Mid‐ and Long‐Term Effects of Family Constellation Seminars in a General Population Sample: 8‐ and 12‐Month Follow‐Up

In a previous randomized controlled trial (RCT), short‐term efficacy of family constellation seminars (FCSs) in a general population sample was demonstrated. In this article, we examined mid‐ and long‐term stability of these effects. Participants were 104 adults (M = 47 years; SD = 9; 84% female) who were part of the intervention group in the original RCT (3‐day FCS; 64 active participants and 40 observing participants). FCSs were carried out according to manuals. It was predicted that FCSs would improve psychological functioning (Outcome Questionnaire OQ‐45.2) at 8‐ and 12‐month follow‐up. Additionally, we assessed the effects of FCSs on psychological distress, motivational incongruence, individuals’ experience in their personal social systems, and overall goal attainment. Participants yielded significant improvement in psychological functioning (d = 0.41 at 8‐month follow‐up, p = .000; d = 0.40 at 12‐month follow‐up, p = .000). Results were confirmed for psychological distress, motivational incongruence, the participants’ experience in their personal social systems, and overall goal attainment. No adverse events were reported. This study provides first evidence for the mid‐ and long‐term efficacy of FCSs in a nonclinical population. The implications of the findings are discussed.     

The Experience in Personal Social Systems Questionnaire (EXIS.pers): Development and Psychometric Properties

This study presents the theoretical background, development, and psychometric properties of the German and English versions of the Experience in Personal Social Systems Questionnaire (EXIS.pers). It assesses how the members of a personal social system experience their situation within that system. It is designed as a research tool for interventions in which only one member of the system participates (e.g., Family Constellation Seminars). The EXIS.pers was created to measure change on the individual level relating to one's own important personal social system. In Study 1, we used exploratory factor analysis (EFA) for latent variable identification of the original German EXIS.pers (n = 179). In Studies 2 and 3, we used confirmatory factor analysis (CFA) to examine the dimensionality of the German (n = 634) and English (n = 310) EXIS.pers. Internal consistencies and cross‐cultural structural equivalence were assessed. EFA indicated that a four‐factor model provided best fit for the German EXIS.pers. For both the German and English EXIS.pers, CFA provided the best fit for a five‐factor bi‐level model that included a general factor (Experience In Personal Social Systems) and four dimensions (Belonging, Autonomy, Accord, Confidence). Good internal consistencies, external associations, and cross‐cultural structural equivalence were demonstrated. This study provides first evidence for the German and English EXIS.pers as an economical and reliable measure of an individual's experience within his or her personal social systems.     

Working adults’ well‐being: An online self‐help goal‐based intervention

An online self‐help goal‐setting and planning (GAP) intervention to improve working adults’ well‐being was tested using a longitudinal, randomized crossover design. The study sought to (1) test the effectiveness of the intervention relative to wait‐list controls; and (2) test the stability of effects over a 3‐month follow‐up period. Participants were recruited from the UK Civil Service and were randomized to either a GAP intervention or a wait‐list control condition. Wait‐list participants then crossed‐over to receive GAP. Relative to wait‐list controls (N = 149), GAP participants (N = 158) reported significantly higher levels of positive affect (PA) and flourishing, but similar levels of negative affect (NA) and life satisfaction immediately after the intervention. Longitudinal data were analysed for the whole sample (N = 307). Compared to the start of the intervention, participants reported an increase in PA and flourishing directly after the intervention and 3 months later. NA and life satisfaction showed no change by the end of the intervention, but had improved by 3‐month follow‐up. Completing more modules predicted post‐intervention improvements in well‐being, accounting for pre‐intervention well‐being levels. The online self‐help format allowed the intervention to be offered with minimal therapeutic support, enabling convenient access by a large group of employees. The study provides an example of a successful adaptation of a clinically proven well‐being intervention to make it accessible to working adults.

