To fail psychotherapy training: Students’ and supervisors’ perspectives on the supervisory relationship

Previous research showed that supervision during psychotherapy training sometimes includes negative alliance and harmful events. The aim of this study was to investigate how such events were related to failing psychotherapy training. Interviews were made with informants from two separate samples: psychotherapy students who had failed training (n = 6) and supervisors with experience from failing students (n = 6). The interviews were analyzed separately for the two samples with inductive thematic analysis and then compared. The core category for students (‘Paradoxical response’) indicated that they experienced their supervisors as either demanding too much or nothing at all. The core category for supervisors (‘Balancing contradictory demands’) indicated that they wanted to fail students who did not live up to expectations but were pressured by training institutes to let them pass. Both students and supervisors experienced distress but it seemed that they were not fully aware of each other’s vulnerability. The results suggest that a weak supervisory alliance and harmful events may contribute to student failures, independently of students’ actual suitability for psychotherapy.     

Effects of incentives in web-based prevention for adolescents: Results of an exploratory field study

This study examines if the willingness of adolescents to participate in a web-based prevention program can be increased by providing an incentive for participation. Eighth graders (n = 166) were instructed to work on an online stress-prevention program via the internet from home. A subgroup of n = 80 subjects from three school classes were told that they would take part in a raffle if they completed the program. The remaining n = 86 participants (again three classes) served as a control group. The school classes were randomly allocated to the training conditions. During the 8-week intervention period, compliance rates were recorded by means of an online tracking system. In addition, self-reported compliance and training acceptance were assessed. The application of an incentive had considerable effects on retention rates, on training acceptance and self-assessed effectiveness of the intervention. Adolescents in the ‘incentive condition’ completed three times as many program lessons as control subjects did, and–as their self-reports suggest–they worked as attentively. Validity of self-reported compliance was higher among participants of the incentive group and they reported significantly higher program acceptance. As a consequence, the application of incentive systems is recommended for future implementation of web-based prevention programs targeting adolescents.     

Development and training of role-taking abilities with emotionally disturbed preschoolers: A pilot study

The purposes of the present study were to verify whether emotionally disturbed preschoolers admitted to a medical day-care center would evidence a developmental lag in role-taking skills as compared to nondisturbed kindergartners and to study the effects of a training program with as its purpose to teach the MDC children to deal with their own and others' emotions. Forty-three children from a kindergarten (n=22; mean age of 4.11 years) and a medical day-care center (n=21; mean age of 4.11 years) participated in this study. The MDC children were randomly assigned to a control (n=9) and to a training condition (n=12). The training for the latter group covered a 10-week period. The results from this pretest and posttest design revealed no differences in performance for emotional role-taking (i.e., Borke-task) and social guessing (i.e., De Vries-task) between the disturbed and nondisturbed children on the pretest. On the posttest, however, a significant developmental lag was evident for the MDC-children who did not receive the training and those who did and the control group.     

Gender Differences in Coping Styles of Chinese Military Officers Undergoing Intensive Training

This study investigated gender differences in anxiety and coping styles under the stress of intense military training. We surveyed Chinese female (n = 470) and male (n = 379) military officers who were surveyed during the third month of a 10-month intensive training program. Results indicated that state and trait anxiety were highly correlated in both women and men. In general, female officers had higher levels of anxiety, greater negative coping tendencies, and less perceived self-efficacy than their male counterparts. When compared with the norm, both women and men had significantly more positive coping strategies. A hierarchical multiple regression analysis showed factors that influenced male and female state anxiety. Avoidance, which was chosen by women more often than men, in general was less useful for female officers. The most common positive coping style for female officers was problem solving, whereas for men it was help seeking. We suggested that even female officers with lower mental health levels than their male counterparts made active cognitive changes to their coping styles when undergoing intense military training.     

Preparing direct service staff to teach people with severe disabilities: A comprehensive evalution of an effective and acceptable training program

In light of the continuing need for residential, direct service staff to be able to teach people with severe disabilities, we comprehensively evaluated a program to train staff in behavioral teaching strategies. The program was developed and evaluated with attention given to recent concerns in the staff management literature regarding shortcomings with staff training research. The training program, involving a maximum of four, 2-hr classroom instruction sessions and three in vivo observation and feedback sessions, was evaluated in four studies. In Study 1, the program was shown to improve verbal skills of 13 direct service staff regarding behavioral teaching principles and terminology. In Study 2, the program was demonstrated to improve performance based teaching skills of nine staff and four staff supervisors. In Study 3, the program was shown to result in improvements in adaptive skills of three clients with severe disabilities when direct care staff used their newly acquired teaching skills with the clients. In Study 4, the training program was shown to be well received among 17 staff trainees, although the trainees were more accepting of some program components than others. Results of the studies are discussed in regard to the importance of agencies providing effective and acceptable staff training programs. Future research areas also are noted, focusing on the need to determine, and minimize where possible, the amount of time required to conduct successful staff training.     

