Worksite stress management interventions

Despite the general agreement that stress plays a role in everyday life, there continues to be substantial controversy about how stress can be managed at the worksite. During the last decade, our knowledge of stress management interventions has increased substantially. Despite this improvement, deficiencies in the literature exist. In this article, we offer a framework that may be used for viewing organizational stress interventions, briefly review some of the stress management intervention literature in the context of this framework, and identify future needs that may be particularly appropriate for organizational psychologists to address.     

Early intensive behavioral intervention: emergence of a consumer-driven service model

Parents are becoming influential stimulators and shapers of public policy in regard to educational services for their children. Increasingly, this advocacy has created a controversy about the role of applied behavior analysis as a foundation for early intensive behavioral intervention in autism. Uncertainties exist in policy regarding the role of behavior analysis in early intervention and the capacity of behavior analysis to field a trained work force. Based on contacts with parents of children with autism and information available in a variety of forms on the Internet, there is a rising demand for fundamentally better early intervention services that are available and accessible, provide active intervention, and are based on principles of behavior analysis. Contemporary movements in special and early education, however, appear to be nonconducive to scientifically based treatments, and school districts seem hostile to an increasing role for behavior analysis and to the establishment of services that are responsive to changing parental priorities for the education of their children with autism and related disorders.     

Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD

Self-regulation is an important prerequisite for successful academic achievement, particularly for children who are at risk for Attention Deficit Hyperactivity Disorder (ADHD). We taught Mental Contrasting with Implementation Intentions (MCII), a technique that is known to facilitate the self-regulation of goal pursuit, to schoolchildren (sixth- and seventh-graders) both at risk and not at risk for ADHD. Parents rated their children’s level of self-regulation 2 weeks after the intervention. Children at risk and not at risk benefited from MCII more than from a learning style intervention only and the benefits of MCII were particularly strong for children at risk for ADHD. The results have implications with respect to supporting children’s self-regulation in their everyday school lives.     

Spontaneous Sourcing Among Students Reading Multiple Documents

This study used think-aloud methodology to explore undergraduates' spontaneous attention to and use of source information while reading six documents that presented conflicting views on a controversial social scientific issue in a Google-like environment. Results showed that students explicitly and implicitly paid attention to sources of documents as well as sources cited within documents and that their attention to source information was associated with its use in evaluating, predicting, and interpreting the content of the documents. Students' sourcing activity varied across documents. The two documents that took the strongest, opposing stances on the controversy elicited the most sourcing. We also observed that, in essays they wrote on the controversy, students' spontaneous sourcing activity was related to their citation of a particularly trustworthy source. The study's theoretical implications are discussed in terms of the Documents Model framework.     

From 3 to 20: The early training project: By S. W. Gray,B. K. Ramsey,and R. A. Klaus. Baltimore: Univ. Park Press, 1982. xi + 344 pp., $27.95

A perspective on the controversy over the effects of early childhood intervention is provided. Gray, Ramsey, and Klaus' book is reviewed. The results of the study are commented upon, and implications for the continuing controversy about the effects of early childhood intervention are suggested.     

Separating the confident from the correct: Leveraging member knowledge in groups to improve decision making and performance

Groups often struggle to distinguish expert members from others who stand out for various reasons but may not be particularly knowledgeable (Littlepage & Mueller, 1997). We examined an intervention designed to improve group decision making and performance through instructing group members to search for information they already possessed that was relevant to a problem. Participants estimated values and expressed their confidence in their estimates individually and then a second time either individually or in a group. This was done with or without the intervention. Results indicated that: (1) groups were more confident than, and out-performed, individuals, (2) group decision making was best captured by models predicting more influence for more accurate members when the intervention was used and more influence for more confident members in its absence, and (3) groups that received the intervention out-performed groups that did not.     

Israeli Students' Perspectives Concerning Determinants of Intelligence

Abstract

Students' attitudes toward the nature versus nurture controversy pertaining to a variety of critical phenomena in the intelligence domain were assessed. A student inventory was constructed, pretested, and group administered to 269 students in various academic institutions in northern Israel, and comparisons were made between various sex, social, and ethnic groups. The majority of the students maintained that environment is the main factor influencing both personality and intelligence. Environment and an Environment x Heredity interaction were the most popular categories used to explain various generalizations about differences in ability, particularly among lower-class students. Students of Western origin were more inclined to adopt an environmental perspective on differences in IQ than were their Eastern counterparts. No sex differences were observed.     

“Pain is forgotten where gain follows:” The masking effect of positive outcomes on emotional suffering

Previous research has shown that people tend to overstate or understate their past feelings in memory when asked to recall their past emotional experiences. Drawing from cognitive reappraisal theory and mood congruence theory, we presented an integrative explanation that the type of outcome of stressful events influences the magnitude and direction of bias in emotional memory. The results of two studies showed that individuals who succeeded in a postgraduate recruitment interview or a job interview tended to overstate positive emotions and understate negative emotions. In contrast, individuals who failed in an interview understated positive emotions and overstated negative emotions. This phenomenon can be named “pain is forgotten where gain follows.” These results shed light on the controversy between mood congruent theory and the appraisal model as well as application values in intervention research on emotional biases.     