Practitioner points

• Well‐being interventions proven in clinical settings can be effectively adapted for use in workplace settings with only minor alterations.
• Brief, online self‐help interventions can improve working adults’ well‐being.
• Goal‐based interventions can improve working adults’ well‐being when focused towards goals that are aligned with personal values and have been chosen by the individual.

     

The Effectiveness of Functional Family Therapy for Adolescent Behavioral and Substance Misuse Problems: A Meta‐Analysis

A systematic review of published and unpublished English language articles identified 14 studies containing 18 comparisons between functional family therapy (FFT) and another condition in the treatment of adolescent disruptive behavior and substance use disorders. In 11 of these comparisons, assignment to conditions was random, while nonrandom assignment occurred in seven studies. For both random and nonrandom comparisons, separate meta‐analyses were conducted for subgroups of studies depending on the type of comparison group used. Data from studies of untreated control groups (CTL), treatment as usual (TAU), and well‐defined alternative treatments (ALTs) were analyzed separately. Effect sizes from these six meta‐analyses were as follows: random assignment FFT versus CTL (k = 3, d = 0.48, p < .01); random assignment FFT versus TAU (k = 3, d = .20, ns); random assignment FFT versus ALT (k = 5, d = .35, p < .05); nonrandom assignment FFT versus CTL (k = 2, d = .90, ns); nonrandom assignment FFT versus TAU (k = 2, d = .08, ns); and nonrandom assignment FFT versus ALT (k = 3, d = .75, p < .001). These results provide support for the effectiveness of FFT compared with untreated controls and well‐defined ALTs, such as cognitive behavior therapy, other models of family therapy, and individual and group therapy for adolescents.     

Effectiveness of cognitive behavioral therapy on health‐related quality of life: An evaluation of therapies provided by trainee therapists

The present study was carried out to examine the treatment effect of cognitive behavioral therapy provided by trainee therapists at a university clinic, focusing on health‐related quality of life (HRQOL) optimism and symptoms. The study was conducted through a repeated measures design and included a treatment group (n = 21), which received cognitive behavioral therapy for an average of 10.7 therapy sessions and a control group (n = 14), that was put on a wait list for 8.6 weeks on average. After treatment, the treatment group improved significantly concerning general health (p = 0.028) and optimism (p = 0.027). In addition, clients improved in several areas within mental health and displayed some reduction in anxiety symptoms. Concurrently, the results also indicated some improvement within the control group, which may have been caused by the initial therapeutic contact, expectancy effects or spontaneous remission. The study concluded that cognitive behavioral therapy provided by trainee therapists may have a positive effect on areas within HRQOL and optimism.     

Development and psychometric evaluation of the Interactive Test of Interpersonal Behavior (ITIB): a pilot study examining interpersonal deficits in chronic depression

Chronic depression is assumed to be caused and maintained by interpersonal deficits. We describe the development and psychometric evaluation of the Interactive Test of Interpersonal Behavior (ITIB) that we developed for self‐assessment of these deficits. Participants with chronic depression (CD, N = 15), episodic depression (ED, N = 15) and healthy controls (HC, N = 15) participated in this pilot study. They completed the ITIB and a number of pen and paper questionnaires including the Lübeck Questionnaire of Preoperational Thinking (LQPT) and the inventory of interpersonal problems (IIP). The ITIB was highly acceptable for use in these participants. Internal consistency for the ITIB was adequate for group comparisons (Cronbach's alpha = 0.649). Item‐total correlations indicated adequate discriminatory power of five of the six items. The ITIB correlated moderately with the LQPT (r = 0.524) and the IIP (r = –0.568). The ITIB score differed significantly between the diagnostic groups (ANOVA F(2,42) = 6.22, p = 0.004). It was the only measure that – albeit at a trend level – was associated with diagnostic group (CD vs. ED) on multinomial logistic regression analysis (B = 0.049 ± 0.029; OR 1.051; p = 0.088). We found preliminary evidence that the ITIB is an acceptable and psychometrically adequate measure of interpersonal behavior that distinguishes between patients with CD and patients with ED. If replicated with an improved version of the test, our results could support the hypothesis that having interpersonal problems is a core deficit in patients with CD.     