Experiences related to expert supervisors' views of ideal therapeutic practice

Aims: This study examines the relationship between expert supervisors' professional experiences and their views about the importance of different psychotherapy techniques. Method: Thirty psychodynamic‐interpersonal (PI) supervisors and 13 cognitive‐behavioural (CB) supervisors (N=43) were instructed to rate 20 therapeutic techniques according to how characteristic each technique is of an ideally‐conducted session within their theoretical orientation. The measure used for this assessment was the Comparative Psychotherapy Process Scale. Results: Findings demonstrated that supervisors' beliefs about ideal therapeutic techniques are related to their number of years in post‐graduate clinical practice, training, and supervising trainees, as well as to the number of publications they have authored. Further, experience within a given orientation tends to lead to a greater endorsement of techniques within that orientation, although this finding is more uniform for CB supervisors than PI supervisors. Finally, differential types of experience lead to differential focusing on specific techniques. Discussion: The clinical importance of these findings is explored.     

The Effect of a Context-Specific Primed Goal on Goal Commitment and Team Performance

The effect of a context-specific prime for cooperation on goal commitment and team performance were examined. In the first experiment, the participants (n = 139) performed the Lost on the Moon simulation (Hall & Watson, 1970) individually and as a team (n = 50). The teams were randomly assigned to a condition where they were assigned the same goal. They were then primed (n = 23) through a photograph of cooperation or to the control condition (n = 27). Consistent with NASA’s directions for performing the simulation, performance was measured by how well a team performed relative to the answers of experts, namely, staff at NASA. The results showed that a primed behavioural goal to cooperate has a positive effect on team performance. These results were replicated in a second and third experiment involving a social dilemma where both a pro-social, group-centric goal and a pro-self, egocentric goal could be self-set for the amount of points to make. Thus the positive effect of a goal primed for cooperation on a team’s performance was shown to be robust even when there was an explicit mixture of cooperative and competitive incentives. This finding was replicated in a third experiment with actual money. Consistent with goal setting theory, commitment to the team’s goal moderated the primed goal-performance relationship.     

Third‐Party Dispute Resolution in India and the United States1

This study investigates the dispute‐resolution approaches of 50 Indian panchayats (a team of 5 male elders), 50 Indian elders, and 50 U.S. informal mediators. A literature review as well as preliminary interviews with Indian students in the United States (n = 90) and with villagers in India (n = 60) established that Indian villagers rely principally on a panchayat or male elder to handle their disputes. Our subsequent study of panchayats and elders in India indicated that they do manage disputes and that their approaches differ in several distinctive ways. Subsequent qualitative and quantitative comparisons of the Indian elders' techniques with those of the U.S. mediators indicated that Indian elders were more assertive in their approaches.     

Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia

This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children.     

Effect of Short-Term Training on Reaching Behavior in Infants: A Randomized Controlled Clinical Trial

The purpose of this study was to test the effect of short-term training on reaching behavior in infants at the onset of reaching. The study was a single-blind, parallel group design, randomized controlled clinical trial. Thirty healthy infants were randomly assigned to a social control group (n = 15) or a reaching training group (n = 15). Infants began the study up to 3 days after the onset of reaching and were assessed three times across 2 days: pretraining (before training), posttraining 1 (after 1 session of training), and posttraining 2 (after 3 sessions of training). The reaching training group received 3 sessions of training by a physical therapist while the control group received a similar amount of time sitting in the therapist's lap. The data were analyzed using repeated-measures analyses of variance, and independent-samples tests with Bonferroni adjustments. Short-term training resulted in increased frequency of object contacts, shorter and smoother reaches, and improved hand positioning. The few short training sessions likely provided opportunities for infants to explore and learn to select movements from their existing movement repertoire. These results demonstrate that adaptive changes in infants' novel behaviors can emerge rapidly, and highlight the need for increased understanding of how to most effectively time early interventions.     

Workgroup Temperance of Alcohol and Safety Climate Moderate the Cognitive Effects of Workplace Substance‐Abuse Prevention1

This research examined the independent and combined influence of workgroup drinking norms and safety climate on the cognitive outcomes of prevention. Employees from 72 workgroups (n = 347) were randomly assigned to attend 1 of 2 training conditions or a control group that did not receive training until after follow‐up questionnaires. Results from hierarchical regression analyses showed there was a significant effect of the interaction between safety climate, drinking norms, and training on beliefs that policy and the employee assistance program are effective. Informational training was least effective for employees from relatively temperate workgroups. Team awareness was less effective for employees from tolerant groups. Employees might benefit more from interventions tailored to individual and workgroup cultural factors.     

