Maternal postpartum depressive symptoms and infant externalizing and internalizing behaviors

Maternal postpartum depression has been shown to be one of the main predictors of externalizing and internalizing behaviors in toddlers and adolescents. Research suggests that presence of such behaviors can be observed as early as infancy. The current study uses longitudinal data from 247 mothers to examine the relationship between postpartum depressive symptoms at 8 weeks and the infant's externalizing and internalizing behaviors at 12 months. In unadjusted linear regression models, there were associations between postpartum depressive symptoms and infant externalizing behaviors (β = 0.082, SE = 0.032, p = 0.012) and internalizing behaviors (β = 0.111, SE = 0.037, p = 0.003). After controlling for potential confounding factors, including maternal age, race, education, home ownership, smoking status in the postpartum period, marital status, parenting stress, and happiness from becoming a parent, the associations between postpartum depressive symptoms and infant externalizing (β = 0.051, SE = 0.034, p = 0.138) and internalizing behaviors (β = 0.077, SE = 0.040, p = 0.057) were reduced and became non-significant. Furthermore, in these models the total amount of variance explained was 17.2% (p < 0.0001) for externalizing behaviors and 10.5% (p < 0.01) for internalizing behaviors; the only significant predictor of externalizing behaviors was maternal age (β = −0.074, SE = 0.030, p = 0.014), and of internalizing behaviors was white non-Hispanic ethnicity (β = −1.33, SE = 0.378, p = 0.0005). A combined effect of the confounding factors seems to explain the finding of no significant independent association between postpartum depressive symptoms and infant externalizing and internalizing behaviors.     

Meta-analysis of targeted small-group reading interventions

Small-group reading interventions are commonly used in schools but the components that make them effective are still debated or unknown. The current study meta-analyzed 26 small-group reading intervention studies that resulted in 27 effect sizes. Findings suggested a moderate overall effect for small-group reading interventions (weighted g = 0.54). Interventions were more effective if they were targeted to a specific skill (g = 0.65), then as part of a comprehensive intervention program that addressed multiple skills (g = 0.35). There was a small correlation between intervention effects and group size (r = 0.21) and duration (r = 0.11). Small-group interventions led to a larger median effect size (g = 0.64) for elementary-aged students than for those in middle or high school (g = 0.20), but the two confidence intervals overlapped. Implications for research and practice are discussed.     

Body image of children and adolescents with chronic illness: A meta-analytic comparison with healthy peers

This meta-analysis integrates results from 330 studies on differences between body image of children and adolescents with and without chronic physical illness. Young people with a chronic illness had a less positive body image than their healthy peers although the average size of differences was small (g = ?.30 standard deviation units). A comparison of diseases showed that young people with obesity (g = ?.79), cystic fibrosis (g = ?.50), scoliosis (g = ?.41), asthma (g = ?.37), growth hormone deficits (g = ?.35), spina bifida (g = ?.23), cancer (g = ?.20), and diabetes (g = ?.17) evaluated their body less positively than their healthy peers. Furthermore, levels of body dissatisfaction varied by age at onset of the disease, method for assessing body image, ethnicity, year of publication, and comparison group. Recommendations are stated for reducing effects of chronic illness on the body image of people with chronic illness.     

Personality and physical activity: A systematic review and meta-analysis

Whether personality determines physical activity or its outcomes is relevant for theory and public health but has been understudied. We estimated the population correlations between Big-Five personality factors and physical activity and examined whether they varied according to sample characteristics and study features. Database searches were conducted according to PRISMA guidelines, for articles published in the English language prior to November 1st, 2013. Sixty-four studies including a total of 88,400 participants yielded effects (k) for Extraversion (88), Neuroticism (82), Conscientiousness (69), Openness (51) and Agreeableness (52). Significant mean r was found for Extraversion (r = .1076), Neuroticism (r = −.0710), Conscientiousness (r = .1037) and Openness (r = .0344), but not Agreeableness (r = .0020). Effects were moderately heterogeneous (I² range = 44–65%) and varied by sample characteristics (e.g., age, gender, or clinical status) and/or study features (e.g., measure quality or item format). This analysis expands results of previous reviews and provides new support for a relationship between physical activity and Openness. Future studies should use better measures of physical activity and prospective designs, adjust for statistical artifacts, and consider advances in the conceptualization of personality.     