Cognitive behavior therapy for driving fear: A pilot randomized controlled trial

Fear of driving is common in clinical practice, while its treatment programs are understudied. This is the first randomized controlled trial to evaluate a newly developed protocol for cognitive behavior therapy (CBT) for driving fear compared with a wait list and to use specific assessment scales. 34 participants (30 women, 4 men) in an outpatient psychotherapy clinic were randomly allocated to either 18 sessions of CBT or a wait list (n = 17 each). After treatment, CBT was significantly more efficacious than the wait list with large effect sizes on the Instrument for Fear of Driving (IFD) (Cohen’s d = 2.58) and on the Driving Cognitions Questionnaire (DCQ) (Cohen’s d = 2.14). Driving fear is a condition treatable by CBT and the suggested protocol is safe, feasible and acceptable. Further studies with larger samples and active controls (e.g., virtual reality therapy) are required to draw generalizable conclusions on effect sizes.     

Football: Exploring passion,grit and mindset in elite and junior players

The main goal of the study was to explore the relationship between passion, grit and mindset in a group of football players in Norway. The sample had 49 participants. In two different groups in relation to age and level. Sogndal elite team (N = 22) (Elite) and Sogndal Junior team (N = 27) (Junior). To assess the level of passion the passion scale was used, an eight-item scale. To measure grit the Grit-S scale was used. The scale has 8 items. Mindset was measured with the Theories of Intelligence Scale (TIS). The scale has 8-items. To measure harmonious and obsessive passion The Passion scale was used. The results show that the elite team did have the highest score in four out of five factors. Significant difference between elite and Junior was, however, not found. The results indicate significant correlations between the variables; passion - grit (r = 0.418, p < .01), passion - harmonious passion (r = 0.624, p < .01), grit-mindset (r = 0.309, p < .05) and grit - harmonious passion (r = 0.473, p < .01). Elite: a significant correlation for the variables passion - harmonious passion (r = 0.558, p < .01), grit and harmonious passion (r = 0.440, p < .05) and harmonious - obsessive passion (r = . 608, p < .01). Junior: a significant correlation for the variables passion - grit (r = 0.647, p < .01), passion - harmonious passion (r = . 702, p < .01), and grit - harmonious passion (r = 0.558, p < .01). Fischer r-to-z transformation indicate significant difference between elite and junior group for the correlation passion-grit (p = .04) and harmonious - obsessive passion (p = .01). The findings are discussed in relation to previous research exploring the relationships between passion, grit and mindset in achievement contexts. Consequently, the differences found in association between passion and grit, might imply that different personality traits may be characteristic for football players at different levels.     

Personality pathology severity,cluster type and specific therapeutic interventions in outpatient psychotherapy

We explored the relationship between severity of personality pathology, cluster type and therapeutic interventions (psychodynamic–interpersonal [PI] and cognitive–behavioural [CB]) in 76 outpatients across two early sessions (3rd and 9th) of psychodynamic psychotherapy, while accounting for patients' baseline global symptom severity. Pretreatment personality pathology severity was assessed using the Personality Disorder Index (PDI), where DSM‐IV Axis II PD was assigned a value of 2, subclinical traits and features were assigned a 1 and absence of Axis II psychopathology was assigned a 0. Interrater reliability of personality pathology severity was excellent (ICC [1, 1]: 0.85). Interrater agreement for Cluster A (κ = 0.75), Cluster B (κ = 0.92) and Cluster C (κ = 0.70) was high. Interventions were coded with Comparative Psychotherapy Process Scale (CPPS) from videotapes, and reliability was excellent (CPPS‐PI = 0.86; CPPS‐CB = 0.78). Stepwise linear regressions indicated that therapists' focus on mood shift/topic avoidance (B = 0.29, p = .009) and future events (B = ?0.26, p = .020) predicted Axis II severity. Overall use of PI techniques and Cluster A personality disorder (CLA) were positively correlated (r = .312, p = .006). Stepwise binomial logistic regressions indicated that therapists' focus on uncomfortable feelings (B = 1.915, p = .008) and explaining rationale behind approach (B = 1.276, p =. 038) predicted CLA. All results remained significant when controlling for patients' baseline general symptomatology (Brief Symptom Inventory‐Global Severity Index [BSI‐GSI]), except for the relation between explaining rationale and CLA. Discussion highlights how using psychodynamic treatment model, therapists' focus on patient's in‐session affect expression and explaining rationale behind approach are highly relevant when working with CLA patients.     

