The Impact of Clients’ and Therapists’ Characteristics on Therapeutic Alliance and Outcome

Journal of Contemporary Psychotherapy - This article investigates distances between therapists and their clients in their experience of the therapeutic alliance across the duration of the...     

Predicting physical activity in adolescents: The role of compensatory health beliefs within the Health Action Process Approach

Objective: Compensatory health beliefs (CHBs), defined as beliefs that healthy behaviours can compensate for unhealthy behaviours, may be one possible factor hindering people in adopting a healthier lifestyle. This study examined the contribution of CHBs to the prediction of adolescents’ physical activity within the theoretical framework of the Health Action Process Approach (HAPA).

Design: The study followed a prospective survey design with assessments at baseline (T1) and two weeks later (T2).

Method: Questionnaire data on physical activity, HAPA variables and CHBs were obtained twice from 430 adolescents of four different Swiss schools. Multilevel modelling was applied.

Results: CHBs added significantly to the prediction of intentions and change in intentions, in that higher CHBs were associated with lower intentions to be physically active at T2 and a reduction in intentions from T1 to T2. No effect of CHBs emerged for the prediction of self-reported levels of physical activity at T2 and change in physical activity from T1 to T2.

Conclusion: Findings emphasise the relevance of examining CHBs in the context of an established health behaviour change model and suggest that CHBs are of particular importance in the process of intention formation.     

Automatic stimulus‐goal comparisons: Support from motivational affective priming studies

In three studies, we found that responses to positive targets were facilitated when the preceding prime was an exemplar belonging to the semantic category (i.e., animal or profession) that was rewarded on that particular trial, whereas responses to negative targets were facilitated when the prime belonged to the nonrewarded category. These findings indicate that the match between an actual (the prime) and a desired state (the rewarded category) can be determined automatically at the time of stimulus presentation, as is assumed in several appraisal theories of emotion (e.g., Frijda, 1986, 1993; Lazarus, 1991; Scherer, 1993).     

Diminished joint coordination with aging leads to more variable hand paths

Differences in joint coordination between arms and due to aging were studied in healthy young and older adults reaching to either a fixed, central target or to the same target when it could unexpectedly change location after reach initiation. Joint coordination was investigated by artificially removing the covariation of each joint’s motions with other joints’ motions. Uncontrolled manifold analysis was used to partition joint configuration variance into variance reflecting motor abundance (V_UCM) and variance causing hand path variability (V_ORT). The extent to which V_ORT, related to the consistency of the hand path, increased after removing a joint’s covariation indicated the strength of its coordination with other joints. Young adults exhibited stronger indices of joint coordination, evidenced by a larger increase in V_ORT after removing joint covariation than for older adults. This effect was more striking for the dominant right compared to the left arm for young adults, but not for older adults, especially with target uncertainty. The results indicate that interjoint coordination in young adults leads to less hand path variability compared to older adults.     

Perceptual effect on motor learning in the serial reaction-time task

Although the Serial Reaction-Time Task has been an effective tool in studying procedural learning, there is still a debate as to whether learning in the task is effector-based, stimulus-based, or response-based. In this article, the authors contribute to this debate by contrasting response- and stimulus-based learning by manipulating them selectively and simultaneously. Results show that (a) participants learned response sequences in the absence of stimulus-specific perceptual sequence information but (b) not stimulus sequences without corresponding response information. In a third condition, response sequence and stimulus frequency information were in conflict, and each effect decreased learning in the other domain. Overall, our findings show that learning in these tasks is primarily motor-based, but it is also constrained by relatively salient perceptual information. Together with earlier findings in the literature, the findings also suggest a task and stimulus-arrangement-specific interaction between motor and perceptual learning, where relevance and salience of the specific information plays a crucial role.     

The effects of bilingualism on toddlers' executive functioning

Bilingual children have been shown to outperform monolingual children on tasks measuring executive functioning skills. This advantage is usually attributed to bilinguals’ extensive practice in exercising selective attention and cognitive flexibility during language use because both languages are active when one of them is being used. We examined whether this advantage is observed in 24-month-olds who have had much less experience in language production. A battery of executive functioning tasks and the cognitive scale of the Bayley test were administered to 63 monolingual and bilingual children. Native bilingual children performed significantly better than monolingual children on the Stroop task, with no difference between groups on the other tasks, confirming the specificity of bilingual effects to conflict tasks reported in older children. These results demonstrate that bilingual advantages in executive control emerge at an age not previously shown.     

When do trauma experts choose exposure therapy for PTSD patients? A controlled study of therapist and patient factors

To investigate when and why therapists opt for or rule out imaginal exposure (IE) for patients with posttraumatic stress disorder (PTSD), 255 trauma experts were randomized to two conditions in which they were presented with four cases in which the patients' comorbidity and treatment preferences were manipulated. The results confirmed IE to be an underutilized approach, with the majority of professionals being undertrained in the technique. As predicted, the patient factors influenced the expert's choice of therapy: in case of a comorbid depression, IE was significantly less preferred than medication. Also, IE was significantly more likely to be offered when patients expressed a preference for trauma-focused treatment. The therapist factors were also found to be importantly related to treatment preferences, with high credibility in the technique being positively related to the therapists' preference for IE. Perceived barriers to IE, such as a fear of symptom exacerbation and dropout, were negatively related to the perceived suitability of the treatment when patients had suffered multiple traumas in childhood. The results are discussed in the light of clinical implications and the need of exposure training for trauma professionals.     

Multicultural Training and Interdependent and Independent Self‐Construal as Predictors of Universal‐Diverse Orientation Among School Counselors

The study investigated 159 school counselors' previous multicultural workshop experiences and interdependent and independent self‐construal (T. M. Singelis, 1994) as predictors of universal‐diverse orientation (M. L. Miville et al., 1999). Prior workshops in multicultural counseling and interdependent self‐construal were significantly related to universal‐diverse orientation (acceptance and awareness of similarities and differences). Implications for counseling, research, and training are discussed.     

The Gender Gap in Language Achievement: The Role of School-Related Attitudes of Class Groups

The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used. The results showed that the attitudes of the class groups, and, more specifically, the attitudes of same-sex classmates, had a stronger impact on the language achievement of boys than on the language achievement of girls. No gender differences were found in classes where students had good relationships with teachers, were motivated, and where students felt integrated, whereas boys performed less well than girls in classes where students did not have good relationship with teachers, were not very motivated, and felt poorly integrated.