Criterion-related validity data for the child behavior checklist—Teacher''s report form

Criterion-related validity data for the Child Behavior Checklist—Teacher's Report Form are presented. These data were collected from a sample of elementary school boys. A total behavior problem score and individual factor scores were calculated from the checklist data and were related to indices of academic achievement and overall adjustment in the classroom. Significant correlations were established between the two sets of scores. The results were interpreted as supporting the criterion-related validity of the teacher-judgment measure and its use as a screening or diagnostic device in the school.     

Stress and subjective life expectancy: Cross-sectional and longitudinal associations in early adolescence

Using data from a longitudinal study, the present study employed a latent class mover-stayer analytical strategy to examine both the cross-sectional and longitudinal (+33 months) relationship between membership of stress classes, and subjective life expectancy. Participants were from 21 High schools in Scotland and Northern Ireland. Data were collected in the first year of High school (mean age = 12.5 years), and at +33 months (fourth year, or school year 11). Sample 1 consisted of 1171 adolescents (40.82% females, 2.56% unreported) in Northern Ireland. Sample 2 consisted of 1059 adolescents (52.79% females, 1.32% unreported) in Scotland. Adolescents with the lowest levels of stress projected the highest subjective life expectancy scores. Longitudinal analyses were jumbled and not in keeping with cross-sectional results. More research may be needed on the trajectory of subjective life expectancy over time before it can be depended upon as a reliable outcome variable in adolescent development.     

Are there interactions among dysfunctional beliefs in obsessive compulsive disorder?

Contemporary cognitive models of obsessive-compulsive disorder emphasize the importance of various types of dysfunctional beliefs, such as beliefs about inflated responsibility, perfectionism and the importance of controlling one's thoughts. These beliefs have been conceptualized as main effects, each influencing obsessive-compulsive symptoms independent of the contributions of other beliefs. It is not known whether beliefs interact with one another in their influence on obsessive-compulsive symptoms. To investigate this issue, data from 248 obsessive-compulsive disorder patients were analyzed. Dependent variables were the factor scores on the 4 Padua Inventory subscales. Predictor variables were the factor scores from the 3 factors (inflated responsibility, perfectionism and controlling one's thoughts) of the Obsessive Beliefs Questionnaire and their 2- and 3-way interactions. Regression analyses revealed significant main effects; in almost all analyses one or more of inflated responsibility, perfectionism, and controlling one's thoughts factors predicted scores on the Padua factors even after controlling for general distress. There was no evidence that beliefs interact in their effects on obsessive-compulsive symptoms, thereby providing a relatively unusual instance in which a simpler explanation (main effects only) is just as powerful as a more complex model.     

Social skills and sex-role functioning in borderline personality disorder: relationship to self-mutilating behavior

This study compared the social skills functioning and sex role affiliation of female inpatients diagnosed with borderline personality disorder who engaged in self-mutilating behavior (n = 30) with female patients with borderline personality disorder who did not engage in such behavior (n = 18). Patients with borderline personality disorder who engaged in self-mutilating behavior were found to have relatively poorer skills in communicating non-verbal emotional information to others and in receiving and interpreting such information from others. In terms of sex role orientation, patients who engaged in self-mutilating behavior were significantly more likely than non-mutilators to be typed as undifferentiated using the Bem Sex Role Inventory. These participants were less likely to identify with either masculine or feminine sex roles. Patients who did not self-mutilate were found to be significantly more likely than those who did self-mutilate to identify with the masculine sex role.     

Self-other representations and relational and overt aggression in adolescent girls and boys

Aggressive behavior in girls has received far less attention than similar problems in boys. This study examined self-representation, and others' representation of self, as predictors of relational aggression, overt aggression, and assaultive behavior in 32 girls and 52 boys, 10 to 17 years of age, referred for assessment due to significant aggressive and delinquent behavior problems. As predicted, negativity of self-representation predicted relational aggression in girls but not boys. Negativity of self-representation also predicted overt aggression and assaultive behavior in both girls and boys. Parental representations of self were not predictive in this sample; however, negativity of peer representations of self, was associated with increased relational aggression in girls and decreased relational aggression in boys. Negativity of peer representations of self also predicted overt aggression and assaultive behavior in both girls and boys. Results suggest that the evaluation of self-other representations may be valuable in the assessment of risk for gender specific patterns of aggression.     

Delivery of Psychological Interventions by Clinical Neuropsychologists: Current Practice in Australia and Implications for Training

Clinical neuropsychologists are increasingly involved in delivering psychological interventions to people with neurological conditions. This is a key competency for accredited Australian postgraduate neuropsychology courses; however it is not clear how effective courses are in preparing neuropsychologists to deliver interventions. The study aims were to (a) determine the frequency and confidence with which particular types of interventions are delivered by Australian neuropsychologists, (b) examine the availability of opportunities to deliver interventions on clinical placements, (c) identify barriers to delivering interventions in current workplaces; and (d) determine which factors influence the frequency and confidence with which neuropsychologists deliver interventions. An online survey was completed by 114 participants who had graduated from a postgraduate neuropsychology program. Results indicated that respondents delivered different intervention types with varying frequency. They reported limited opportunities to practice these interventions on placements. The majority wanted to be doing more interventions, with lack of time, resources, and adequate training being the major barriers. There were several significant relationships between the frequency and confidence with which respondents delivered interventions and the perceived quality of their postgraduate training. These results highlight the need to consider appropriate postgraduate training options in delivery of interventions, including increasing opportunities to practice interventions on placements.