. The opposite dissociation occurred less markedly in the reaction times, this double dissociation reaching significance, revealing presence of a subtle speed–accuracy trade-off in interhemispheric dynamics.     

Öst's (2008) methodological comparison of clinical trials of acceptance and commitment therapy versus cognitive behavior therapy: Matching Apples with Oranges?

Öst (2008) recently compared the methodological rigor of studies of acceptance and commitment therapy (ACT) and traditional cognitive behavior therapy (CBT). He concluded that the ACT studies had more methodological deficiencies, and thus the treatment did not qualify as an “empirically supported treatment.” Although Öst noted several important limitations that should be carefully considered when evaluating early ACT research, his attempt to devise an empirical matching strategy by creating a comparison sample of CBT studies to bolster his conclusions was itself problematic. The samples were clearly mismatched in terms of the populations being treated, leading to differences in study design and methodology. Furthermore, reanalysis showed clear differences in grant support favoring CBT compared with ACT studies that were not reported in the original article. Given the actual mismatch between the samples, Öst's methodological ratings are difficult to interpret and provide little useful information beyond what could already be gathered by a qualitative review of ACT study limitations. Such limitations are characteristic of the earlier randomized controlled trials of any emerging psychotherapeutic approach.     

Playing to their strengths: Can focusing on typical in-group strengths be detrimental to people of colour?

With increasing awareness about racism, portrayals of communities of colour are shifting away from negative representations. Emphasizing their strengths could counter negative stereotypes about who they are and low expectations for who they can be, but could also backfire. In two experiments centring adolescents (n = 198) and adults of colour (n = 321), the effect of reflecting on a typical strength was moderated by perceived misalignments between racial/ethnic and ideal future selves (i.e., ethnic–ideal self-discrepancy). For participants perceiving them as aligned, reflecting on a typical in-group strength reduced actual–ideal self-discrepancy. However, for participants perceiving them as misaligned, reflecting on a typical in-group strength increased actual–ideal self-discrepancy. Reflecting on a typical strength also indirectly influenced engagement, through actual–ideal self-discrepancy. Reflecting on an atypical in-group strength did not yield significant effects. Thus, emphasizing typical aspects of stigmatized communities, even when positive, sometimes impede identity and motivation.     

Can the distress-signal and arousal-reduction views of crying be reconciled? Evidence from the cardiovascular system

Theorists have staked out two ostensibly opposing views of human crying as either an arousing behavior that signals distress or a soothing behavior that reduces arousal after distress. The present study examined whether these views of crying might be reconciled by attending to physiological changes that unfold over crying episodes. Sixty female students watched neutral and cry-eliciting films while autonomic physiology, including respiratory sinus arrhythmia and pre-ejection period, was assessed. Crying participants exhibited heart rate increases that rapidly subsided after crying onset. Crying onset was also associated with increases in respiratory sinus arrhythmia and slowed breathing. All crying effects subsided by 4 minutes after onset. It is possible that crying is both an arousing distress signal and a means to restore psychological and physiological balance, depending on how and when this complex behavior is interrogated.     

Can empathic concern be generalized from one person to others? Another positive side of the ‘one‐among‐others’ effect

Previous research on the one‐among‐others effect has shown that inducing empathic concern towards a victim presented among other individuals in need enhances: (1) awareness of these others and (2) the willingness to help them individually. In this work, we test that these outcomes are linked by an additional process: the generalization of empathic concern felt for the victim towards the others in need. Study 1 revealed that inducing empathic concern for a victim presented as one‐among‐others led to see the others as separate and different individuals, not as a unitary group. Study 2 showed that the one‐among‐others presentation (vs. only‐one‐victim) increased empathic concern towards those presented along with the main victim. Study 3 showed that the one‐among‐others presentation (vs. a single‐victim or a statistical presentation) increased the empathic concern felt for other individuals in need. Therefore, the one‐among‐others presentation does not weaken empathic concern but, instead, it leads to its generalization from one to others.     

Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying?

In two cross‐sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students’ bullying behavior and their personal belief in a just world (BJW). We considered students’ personal experience of teacher justice as a possible mediator in this relation and investigated whether the students’ experiences of their teachers’ classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers’ behavior toward them personally as being just, the less likely they were to report that they bullied others. The students’ personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students’ personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.

     

Can the spotlight of attention be shaped like a doughnut? Evidence from steady-state visual evoked potentials

Visual attention enables observers to extract and process high-priority information in the visual field. Controversy remains as to whether or not observers can ignore information that falls within the spatial beam of attention. We used an objective physiological measure, the steady-state visual evoked potential (SSVEP), to investigate this question. A stream of flickering small, uppercase letters was embedded in the center of a stream of large, uppercase letters. A unitary beam would result in no difference of the SSVEP amplitude elicited by the small letter stream when it was attended versus ignored (i.e., when subjects attended the large letter stream). Contrary to this prediction, SSVEP amplitude increased by almost 100% when the small letter stream was attended compared with when it was ignored. The results support the notion that the attentional spotlight can be formed like a doughnut, processing central information differentially depending on whether it is attended or ignored.     

End of 2016: Can We Save Research from Predators in 2017?

At the beginning of every year, we expect to see worthwhile improvements on the past. The end of 2016 showcased many important issues in the scientific world, ranging from criticisms of research misconduct and fraud to the introduction of new scientometrics. Despite the scientific community’s continuing efforts, predatory journals and publishers are still on the rise, and the Beall’s list calls attention to the need to take a firm action across the board. This short opinion piece highlights research conducted by the scholarly community on research publication predators during 2016, and offers suggestions as to how to bring about future improvements.