The link between stress,well-being,and psychological flexibility during an Acceptance and Commitment Therapy self-help intervention

Background/Objective: Prolonged stress can overwhelm coping resources, leading people to seek mental health care. Acceptance and commitment therapy (ACT) is an intervention that enhances well-being and reduces distress, assumedly by means of increasing psychological flexibility (PF). We examined the association between a total increase in PF during an intervention and decreases in stress and increases in well-being during and after the intervention. Method: The intervention was a randomized controlled trial of an ACT-based self-help intervention. Participants were 91 individuals reporting elevated levels of work-related stress. Measurements were completed at preintervention, postintervention, and 3-month follow-up. Results: Structural equation models revealed that the total increase in PF during the intervention was negatively associated with a decrease in stress (b = -0.63, SE = 0.14, p < .001) and positively associated with an increase in well-being during the intervention (b = 0.48, SE = 0.11, p < .001), but not with a decrease in stress (b = 0.03, SE = 0.27, p > .05) and well-being (b = -0.04, SE = 0.39, p > .05) following the intervention. Conclusions: Our study provides empirical support for decreasing stress and promoting well-being through ACT and emphasizes the potential of PF in promoting well-being.     

Effects of psychotherapy with people who have been sexually assaulted: A meta-analysis

This paper presents the results of a meta-analysis of the treatment outcome studies of different types of psychotherapeutic approaches for sexual assault victims experiencing PTSD or rape trauma symptoms. There were 15 outcome studies identified for inclusion in the meta-analysis dating from 1988–2005, and these studies comprised 25 treatment conditions. Separate meta-analyses were conducted according to study design (independent samples and repeated measures), in keeping with meta-analytic conventions. The overall results for the two meta-analyses were highly consistent, and effect sizes were in the large range for independent samples (g = .91) and repeated measures treatments (g = .90). Effects were maintained at follow-up from 6–12 months after treatment. Studies represented diverse treatment approaches, and most treatments were effective in improving outcome according to symptom reduction. A number of moderating variables were examined. Better outcomes were achieved with individual therapy compared to group approaches. The use of semi-structured approaches and homework techniques were positively related to the magnitude of effect size.     

Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial

The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n = 133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n = 46), a practice-only condition (i.e., weekly writing practice; n = 39), or an instructional control condition (n = 48) for 8 weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g = 0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.     

Are adoption gains on the g factor? A meta-analysis

When children are adopted into prosperous families they generally show IQ gains. The meta-analytic correlation between subtest g loadings and adoption gains is examined (K = 4, combined N = 3018). A number of meta-analytic corrections are applied to the estimate, yielding a correlation of −1. The results are discussed.     

Personality,intelligence and proof-reading

Two studies sought to determine personality and cognitive ability correlates of proof-reading. In both studies candidates were given 5 min to identify up to 55 errors in a 920 word, two page document. In Study 1, which tested 240 school children, fluid intelligence (as measured by the Baddeley Reasoning Test) was the highest correlate of proof-reading (r = .30). Eleven percent of the variance in total attempted scores was accounted for by intelligence, Introversion and low Conscientiousness. In the second study 70 undergraduates completed the same proof-reading test along with two intelligence tests (Baddeley Reasoning Test; Wonderlic Personnel Test) and a more robust personality measure (NEO-FFI). Proof-reading was correlated with both intelligence tests (Baddeley r = .45; Wonderlic r = .40). More of the variance was accounted for in the total attempted-score of errors than for a correct errors-detected score. When the two intelligence and five personality trait scores were regressed on to the proof-reading test score over a quarter of the variance (Adj R² = .28) was accounted for, but only the Baddeley test was a significant predictor (Beta = .39).     

The association between g and K in a sample of 4246 Swedish twins: A behavior genetic analysis

Whereas the heritability of general intelligence (g) is very well documented, there are relatively few reports of the heritability of life history speed (K). Moreover, the correlation between g and K is of great theoretical significance. Here, we examine the heritabilities of g and K in a sample of 2123 complete Swedish twin pairs, as well as looking for evidence of common genetic variance between the two. We find a significant albeit very small correlation between relatively strong measures of g (the Wiener Matrizen Test) and K (the Mini-K; r = .03, p < .05). Controlling for attenuation by reliabilities and imperfect validity using validity generalization increased the correlation to rho = .05 (p < .05). There was no significant common additivity between g and K, however path elimination in behavior genetic structural equations modeling suggests that the small common variance is nonetheless likely to stem from shared additive genetic influences rather than from environmental influences. The implications of this are discussed. Our new estimate of the heritability of the life history in the Swedish population is a particularly significant result, as the heritability of life history speed has never before been established in non-US samples.     