Exercise video games are associated with more positive affective response,which predicts physical activity adherence

BackgroundA more positive affective valence during exercise is predictive of adherence to physical activity programs. This study examines the relationship between affective response during exercise and longer-term maintenance of physical activity among individuals using exercise video games (EVGs) and standard modalities of physical activity (i.e., walking, cycling).MethodsHealthy adults (mean age 45.4, SD = 14.5) were randomly assigned to a 12-week supervised, thrice weekly program of EVGs (n = 93) or Standard exercise (n = 96), and were assessed for affect immediately before, at the mid-point, and immediately after one exercise session per week. Participation in moderate-to-vigorous physical activity (MVPA) was conducted at end of treatment (EOT) and 6-month follow up.ResultsEVG participants reported more positive affective valence during exercise compared to Standard participants (b = 0.63, SE = 0.08, p < .001), and perceived less exertion (b = 0.52, SE = 0.36, p = .04) compared to Standard participants. For both groups, a more positive affective valence during exercise was significantly predictive of continued physical activity at 6-months (b = 6.64, SE = 2.50, p = .01). EVG participants also showed a significant chronic effect such that week-to-week there were improvements in affect prior to exercise and this effect was significantly associated with greater MPVA at EOT and follow-up (b = 21.96, SE = 10.10, p = .03 at EOT). Among Standard participants no significant chronic effect was seen over time.ConclusionsEVGs may provide an effective means of promoting more positive shifts in affective valence both during, and in anticipation of, physical activity that encourages longer-term participation.     

Passion,grit and mindset in football players

The main aim of the study was to explore the relationship between passion, grit and mindset in a group of football players in Norway. The sample had 63 participants. In three different groups in relation to age and level. Sogndal elite team (N = 25) (Elite), Sogndal Junior team (N = 17) (Junior 18) and young talents in Sogn-og Fjordane (N = 21) (Junior 15).To assess the level of passion the passion scale was used, an eight-item scale. To measure grit the Grit-S scale was used. The scale has 8 items. Mindset was measured with the Theories of Intelligence Scale (TIS). The scale has 8-items. Trainers in each group ranked the players football competence. The results show that the elite team did have the highest score in all factors. Significant difference between elite and Junior 15 in the factor grit. The results indicate significant correlations between the variables; passion-grit (r = 0.576, p < .001) and grit-mindset (r = 0.271, p < .05. The correlation was not significant for passion-mindset (r = 0.121). Elite: a significant correlation for the variables passion-grit (r = 0.474, p < .001) only. The correlation passion-mindset (r = 0.049); grit-mindset (r = 0.215) and trainers ranking was not significant. However, it is interesting to note the moderate correlation between passion and trainers ranking (r = −0.326) and grit and trainers ranking (r = −0.268) in this group. Junior 18: a significant correlation for the variables passion-grit (r = 0.679, p < .001) only. The correlation between passion-mindset (r = 0.146); grit-mindset (r = 0.381) and trainers ranking was not significant. Junior 15: the results indicate a significant correlation for the variables passion-grit (r = 0.665, p < .001) and passion-trainers ranking (r = −0.545, p < .05; large correlation) only. The correlation between passion-mindset (r = 0.181); and grit-mindset (r = 0.227) was not significant. In sum, despite associations magnitudes between variables (grit, mindset, and passion) are different among groups, only significant differences between groups were found in grit.     

