The Effectiveness of Collaborative/Therapeutic Assessment for Psychotherapy Consultation: A Pragmatic Replicated Single-Case Study

This pragmatic study evaluated the effectiveness of a collaborative assessment intervention as an approach to midtherapy consultation, which has yet to be empirically tested. Ten adult participants in ongoing psychotherapy with a variety of presenting concerns, primarily consisting of general mood and adjustment issues, received a brief assessment-based intervention based on Finn's (2007) Therapeutic Assessment model. Following the collection of assessment questions and the administration of a multimethod assessment battery, clients and therapists participated in a joint feedback session with the assessor. Clients were then followed as their psychotherapy continued. The results of idiographic and aggregate analytic approaches revealed significant reductions in client-reported symptomatic distress, as evidenced by a medium effect size (d = –.50) and a significant change in the trajectory of distress. Client reports of the process of psychotherapy revealed a significant increase in the clients’ ratings of the working alliance. The findings suggest that a midtherapy consultation using collaborative/therapeutic assessment methods is beneficial but that further rigorous investigation is needed.     

Teachers’ burnout, depression, role ambiguity and conflict

The present study investigates issues associated with teachers’ burnout in primary education as related to depression and role conflict–ambiguity. At the time of the study the participants (562 teachers) were working in seventy nine (79) Primary Education State Schools in Greece (Athens and two prefectures in the southern part of the country). The results showed that of the three factors comprising the Burnout inventory (MBI, Maslach and Jackson, MBI: Maslach Burnout Inventory; manual research edition, 1986), (i.e., Emotional exhaustion, Personal accomplishment, Depersonalization) Emotional Exhaustion showed a statistically significant (positive) correlation with the factors that comprise: (a) the Scale of Depression (CES-D: Ensel, in: Lin et al. (eds.) Social support, life events and depression, 1986; Radloff, Applied Psychological Measurement 1: 385–401, 1977) such as Depressed affect, Somatic retarded activity and (b) Degree of Role Conflict (Role Conflict and Role Ambiguity Scale, Rizzo et al., Administrative Science Quarterly, 15:150–163, 1970, adapted in Greek by Koustelios and Kousteliou, Psychological Reports, 82:131–136, 1998); similarly, Positive affect (CES-D) and Degree of Role Clarity (Role Conflict and Role Ambiguity Scale) showed a statistically significant (negative) correlation with the same factor (Emotional exhaustion). Furthermore, a regression analysis performed with Personal accomplishment as the dependent variable showed that the (combined) factors of Role Ambiguity, Positive Affect and Somatic Retarded Activity contributed significantly to the prediction of the dependent variable; A third regression analysis performed with Depersonalization as dependent variable showed that Somatic Retarded Activity, Role Conflict, Positive Affect, Interpersonal Affect and Role Ambiguity contributed significantly to the prediction of this variable. Overall, the results showed that Greek teachers experience low-moderate levels of Burnout, Depression, Role conflict and Role ambiguity.     

Die Lokalisation der Objekte bei Blickbewegungen

Ohne Zusammenfassung     

Democratizing schools across the world to stop killing creativity in children: An Indian perspective

No bell in a school of 2000 students. It broke some years back. We did not realize to replace it. We are a democratic school in the sense that every child is valued. We are democratic in governance. I struggle myself to grade the students. The students can re-write to improve their grades. (An English teacher in Brooklyn, NY, USA)     

A Repeated Forced‐choice Line‐up Procedure Provides Suspect Bias Information with No Cost to Accuracy for Older Children and Adults

In two experiments and one follow‐up analysis, we examined the impact of using a repeated forced‐choice (RFC) line‐up procedure with child and adult eyewitnesses. The RFC procedure divides the identification task into a series of exhaustive binary comparisons that produces not only traditional line‐up information (identification decision and confidence) but also information about witness' selection behavior. Experiment 1 revealed that younger children (6‐ to 8‐year‐olds) struggled with the RFC procedure, while older children (9‐ to 11‐year‐olds) performed as well with the RFC procedure as with a simultaneous procedure (with wildcard). Experiment 2 replicated this comparable performance with adults. Witnesses' suspect selection behavior during the RFC was predictive of identification accuracy for older children and adults. A model examined the additional information provided by the RFC in experiments 1 and 2 and provided evidence that witnesses' patterns of responding can be used to estimate suspect selection bias (a proxy for suspect recognition strength) associated with individual line‐up decisions. Copyright © 2017 John Wiley & Sons, Ltd.     

Direct inference and the sleeping beauty problem

Synthese - This article is an attempt to use the insights of objective probability theory to solve the Sleeping Beauty problem. The approach is to develop a partial theory of direct inference and...     

Befprechungen

Ohne Zusammenfassung     

Gegenstandsfarbe und Beleuchtung

Ohne ZusammenfassungHerr Kaila ersucht mich, mitzuteilen, daß er die bedeutende Schrift von Fuchs (Ztschr. f. Psychol. 91, S. 145 ff., 1923) erst erhalten hat, als er sie nicht mehr berücksichtigen konnte.     

I can’t steal from a coworker if I work from home: Conceptual and measurement-related issues associated with studying counterproductive work behavior in a telework setting

Teleworkers are an increasingly large proportion of the workforce. Despite the popularity of telework, organizations are concerned that telework offers employees more opportunity to engage in counterproductive work behavior (CWB). We argue that current CWB scales are inappropriate for the telework setting because this context affects the types of employee behavior that can (a) feasibly be enacted and (b) conceptually be considered as CWB. In this article, we develop a CWB scale suitable for the telework setting (i.e., the T-CWB scale) by addressing the errors of contamination (commission) and omission present in existing CWB scales vis-à-vis the telework setting. We end by outlining an agenda for future research on CWB in the telework setting.