Sheldon's physical-psychical typology revisited

In order to clarify some of the general findings in the literature with respect to relationships between body type and the personality dimension extraversion/introversion, typical experimental paradigms common to this field were replicated but using the first-order factors (from the R. B. Cattell, H. W. Eber, & M. M. Tatsuoka (1970, Handbook for the sixteen personality factor questionnaire, Windsor: N.F.E.R.) analysis) that load on this continuum rather than the continuum itself. Use was made of standard statistical procedures as well as discriminant analysis. The most noteworthy finding was that subjects were able to utilize the first-order factor structure for the continuum extraversion/introversion in a discriminating manner and to assign such factors in a fairly clear-cut way to three extreme body types. Personality appraisals of the mesomorphic body type and an ideal type (composed by the subjects) were shown to be virtually identical. The most positive extravert characteristics were assigned to the endomorph body build and the most positive introvert characteristics to the ectomorph. No differences in personality appraisals by male (n = 50) and female (n = 50) subjects with the exception of factor Q₂ by the ectomorphic body type were found. Both male and female subjects showed a preference for the (male) mesomorphic body type although significant differences between male and female subjects in the pattern of their distribution of preferences over the three body types were found. While the results confirm previous findings, they also extend them by the use of a first-order factor structure for the continuum extraversion/introversion and by the introduction of the explanatory concepts “extravert of affect” and “extravert of action.”     

Differential outcomes of skill training,group counseling,and individual cognitive therapy for persons with acquired visual impairment

As part of the Living Skills Training Program, group counseling and individual cognitive therapy were implemented to decrease psychological distress for adults with acquired visual impairment. This quasi‐experimental design study compared the outcomes of a 6‐month skill training program combined with a group counseling program (n = 37), with (n = 9) or without (n = 10) individual cognitive therapy, and with a control group (n = 42). The outcome measures were the Profile of Mood States and the Nottingham Adjustment Scale Japanese Version. The results showed that participants with low psychological distress decreased anxiety and increased acceptance of disability, even when they did not participate in group counseling. However, among the participants with high distress, they did not show any improvement without group counseling or individual therapy. The participants with high distress who engaged in group counseling showed an improving trend in attitudes toward others. Moreover, the participants who chose to engage in individual therapy in addition to group counseling showed decreased tension‐anxiety, depression, and fatigue, and significantly improved acceptance of disability. These results suggest that group counseling, combined with individual cognitive therapy, can be an effective part of rehabilitation treatment for clients who have high psychological distress.     

Evaluating Training Needs for Home-Based Family Therapy: A Focus Group Approach

Therapists and supervisors engaged in the delivery of home-based services participated in two rounds of focus groups. Participants discussed the challenges they face doing home-based therapy, and how an accredited family therapy program could modify its curriculum to better prepare trainees to meet these demands. Eight topic areas considered necessary for home-based practice were identified and the implications for training reviewed. The focus group methodology is described in detail and is recommended as a useful tool to assess training needs and as a way of promoting improved collaboration among training sites.     

Testing mediator variables in a resistance training intervention for obese adults with type 2 diabetes

A poor understanding of behaviour change mechanisms has hindered the development of effective physical activity interventions. The aim of this study was to identify potential mediators of change in a home-based resistance training (RT) program for obese individuals with type 2 diabetes. Obese individuals with type 2 diabetes (N?=?48) were randomly allocated to either an RT intervention (n?=?27) or a control group (n?=?21) for the 16-week study period. The study sample included 16 men and 32 women and the mean age of participants was 54.4 (±11.7) years. Participants in the RT group received a multi-gym and dumbbells and home supervision from a certified personal trainer. RT behaviour was measured using a modified Godin Leisure Time Questionnaire. Social-cognitive constructs were measured and tested in a mediating variable framework using a product-of-coefficients test. The intervention had a significant effect on RT behaviour (p?<?0.001) and muscular strength (p?<?0.001). The intervention had a significant effect on RT planning strategies (p?<?0.01), which mediated the effect of the intervention on RT behaviour. The home-based RT program successfully targeted participants’ RT planning strategies which contributed to their exercise adherence.     