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N = 1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d = − 0.15 to − 0.32), but latent conflict increased for males (Cohen's d = 0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β = 0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β = 0.08 to 0.11) and conflict (β = − 0.07 to − 0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students.     

Meta-analytic evidence for higher implicit affiliation and intimacy motivation scores in women,compared to men

We used meta-analysis to test for gender differences in implicit needs for affiliation/intimacy, assessed via story-coding methods. We included thirty-three effect sizes from 26 publications and 2 unpublished studies, covering a total of 5962 research participants (58% female). Across studies, women scored higher than men in measures of implicit affiliation motivation (d¹ = 0.45, 95%CI = [0.37; 0.53]). This finding was not moderated by the coding system used, gender congruence of the picture cues presented, or correction for protocol length. Men and women did not differ in their implicit needs for power (N = 2493, k = 15, d¹ = −0.19, 95%CI = [−0.44; 0.05]) or achievement (N = 2235, k = 13, d¹ = 0.14, 95%CI = [−0.03; 0.30]).     

Rumination and depression in Chinese university students: The mediating role of overgeneral autobiographical memory

ObjectiveIn this study, we examined the mediator effects of overgeneral autobiographical memory (OGM) on the relationship between rumination and depression in 323 Chinese university students.Method323 undergraduates completed the questionnaires measuring OGM (Autobiographical Memory Test), rumination (Ruminative Response Scale) and depression (Center for Epidemiologic Studies Depression Scale).ResultsResults using structural equation modeling showed that OGM partially-mediated the relationship between rumination and depression (χ² = 88.61, p < .01; RMSEA = .051; SRMR = .040; and CFI = .91). Bootstrap methods were used to assess the magnitude of the indirect effects. The results of the bootstrap estimation procedure and subsequent analyses indicated that the indirect effects of OGM on the relationship between rumination and depressive symptoms were significant.ConclusionThe results indicated that rumination and depression were partially mediated by OGM.     

Impact of the telephone motivational interviewing on the colorectal cancer screening participation. A randomized controlled study

IntroductionWhile high participation rates ensure the cost-effectiveness of colorectal cancer screening programs, it is well known that postal requests do not achieve acceptable levels of participation.ObjectiveThis randomized controlled study aimed to test the impact of individualized phone counseling to prompt people aged 50 to 74 to take a colorectal cancer test.MethodTwo phone strategies were compared. The first involved computer-aided individualized counseling while the second was based on motivational interviewing. A total of 49,972 people were randomly assigned to a control group (CG) and to the individualized counseling (IC) and motivational interviewing (MI) telephone groups.ResultsA simple call doubled the participation rate per protocol (19.2% > 9.2%; p < .001; r = .131; OR = 2.374), and tripled it when the interview was conducted (30.4% > 9.2%; p < .001; r = .219; OR = 4.321). In an intention-to-treat analysis, the benefit of calling by phone remained even higher than postal requests (10% > 9.2%; p < .01; r = .014; OR = 1.103). However, there was no impact of the type of interview on participation rates.ConclusionThe results are discussed for future research.     

Using Mindfulness- and Acceptance-Based Treatments With Clients From Nondominant Cultural and/or Marginalized Backgrounds: Clinical Considerations,Meta-Analysis Findings,and Introduction to the Special Series: Clinical Considerations in using Acceptance- and Mindfulness-based Treatments With Diverse Populations

A growing body of research suggests that mindfulness- and acceptance-based principles can increase efforts aimed at reducing human suffering and increasing quality of life. A critical step in the development and evaluation of these new approaches to treatment is to determine the acceptability and efficacy of these treatments for clients from nondominant cultural and/or marginalized backgrounds. This special series brings together the wisdom of clinicians and researchers who are currently engaged in clinical practice and treatment research with populations who are historically underrepresented in the treatment literature. As an introduction to the series, this paper presents a theoretical background and research context for the papers in the series, highlights the elements of mindfulness- and acceptance-based treatments that may be congruent with culturally responsive treatment, and briefly outlines the general principles of cultural competence and responsive treatment. Additionally, the results of a meta-analysis of mindfulness- and acceptance-based treatments with clients from nondominant cultural and/or marginalized backgrounds are presented. Our search yielded 32 studies totaling 2,198 clients. Results suggest small (Hedges' g = .38, 95% CI = .11 – .64) to large (Hedges' g = 1.32, 95% CI = .61 – 2.02) effect sizes for mindfulness- and acceptance-based treatments, which varied by study design.     