Efficacy of a 7-week dance (RCT) PE curriculum with different teaching pedagogies and levels of cognitive challenge to improve working memory capacity and motor competence in 8–10 years old children

ObjectivesThis study examined how learning a dance choreography with different teaching pedagogies and different cognitive challenge influenced the development of working memory capacity and motor competence in primary school children.DesignRandomised-controlled trial.MethodsEighty primary school children (8.8 ± 0.7 years old; 61% females) were recruited and randomly assigned to two experimental groups – a high-cognitive and a low-cognitive group – and a control group. The two experimental groups practiced dance for 7 weeks, twice a week, learning a choreography, while the control group participated in the school standard PE curriculum. In the high-cognitive group, the dance teachers limited visual demonstrations and encouraged children to memorise and recall movement sequences to increase the cognitive challenge.ResultsWhile the pre-to post-test improvements did not statistically differ between experimental groups, the analysis showed that the high-cognitive group statistically improved their working memory capacity (p < 0.01; d = 0.51), while the low-cognitive (p = 0.04; d = 0.48) and control groups did not (p = 0.32; d = 0.17). All three groups improved their motor competence from pre-to post-test, and there was a significant group*time effect (p < 0.01, η_p² = 0.13) with the high-cognitive group showing larger improvement than the control.ConclusionsThe results of this study provide initial support that dance practice coupled with a high cognitive challenge could improve working memory capacity and motor competence in children; however, the difference between groups was not statistically significant, and future research is necessary to examine the generalization of this finding.     

An open trial of mindfulness‐based stress reduction for young adults with social anxiety disorder

The present study investigated mindfulness‐based stress reduction (MBSR) for young adults with a social anxiety disorder (SAD) in an open trial. Fifty‐three young adults in a higher education setting underwent a standard eight‐week MBSR program. Eight participants (15%) did not complete the program. Participants reported significant reductions in SAD symptoms and global psychological distress, as well as increases in mindfulness, self‐compassion, and self‐esteem. Using intention‐to‐treat (ITT) analyses, effect sizes ranged from large to moderate for SAD symptoms (Cohen's d = 0.80) and global psychological distress (d = 0.61). Completer analyses yielded large effect sizes for SAD symptoms (d = 0.96) and global psychological distress (d = 0.81). The largest effect sizes were found for self‐compassion (d = 1.49) and mindfulness (d = 1.35). Two thirds of the participants who were in the clinical range at pretreatment reported either clinically significant change (37%) or reliable improvement (31%) on SAD symptoms after completing the MBSR program, and almost two thirds reported either clinically significant change (37%) or reliable improvement (26%) on global psychological distress. MBSR may be a beneficial intervention for young adults in higher education with SAD, and there is a need for more research on mindfulness and acceptance‐based interventions for SAD.     

Effects of Group Training in Problem‐Solving Style on Future Problem‐Solving Performance

Seventy‐five participants from one suburban high school formed 21 teams with 3–4 members each for the Future Problem Solving Program International (FPSPI). Students were selected to participate in either the regular FPSPI or an enhanced FPSPI, where multiple group training activities grounded in problem‐solving style were incorporated into a 9‐week treatment period. An ANCOVA procedure was used to examine the difference in team responses to a creative problem‐solving scenario for members of each group, after accounting for initial differences in creative problem‐solving performance, years of experience in FPSPI, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem‐solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem‐solving style significantly contributed to creative performance.     

Using text analysis software to detect deception in written short‐answer questions in employee selection

This study investigated if word frequencies informed by the Newman‐Pennebaker (NP) and Reality Monitoring (RM) models could classify honest and deceptive responses to short‐answer questions often used in online employee applications. Participants (n = 106; 58% male; M_age = 30.28 years, SD = 8.85) completed two written short‐answer questions both deceptively and honestly. The questions asked participants to describe a notable personal achievement or a time where they had demonstrated interpersonal skills. Linguistic Inquiry and Word Count was used to calculate the prevalence of words in various linguistic categories. Deceptive statements contained significantly fewer first‐person singular pronouns, auxiliary verbs, adverbs, conjunctions, and cognitive process words. Results revealed the NP and RM models accuracy at classifying responses varied on question type.     