Strengthening parent well‐being at the work—family interface: A German trial on workplace Triple P

This study examines the efficacy of a parenting training (Workplace Triple P (WPTP)) especially designed for the needs of employed parents. The program aims to reduce stress at the work–parenting interface by targeting family risk and protective factors and assisting parents to manage competing work and family demands. Ninety‐seven part‐ and full‐time working parents (74 mothers and 23 fathers; intervention group: n = 42 parents; waitlist‐control group n = 55 parents) from multiple organizations and multiple occupations with children between 2 and 10 years were randomly assigned to an intervention and a waitlist‐control condition. After the training, parents from the intervention condition, compared to those from the waitlist‐control condition, reported a significant reduction in individual and work‐related stress. Additionally, they reported a significant reduction in dysfunctional parenting and significant higher levels of parental and occupational self‐efficacy. Within the intervention condition all effects were maintained at the 3‐ and 6‐month follow‐up examinations. The findings support the notion that WPTP promotes parental well‐being and reduces stress at the work–parenting interface. Given that strengthening parenting skills has the potential to strengthen work, strategies to implement WPTP in organizational resources and community‐based services are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?

The purpose of this study was to examine the additional benefit of an adaptive Cogmed working memory training (CWMT) to a social-emotional/self-regulation classroom curriculum for preschoolers with externalizing behavior problems (EBP). Participants for this study included 49 children (71% boys, M_age = 4.52) with at-risk or clinically elevated levels of EBP. Children participated in an 8-week summer treatment program for Pre-Kindergarteners (STP-PreK), where they were randomly assigned to either adaptive CWMT (n = 24), or nonadaptive CWMT (n = 25). Multiple repeated measures analyses were conducted to examine the impact of adaptive versus nonadaptive CWMT on pre and posttreatment parent-/teacher-reported behavioral functioning, parent-/teacher reported and child task performance of executive functioning, and standardized academic achievement measures. Repeated measures analyses found that children in both groups improved on all measures (d’s = .23-.86). However, there were no significant time X condition effects for parent or teacher-reported behavior, reported or observed executive functioning, or standardized academic measures. These findings suggest that CWMT does not appear to provide any incremental benefits to children’s executive functioning, behavior, or academics when implemented within a comprehensive behavioral modification intervention.     

Can Creativity Be Improved by an Attention-Broadening Training Program? An Exploratory Study Focusing on Team Sports

ABSTRACT

A look at a number of recent experiments reveals that the interaction between breadth of attention and creative performance is mainly based on correlational studies and laboratory creativity tasks, yet task complexity is seldom taken into consideration. Discussion of several methodological aspects recommends the field of sport in particular as a fruitful area in which complex behavior can be studied in a complex context.

An exploratory 6-month longitudinal study (n = 48) proved the influence of an attention-broadening training program on the development of creative performance in the area of team sports. Creative performance was measured by a real-world sport-specific creativity task with 2 different kinds of complexity levels. A comparison between a control group and a treatment group, which focused on training a narrow breadth of attention, showed that the creative performance improved significantly (partial χ² = .51). An attention-broadening training program facilitated greater improvements in creative performance in complex tasks than in simple tasks. The results of this exploratory study are discussed in terms of theoretical and practical implications.     

Improved matrix reasoning is limited to training on tasks with a visuospatial component

Recent studies (e.g.,  and ) have provided evidence that scores on tests of fluid intelligence can be improved by having participants complete a four week training program using the dual n-back task. The dual n-back task is a working memory task that presents auditory and visual stimuli simultaneously. The primary goal of our study was to determine whether a visuospatial component is required in the training program for participants to experience gains in tests of fluid intelligence. We had participants complete variations of the dual n-back task or a short-term memory task as training. Participants were assessed with four tests of fluid intelligence and four cognitive tests. We were successful in corroborating Jaeggi et al.'s results, however, improvements in scores were observed on only two out of four tests of fluid intelligence for participants who completed the dual n-back task, the visual n-back task, or a short-term memory task training program. Our results raise the issue of whether the tests measure the construct of fluid intelligence exclusively, or whether they may be sensitive to other factors. The findings are discussed in terms of implications for conceptualizing and assessing fluid intelligence.     

Effectiveness of a mental training program for novice scuba divers

Abstract

The purpose of the study was to assess the effects of a mental training program on state anxiety, respiration rate and performance of novice scuba divers. Forty-four participants enrolled in novice open water diving courses served as participants. An intervention group (n = 15), in addition to scuba training, received an audiotaped mental training program designed to reduce anxiety and improve diving performance. A placebo-control group (n = 15) followed the same procedures except that their audiotape contained general information about scuba diving. A control group (n = 14) received only scuba training. The intervention group reported lower pre-dive scores for cognitive anxiety, higher pre-dive scores for self-confidence, performed better on bail-out and mask removal tasks, and showed lower respiration rate than either control group. Respiration rate and somatic anxiety scores significantly predicted bail-out performance. Respiration rate also predicted mask removal performance. These results suggest that novice divers may benefit from mental training as part of their pre-dive instruction.