When men and women differ in self-esteem and when they don’t: A meta-analysis

A meta-analysis of gender differences in self-esteem (1148 studies from 2009 to 2013; total N = 1,170,935) found a small difference, g = 0.11 (95% CI = 0.10–0.13), favoring males. Additionally, (1) the gender difference increased with age until late adolescence, and declined afterwards; (2) Whites, Hispanics, and Asian Americans showed the same gender difference whereas African Americans and marginal groups (e.g., immigrants) did not show any difference; (3) the gender difference was larger in more developed countries characterized by values that espouse equality and freedom; and (4) inspection of previous reviews showed that the gender difference emerged after the 1970s, increased until 1995, and declined afterwards. A three-stage model of comparison processes was proposed to account for these results.     

Inbreeding depression and IQ in a study of 72 countries

In this ecological study, a robust negative correlation of r = ? .62 (P < .01) is reported between national IQs and consanguinity as measured by the log₁₀ transformed percentage of consanguineous marriages for 72 countries. This correlation is reduced in magnitude, when IQ is controlled for GDP per capita (r = ? .41, P < .01); education index (r = ? .40, P < .01); and democracy index (r = ? .42, P < .01). Multiple regression analysis revealed that in the absence of the democracy index; percentage consanguineous marriages, education index and GDP per capita all exhibited stable final standardized β coefficients, however consanguinity had the least impact (β = 0, P > .05) whereas GDP per capita had the highest (β = .35, P > .01). This result is interpreted in light of cultural feedback theory, whereby it is suggested that consanguinity could subtly influence IQ at larger scales as a result of small IQ handicaps bought about through inbreeding being amplified into much larger differences through their effect on factors that maximize IQ such as access to education and adequate nutrition. Finally, consideration is given to future potential research directions.     

Estimating the strength of genetic selection against heritable g in a sample of 3520 Americans,sourced from MIDUS II

The relationship between IQ and completed fertility among a sample of 3520 Americans from MIDUS II (1960's birth cohorts) is examined using a common factor comprised of eight cognitive ability measures, in order to determine the rate of phenotypic IQ loss due to genetic selection. Negative correlations are present in both the male and female subsamples, and are associated with a predicted loss in heritable g (g.h) of − .262 points per decade, increasing to − 1.072 points when the additive effect of mutation accumulation is considered. The ability–fertility associations showed Jensen effects at the level of the whole sample (.167), and also separately for each sex (.185 and .147 for the females and males respectively). The magnitude of the expected g.h loss in this cohort due to selection is comparable to that derived from a meta-analysis of disattenuated decadal g.h declines from eight US studies (− .44 points per decade; N = 127,389). There is a Flynn effect in the US amounting to gains of 3.6 points per decade, which are concentrated on more environmentally plastic and specialized sources of ability variance (s.e) suggesting co-occurrent socio-ecological specialization with respect to narrower cognitive abilities in the present cohort.     

Randomized Controlled Trial of a Family Intervention for Children Bullied by Peers

This study examined the effects of a family intervention on victimization and emotional distress of children bullied by peers. The intervention, Resilience Triple P, combined facilitative parenting and teaching children social and emotional skills relevant to developing strong peer relationships and addressing problems with peers. Facilitative parenting is parenting that supports the development of children’s peer relationship skills. A randomized controlled trial was conducted with 111 families who reported chronic bullying of children aged 6 to 12 years. Families were randomly allocated to either an immediate start to Resilience Triple P (RTP) or an assessment control (AC) condition. Assessments involving children, parents, teachers, and observational measures were conducted at 0 (pre), 3 (post) and 9 months follow-up. RTP families had significantly greater improvements than AC families on measures of victimization, child distress, child peer and family relationships, including teacher reports of overt victimization (d = 0.56), child internalizing feelings (d = 0.59), depressive symptoms (d = 0.56), child overt aggression towards peers (d = 0.51), acceptance by same sex and opposite sex peers (d = 0.46/ 0.60), and child liking school (d = 0.65). Families in both conditions showed significant improvements on most variables over time including child reports of bullying in the last week reducing to a near zero and indistinguishable from the normative sample. The intervention combining facilitative parenting and social and emotional skills training for children produced better results than the comparison assessment control condition. This study demonstrated that family interventions can reduce victimization and distress and strengthen school efforts to address bullying.