Comparing the efficacy (RCT) of learning a dance choreography and practicing creative dance on improving executive functions and motor competence in 6–7 years old children

ObjectivesThis study examined the effect of two different dance curriculums on executive functions and motor competence in 6–7 years old primary-school children across an 8-week period. One dance curriculum was underscored by creativity and the other was based on a choreographed dancing curriculum with high cognitive challenge.DesignRandomised-controlled trial.MethodsSixty-two primary-school children (6.6 ± 0.5 years old; 47% females) participated for a control period in the regular school PE lessons, after which they were randomly assigned to two experimental groups – choreography dance group or creative dance group. The two experimental groups practiced dance for 8 weeks, twice a week, learning either a choreographed dance sequence with high cognitive challenge or creating their own dance sequence in a creative dance curriculum. Executive functions (working memory capacity, inhibition, and flexibility) and motor competence were assessed at three time points – baseline, pre-intervention and post-intervention.ResultsThere was a time effect for inhibitory control (p < 0.01), with a high improvement during the intervention (d = 0.76) than baseline (d = 0.46); for working memory capacity (p < 0.01), with a higher improvement during intervention (d = 0.43) than baseline (d = 0.31) in the high challenging task; and for motor competence (p < 0.01), with a higher improvement during baseline (d = 1.7) than intervention (d = 0.75); no other significant effects. Group differences revealed weak evidence that the choreography group improved inhibitory control and working memory more than the creative dance group. However, a check for pedagogy fidelity revealed that the creative-dance curriculum was not adopted as planned (i.e., high volume of teacher's instruction and small use of music).ConclusionsAn 8-week dance intervention improved inhibitory control and potentially working memory capacity in grade one and two primary-school children. Contrary to prediction, the dance intervention did not improve motor competence beyond typical development. Discrepancy between the planned and adopted creative-dance curriculum suggests caution in interpreting results. This study provides new insights into the exercise-cognition relationship.     

Suicidal Ideation in First‐Episode Psychosis (FEP): Examination of Symptoms of Depression and Psychosis Among Individuals in an Early Phase of Treatment

First‐episode psychosis (FEP) is a particularly high‐risk period for suicide, in which risk elevates by 60% within a first year of treatment as compared to later stages of illness. To date, much of the literature has focused on individuals with a longer duration of psychosis; thus, there is an urgency for research to examine suicide risk among individuals in FEP in the beginning stage of treatment. This study aimed to identify the relationships between demographic characteristics, symptoms of depression, psychosis (particularly positive symptoms of psychosis), and suicidal ideation among individuals in FEP. Secondary data were obtained from National Institute of Mental Health's Early Treatment Program of the Recovery After an Initial Schizophrenia Episode project (N = 404). Consistent with prior research, participants who experienced suicidal ideation during the study period reported having a longer duration of untreated psychosis and greater symptoms of depression. Further, positive symptoms of psychosis, namely hallucinations and delusions, were found to increase the odds of experiencing suicidal ideation. Findings point toward the implication that depression and positive symptoms of psychosis relate to the experience of suicidal ideation among individuals with a FEP and should be evaluated for and treated in the early stages of treatment.     

Randomized controlled trial of an applied behavior analytic intervention for food selectivity in children with autism spectrum disorder

Food selectivity is a common problem for children with autism spectrum disorder (ASD; Schreck, Williams, & Smith, 2004). Behavior‐analytic interventions have the most empirical support for feeding disorders (Sharp, Jaquess, Morton, & Miles, 2011). However, there are no randomized controlled trials that have evaluated its effects with a well‐defined cohort of children with ASD. In the current investigation, we randomly assigned 6 young children with ASD and food selectivity to either an applied behavior analytic intervention or a wait‐list control. We used a crossover randomized controlled trial to evaluate the effects of a multicomponent applied behavior analytic intervention on independent acceptance and mouth clean of 16 novel foods. We subsequently exposed the wait‐list control group to the intervention. We also evaluated the effects of the intervention on individual participants with single‐case designs. The percentage of independent acceptance and mouth clean increased for the applied behavior analytic intervention group, but not for the wait‐list control group until we implemented the intervention.     