Latina Mothers’ Involvement in an HIV/STI and Substance Use Prevention Program for Adolescents: A Parallel Intervention Curriculum

As part of a larger HIV/STI/Substance Abuse Prevention intervention targeted to middle school students, we offered students’ parents an opportunity to participate in an adult education class. The same curricular materials were used for students enrolled in the intervention and for their parents. In the current study, mothers who had completed the adult education class participated in a focus group. The focus group explored what components of the intervention were perceived by mothers as particularly useful to them or to their child. Three core themes emerged from interpretive analyses of the focus group: (1) positive relationships with intervention staff and school personnel enticed students to participate in the intervention and facilitated parents’ involvement; (2) both students and parents felt respected and empowered by the intervention’s cornerstone values and curricular philosophy of cultural richness and pride in Hispanic/Latino heritage; and (3) mothers perceived their mastery of the course content—materially wholly dedicated to the health and wellness of their children—benefitted them in terms of both understanding the material and potentially allowing mothers to discuss health-oriented behavior with their young adolescent child.     

Role function and job satisfaction of school psychologists practicing in an expanded role model

School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban school district were surveyed on their job roles and job satisfaction. The majority were satisfied or very satisfied with their jobs, particularly with engaging in activities that were of service to others and staying involved in a variety of job activities. School psychologists wanted to spend less time in assessment, multidisciplinary team meetings, and administrative duties. The discrepancy between the desired and actual amount of time spent in multidisciplinary meetings was negatively related to job satisfaction. Psychologists wanted to spend more time in direct and indirect intervention, professional development, and networking.     

Modern Settlements in Special Needs Education: Segregated Versus Inclusive Education

In the history of special needs education, the distinction between human nature and its social environment has been a controversial matter. The controversy regards whether special needs are primarily caused by the child's psycho-medical body or by cultural concepts of normality and deviance. Settlements of this controversy govern whether the pupil or the educational institution becomes the main point of intervention. In Denmark, the particularities of settlements can be identified by juxtaposing the introduction of intelligence testing in the 1930s with the contemporary policy agenda of inclusion. With intelligence testing, special needs education was to service children whose needs were seen as part of their human nature. Inclusion, in turn, assumes special needs to be stigmatizing cultural labels that need to be abandoned by changing school cultures. Drawing on actor-network theory we can approach such settlements as a product of a modern division between human nature and social environment. Although both these settlements depend on a distinction between human nature and social environment, this distinction generates practical tensions for each settlement.     

Behandlungskrisen ambulanter Psychotherapien aus der Sicht einer Krisenstation

The purpose of the following study is to identify characteristics of the clinical treatment of patients who came into a crisis during an out-patient psychotherapy and were admitted to a crisis intervention ward. Most of the patients particularly reacted to a disruption of the treatment process as a result of conflicts in their relationship with their therapists. By means of a psychodynamic short diagnostics these conflicts were elucidated although they were often hidden and had to be traced back to their origins in the therapeutic relationship. Moreover, the authors describe their therapeutic focus on the conflict-solution-oriented short-term psychotherapy of the disruption of the therapeutic bond between patient and therapist which leads to a fixation of the setting. The in-patient crisis intervention aims at preparing the patients to continue the out-patient psychotherapy.     

Attitudes Toward Pre-implantation Genetic Diagnosis (PGD) for Genetic Disorders Among Potential Users in Malaysia

While pre-implantation genetic diagnosis (PGD) is available and legal in Malaysia, there is an ongoing controversy debate about its use. There are few studies available on individuals’ attitudes toward PGD, particularly among those who have a genetic disease, or whose children have a genetic disease. To the best of our knowledge, this is, in fact, the first study of its kind in Malaysia. We conducted in-depth interviews, using semi-structured questionnaires, with seven selected potential PGD users regarding their knowledge, attitudes and decisions relating to the use PGD. The criteria for selecting potential PGD users were that they or their children had a genetic disease, and they desired to have another child who would be free of genetic disease. All participants had heard of PGD and five of them were considering its use. The participants’ attitudes toward PGD were based on several different considerations that were influenced by various factors. These included: the benefit-risk balance of PGD, personal experiences of having a genetic disease, religious beliefs, personal values and cost. The study’s findings suggest that the selected Malaysian participants, as potential PGD users, were supportive but cautious regarding the use of PGD for medical purposes, particularly in relation to others whose experiences were similar. More broadly, the paper highlights the link between the participants’ personal experiences and their beliefs regarding the appropriateness, for others, of individual decision-making on PGD, which has not been revealed by previous studies.     

Avatar‐based counselling for young people within school counselling. Qualitative analysis of client experience

Background

This study is a qualitative analysis of clients’ experiences of a new avatar based counselling intervention, based on the ‘ProReal’ software ( www.proreal.world ). The intervention was piloted in eight secondary schools in the UK in 2016.

