How Has the Economic Downturn Affected Communities and Implementation of Science‐Based Prevention in the Randomized Trial of Communities That Care?

This study examined implications of the economic downturn that began in December 2007 for the Community Youth Development Study (CYDS), a longitudinal randomized controlled trial of the Communities That Care (CTC) prevention system. The downturn had the potential to affect the internal validity of the CYDS research design and implementation of science-based prevention in study communities. We used archival economic indicators and community key leader reports of economic conditions to assess the extent of the economic downturn in CYDS communities and potential internal validity threats. We also examined whether stronger economic downturn effects were associated with a decline in science-based prevention implementation. Economic indicators suggested the downturn affected CYDS communities to different degrees. We found no evidence of systematic differences in downturn effects in CTC compared to control communities that would threaten internal validity of the randomized trial. The Community Economic Problems scale was a reliable measure of community economic conditions, and it showed criterion validity in relation to several objective economic indicators. CTC coalitions continued to implement science-based prevention to a significantly greater degree than control coalitions 2 years after the downturn began. However, CTC implementation levels declined to some extent as unemployment, the percentage of students qualifying for free lunch, and community economic problems worsened. Control coalition implementation levels were not related to economic conditions before or after the downturn, but mean implementation levels of science-based prevention were also relatively low in both periods.     

Community Involvement and Narrative Identity in Emerging and Young Adulthood: A Longitudinal Analysis

This study examines community engagement in youth and emerging adulthood from a narrative identity perspective, based on analyses of a longitudinal data set of 72 participants from ages 17 to 32. At ages 26 and 32, participants told narratives about a key community experience from their personal lives, which was rated for six dimensions. In addition, questionnaire measures of community involvement and general identity status development were administered at ages 17, 26, and 32. We found that patterns of community involvement at age 17 predicted levels of community involvement and qualities of community narratives at ages 26 and 32 and that community narratives were significantly correlated with concurrent measures of identity maturity and community involvement. Limitations and implications for future research are discussed.     

A Systematic Review of the Psychometric Properties of Trait Cognitive Self-Report Measures in Social Anxiety

Cognitive factors, including beliefs, thoughts and assumptions have been found to play an important role in the development and maintenance of Social Anxiety Disorder. Trait cognitive self-report measures of social anxiety are widely used in research and clinical settings. It is imperative that only measures with good psychometric properties are used in order to interpret assessment scores accurately, and to make valid and reliable conclusions. The present systematic review evaluated the psychometric properties of trait cognitive self-report measures of social anxiety. Relevant studies were identified via a comprehensive and systematic search of academic databases. The reported psychometric properties of included studies were analysed by applying an appraisal of adequacy tool developed by Terwee et al. (2007). Of the 3091 studies identified, 50 studies met the inclusion criteria, and they included 21 measures. Included studies demonstrated that a number of measures had some adequate psychometric properties, however, no measure fulfilled criteria for all psychometric properties according to the appraisal tool. Findings highlight the need to further establish the psychometric properties of cognitive self-report measures of social anxiety in clinical and research settings through additional empirical studies.     

Development and Preliminary Validation of the Threat Appraisal Questionnaire for Children (TAQ-C)

Despite the emphasis on threat appraisal in cognitive models of anxiety, self-report measures of related processes in children and adolescents have been lacking. This paper reports on the development and preliminary psychometric evaluation of a new measure of threat appraisal for children and adolescents – the Threat Appraisal Questionnaire for Children (TAQ-C). Based on current conceptualisations of threat appraisal, the TAQ-C was designed to index the construct across three dimensions: probability, cost, and coping difficulties. Confirmatory Factor Analysis was used to examine this structure in a community sample of n = 312 children (ages 9–15 years, 55% female). Results indicated that the scores on the instrument capture three factors (Probability, Cost and Coping difficulties). Moreover, a model in which the 1st-order factors loaded significantly on a single 2nd order factor of threat in general, was supported. The TAQ-C was found to demonstrate good internal consistency, and acceptable levels of test-retest reliability within a 3–4 week interval, when evaluated with a subsample of n = 51 children. Support for convergent validity was demonstrated, with TAQ-C scores found to correlate strongly with existing measures of child anxiety, and conceptually related cognitive processes. Divergent validity was also evidenced, with low correlations found between TAQ-C scores and the unrelated construct measure of Hyperactivity-Inattention. The TAQ-C, therefore, appears to be a promising measure with a range of potential applications for child and adolescent settings.     

Perceptual control models of pursuit manual tracking demonstrate individual specificity and parameter consistency

Attention, Perception, & Psychophysics - Computational models that simulate individuals’ movements in pursuit-tracking tasks have been used to elucidate mechanisms of human motor control....     