Situational information and the design of representative learning tasks: What impact does a scoreboard have on expert taekwondo fighters' behaviour and affective-cognitive responses?

Designing representative learning tasks is one means to enhance sports practice. Recent work has highlighted how the presence of situational information could help the design of these tasks by shaping intentions and enhancing the affective demands of practice, however this has yet to be empirically tested. This study tested this hypothesis by manipulating the presence of a scoreboard featuring time and score situational information as expert taekwondo athletes fought in practice. Nine taekwondo fighters fought with and without situational information in a counterbalanced order. Behaviour was assessed by tracking fighters' location coordinates to assess fighter-fighter dyad coordination and through notational analysis of attacking actions. Affect and cognition were assessed with mixed-methods that included perceptual scales measuring anxiety, arousal, mental effort, score perception, and post-fight video-facilitated confrontational interviews to explore how conditions differed. The results revealed that the presence of the situational information had significant effects on taekwondo players. When present, fighters reported greater cognitive anxiety (d = 0.39, p < 0.05), somatic anxiety (d = 1.11, p < 0.05) and emotion intensity (d = 0.33, p < 0.05). The enhanced affective demands were associated with behaviour changes that included fighters preferring to spend time at closer distances (d = 0.25, p < 0.05), and more predictable technique selection (d = 1.04, p < 0.05). Qualitative data supported these findings. Players also reported their intentions were coupled to the context of scoreboard. This study reveals that situational information changes the affective and behavioural demands of practice to be more like competition. Further, situational sampling affords performers the opportunity to practice attuning to the relevant affordances for a specific context.     

Surf therapy for improving child and adolescent mental health: A pilot randomised control trial

The aim of this pilot randomised control trial (RCT) was to test, 1) feasibility and acceptability of a surf therapy program to improve symptoms of mental ill-health among children and adolescents, and 2) the design and procedures of an evaluative study. This pilot RCT compared a 6-week mentor-supported surf therapy program with a wait list control group, in Australian children and adolescents aged 8–18yrs (M age = 11.28, SD = 2.34; 15 females), who were help seeking for issues relating to their mental health. Exclusion criteria included if an individual was actively suicidal or experiencing a psychotic episode or being unavailable for program dates. The primary outcome was the feasibility and acceptability of the intervention and study design assessed via 11 pre-defined criteria. A secondary outcome was to investigate the effectiveness signal of the intervention on child indicators of depression and anxiety, assessed via the Revised Children’s Anxiety and Depression Scale-Short Form and the Strengths and Difficulties Questionnaire. Random allocation was computer generated and while it was not possible to blind participants, researchers collecting assessments were blinded to group allocation. Thirty-six youth were randomised (intervention = 18; wait list controls = 18), representing an 84% participation rate among eligible youth. Of the 11 a priori feasibility and acceptability criteria, 4 of 5 relating to the intervention, and 4 of 6 addressing the study design were fully met, with the unmet factors guiding program revision. At the completion of the intervention, children and adolescents receiving the intervention reported reductions in symptoms of depression (ES = 0.57), anxiety (ES = 0.43), emotional problems, (ES = 0.79), peer problems (ES = 0.56), hyperactivity/inattention (ES = 0.28), and overall difficulties (ES = 0.64). These reductions were not sustained 6-weeks after completion of the intervention. Surf therapy is an acceptable and feasible intervention for addressing symptoms of mental ill-health among children and adolescents. Preliminary evidence suggests that surf therapy improves symptoms of mental ill-health in the short-term but that these improvements were not sustained after the intervention is ceased.