Aims

Twenty‐nine participants (53% of the full sample) were interviewed about their use of the software, experience of the intervention, process of change and views about its helpfulness.

Materials and Methods

Interviews were semi‐structured and were analysed using thematic analysis.

Results

The analysis shows that the intervention was potentially attractive to these clients, particularly those enthusiastic about digital software and clients who found visual communication helpful. The software provided additional opportunities for clients to communicate their inner worlds to the counsellor and supported the development of insight. Male clients, in particular, commented on its helpfulness.

Discussion

There is an indication that digital imagery supported the process of change in counselling and the development of meaning bridges: both internally and with the counsellor (Stiles, 2011; Stiles et al., 1990). However, the software could be experienced as an obstacle when clients wanted to talk about specific problems or ‘vent’ their feelings. All clients who reported that they did not find the software helpful were female. There were a number of suggestions about developing the software to increase opportunities for expression as well as appropriateness for clients from different minority ethnic backgrounds.

Conclusion

Use of digital software in counselling has a potential to enhance communication and support a process of change, particularly with male clients, those who find visual communication helpful, and clients enthusiastic about digital technology. Further research is needed to develop the intervention and compare it to the use of other creative media in counselling.     

A challenging intervention with maternal anxiety: Babies requiring surgical correction of a congenital anomaly after missed prenatal diagnosis

The objective of this study is to assess the impact on maternal anxiety of a short‐term intervention in a particularly stressful situation, such as a surgical anomaly diagnosed only at birth after repeated negative prenatal ultrasounds. The patients were 30 mothers of babies requiring surgical correction of a congenital anomaly who were randomly assigned to an intervention (N = 16) or control (N = 14) group. The intervention group received standard care plus short‐term intervention that included weekly meetings with the psychologist and weekly team meetings. The control group received only standard care available on the Neonatal Surgery Unit. The main outcome measure was maternal anxiety levels, assessed at birth and on discharge with the Spielberger State–Trait Anxiety Inventory (STAI–S). Statistical comparisons were made, and no significant differences were found at birth in the STAI–S scores of the two groups. At discharge, the intervention group exhibited a much lower STAI–S score than the group without short‐term intervention. The authors concluded that psychological counseling for parents of newborn babies has been shown to be helpful. However, the impact of such assistance was shown to be particularly beneficial for parents facing the emotional stress of their children requiring unexpected surgical corrections of congenital anomalies at birth. Therefore, the presence of a psychologist, as part of the standard care of newborns requiring surgical correction, is recommended. ©2003 Michigan Association for Infant Mental Health.     

Commentary: The Fast Track Project: A Seminal Intervention Efficacy Trial

The Fast Track Project is a seminal intervention efficacy trial with several hallmark features, including theoretically driven intervention components, rigorous implementation, and integrity in how results are characterized. Critical issues are discussed in relation to sustainability, a controversy over what really constitutes prevention, and replicability.     

Acute Stress Disorder: Conceptual Issues and Treatment Outcomes

Acute stress disorder (ASD) was included as a diagnosis to the 4th edition of the Diagnostic and Statistical Manual (American Psychiatric Association, 1994) as a way of describing pathological reactions in the first month following a trauma. Since that time, ASD has been the focus of some controversy, particularly regarding the theoretical basis and practical utility of the disorder. Despite this controversy, ASD has demonstrated usefulness in identifying individuals experiencing a high level of distress in the acute aftermath of a trauma as well as those at risk for developing posttraumatic stress disorder (PTSD). This paper reviews the clinical application of ASD, the current controversy surrounding its conceptual basis, and then discusses the dilemmas regarding this diagnosis that might occur in clinical practice. A review of the randomized control trial treatment outcome literature for ASD is also included in an effort to assist clinicians selecting interventions for clients recently exposed to traumatic events. Throughout this paper, the relationship between research and applied clinical practice is highlighted.     

How school-based dancing classes change affective and collaborative networks of adolescents

ObjectiveThe present research investigated the effects of adolescents' co-participation in a federally funded dance intervention project on students' affective and collaborative networks. In the intervention, students instructed by professional dancers collaboratively developed a dance-choreography during regular class hours in student groups. We expected that the number of reciprocated affective and collaborative ties should increase in classrooms participating in the intervention, but that boys should particularly benefit from the intervention.DesignWe used a quasi-experimental untreated control group design with dependent pretest and posttest samples. Participants were 421 youths (48% boys) in 23 classrooms of primary and secondary schools in Berlin, Germany. Of these, 226 (54%) participated in the intervention. Classrooms from the same grade and school were recruited as comparison groups. We assessed both networks using sociometric questionnaires.Method/ResultsWe found a significant Treatment × Gender interaction showing that reciprocated collaborative relations increased only for boys in the intervention group. Analyses probing potential mechanisms showed this was due to their choosing more collaboration partners, in particular more girls.ConclusionFindings suggest that school-based dancing programs encouraging coordinated physical activity in student groups may be particularly beneficial for boys, encouraging them to consider girls as academic cooperation partners and to proactively develop their collaborative networks.