Using Participatory System Dynamics Modeling to Examine the Local HIV Test and Treatment Care Continuum in Order to Reduce Community Viral Load

Achieving community‐level goals to eliminate the HIV epidemic requires coordinated efforts through community consortia with a common purpose to examine and critique their own HIV testing and treatment (T&T) care system and build effective tools to guide their efforts to improve it. Participatory system dynamics (SD) modeling offers conceptual, methodological, and analytical tools to engage diverse stakeholders in systems conceptualization and visual mapping of dynamics that undermine community‐level health outcomes and identify those that can be leveraged for systems improvement. We recruited and engaged a 25‐member multi‐stakeholder Task Force, whose members provide or utilize HIV‐related services, to participate in SD modeling to examine and address problems of their local HIV T&T service system. Findings from the iterative model building sessions indicated Task Force members’ increasingly complex understanding of the local HIV care system and demonstrated their improved capacity to visualize and critique multiple models of the HIV T&T service system and identify areas of potential leverage. Findings also showed members’ enhanced communication and consensus in seeking deeper systems understanding and options for solutions. We discuss implications of using these visual SD models for subsequent simulation modeling of the T&T system and for other community applications to improve system effectiveness.     

Evaluating the cognitive avoidance model of generalised anxiety disorder: Impact of worry on threat appraisal, perceived control and anxious arousal

Generalised anxiety disorder (GAD) is characterised by persistent and uncontrollable worry. According to the cognitive avoidance theory of GAD, worry may function as an affective dampening strategy motivated by intolerance of negative emotional states. By facilitating avoidance of more distressing cognitions and associated affect, worry is said to preclude modification of the fear representation in memory, maintaining threat associations and perpetuating further anxiety and worry. The present study evaluated these assumptions in a treatment-seeking GAD sample. Sixty-one participants were randomly allocated to conditions in which they were instructed to worry, imaginally process or relax in response to an anxiety trigger. Results supported the detrimental impact of worry, showing maintained threat expectancies and decreased control perceptions compared to other modes of processing. However, skin conductance level increased as a function of worry and there was no suggestion that worry suppressed affective responding. These findings highlight the need for clarification of the mechanisms involved in the maintenance of threat associations and worry in GAD.     

Tier 1 and Tier 2 early intervention for handwriting and composing

Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and composing instruction that informs practice as school psychologists are empowered to embrace the role of intervention specialist. The first study found that neurodevelopmental training (orthographic-free motor activities and motor-free orthographic activities) led to improved accuracy and legibility of letter formation, but that direct handwriting instruction with visual cues and verbal mediation led to improved automatic handwriting (rate of writing legible letters) and transfer to improved word reading. The second study found that neither motor training nor orthographic training alone added value to direct instruction in automatic letter writing and composing practice in developing handwriting skills, which transferred to improved word reading; but the added motor training did improve performance on a grapho-motor planning task for sequential finger movements that is relevant to composing. A related analysis showed that direct instruction with visual cues and memory delays may reduce reversals. A third study found that adding handwriting to reading instruction improved handwriting but did not add value to reading outcomes for at risk readers; reading instruction alone was beneficial for word reading, decoding, and comprehension. The fourth study showed that comprehensive, explicit instruction in the processes of composition led to more significant improvement, based on group and individual data, than did the regular fourth grade program, on high stakes writing assessment.     

A Theory of Social Structure and the Quality of Life

The demographic and social structure of the community/society provide the basis for interactions that lead to satisfactions, subjective well being and the quality of life. Studies are cited that employ elements of social structure in identifying satisfying aspects of the quality of life. Ten propositions are offered that identify theoretical relationships between social structural features and well-being. To improve the quality of life, suggestions for altering the social structure are presented. This essay brings together conceptual positions for an understanding of the exogenous effects upon the quality of life (QOL). References to the literature provide insights to the relationship of social structure to the QOL. The author will appreciate receiving readers' observations and additional references to scholarly works – for there are many – on the subject.     

Preference for signaled over unsignaled shock schedules: Ruling out asymmetry and response fixation as factors

Experiment 1 tested whether a “symmetrical” choice procedure yields results different from those previously reported using the “unidirectional” standard changeover procedure (e.g., Badia & Culbertson, 1972). Subjects could change at any time from unsignaled to signaled shock by pressing a lever and from signaled to unsignaled shock by pressing a second lever. Results were identical to those of the standard procedure and showed that the standard procedure is fully adequate. Experiment 2 tested whether choice of high density signaled shock over low-density unsignaled shock (Badia, Coker, & Harsh, 1973) resulted from initial training with equal-density schedules. Subjects were trained and tested with signaled shock twice as dense as unsignaled shock. Three of four subjects strongly preferred the signaled condition, thus ruling out carry-over and “response fixation” as alternative explanations.