Models of child–parent attachment in attention deficit hyperactivity disorder: Links to executive functions

This study explored multiple attachment relationships and examined four conceptual models of child–mother/father attachment—monotropy, hierarchy, independence, integration—to explain executive functioning (EF) in attention deficit hyperactivity disorder (ADHD) versus typical development (TD; n = 50 each; age: M = 11.45, SD = .50). Significant ADHD versus TD differences emerged on all EF measures and on distribution into four clusters (secure attachment to both parents, neither parent, only father, only mother). For both groups, results supported two attachment models: (a) monotropy: child–mother attachment predicted all EF measures; child–father attachment predicted none and (b) integration: clusters differed significantly on all EF measures. Children with ADHD comprised ～74% of the high‐risk cluster (concordant insecure attachment, highest EF difficulties). Discussion focused on unique risk/protective roles played by each parental attachment for understanding EF in children with ADHD or TD.     

From Mourning to Action: African American Women's Grief,Pain, and Activism

The Movement for Black Lives has brought particular attention to the experience of grief in the lives of African American mothers and its use in their advocacy for social reform. Grief-inspired activism is historically significant in the African American community. By highlighting the historical connections between Mamie Bradley Till and present-day African American mothers’ grief over their deceased children, we will discuss the role of grief and mourning in the lives of African American mothers and the way in which their grief is pivotal in shaping their involvement in social justice movements. Furthermore, we will provide suggestions on how to promote social activism among African American mothers.     

Better Together: A Review and Recommendations to Optimize Research on Family Involvement in CBT for Anxiety and Related Disorders

Anxiety and related disorders (ARDs) occur in an interpersonal context. Individuals with ARDs respond well to individual cognitive behavioral therapy (CBT); however, there is room for improvement. As such, family members may be included to “enhance” treatment outcomes, yet findings from studies examining family involvement in CBT for ARDs are equivocal. The present paper (a) identifies methodological considerations for explaining inconsistent outcomes among CBT for ARDs with family involvement, and (b) reviews factors that affect outcomes of CBT for ARDs with family involvement including levels of involvement in treatment (e.g., number, duration, and spacing of sessions) and characteristics of who is involved in treatment (e.g., family member cognitions and cultural factors). Limitations of the literature and recommendations for future research are discussed. Researchers should focus on conducting studies that can test not whether but for whom and how family involvement can contribute to improved outcomes above and beyond individual CBT for ARDs.     

Examining Identity Styles and Religiosity Among Chilean Undergraduate Students

This study tested Berzsonky’s theory of identity styles and identity commitment in predicting religiosity. Participants were university students (N?=?320) from Chile who were surveyed with the ISI-3 and BRS-6 instruments to measure identity styles and religiosity. Path analysis was used to test the model, which suggested that the three identity styles all had direct effects on commitment. Commitment, in turn, had a direct effect on religiosity. Results revealed that normative, informational, and diffuse-avoidant styles had direct effects on identity commitment, with commitment having a direct effect on religiosity. Also, normative style was shown to have a direct effect on religiosity. Overall, results indicated that commitment is key in explaining religiosity from the perspective of Berzonsky’s theory.     

Authorship: Few Myths and Misconceptions

This article seeks to address and dispel some of the popular myths and misconceptions surrounding authorship of a scientific publication as this is often misconstrued by beginners in academia especially those in the developing world. While ethical issues in publishing related to authorship have been increasingly discussed, not much has been written about the myths and misconceptions of who might be an author. Dispelling these myths and misconceptions would go a long way in shaping the thoughts and plans of students, junior faculty and researchers in academia especially in the developing world.     

CORRESPONDENCE ON THE CHEAP

In this paper, I distinguish between correspondence and deflationary conceptions of truth in terms of the modal status they attribute to the relation between a sentence and its truth conditions. And I distinguish between robust and minimalist correspondence conceptions on the basis of whether they provide a reductive analysis of the relation between a sentence and its truth conditions. I argue, contra deflationism, that a correspondence conception of truth is required in explanations of success by appealing to counterfactuals that such explanations must support. But I argue, contra Field, that nothing stronger than a minimalist correspondence conception is required.     

Organizational size and perceptions in a residential treatment program

Centralization of a residential mental health treatment program from three small houses to one large facility provided a naturally occurring opportunity to study the effect of organizational size on the perceptions held by clients and staff. Quantitative data were repeatedly collected on their perceptions of themselves, the organization as a whole, and subgroups within the organization during their involvement in both the small and large social contexts. Results of repeated measures analyses of variance provided considerable support for the theoretically derived hypotheses of heightened anxiety, self-impoverishment, more negative views of the psychosocial environment, and greater psychological distance in the large organizational context.     

Reducing off-task behavior in the classroom: A comparison of encouragement and reprimands

Teachers report using both reprimands and encouragement as strategies to reduce offtask behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment I employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing offtask behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of offtask behavior and higher academic productivity than Encouragement.The authors wish to acknowledge M. William Futtersak, for training the observers and aiding in the research; Ann Hession, for an outstanding job teaching; and Linda Pfiffner, for her substantive and editorial feedback.     

Parental Attributions of the Causes of Their Children's Behavior

We investigated causal attributions parents made regarding their children's best and worst behavior while the children were taking methylphenidate (MPH) for Attention-Deficit Hyperactivity Disorder (ADHD). Twenty-six parents were surveyed each week for six weeks using the Parent Attribution Scale-Revised. This scale measures parents' attributions of the causes for their children's behavior when taking MPH to treat symptoms of ADHD. When attributing causes for best behavior, the parents rated their children's effort most often followed by their own effort and the positive medication effects. When attributing causes for worst behavior, the parents rated their children's lack of effort most often followed by inadequate medication effects and their own lack of effort. Our study suggests that parents rate effort most often when making attributions for their children's best and worst behavior. When making attributions for best behavior only, parents saw no difference between their own efforts and the effects of medication. When making attributions for worst behavior only, parents were more likely to blame their children's lack of effort and the ineffectiveness of medication more often than their own lack of effort.     

The relationship of vocational decidedness and satisfaction with dogmatism and self-esteem

The purpose of this study was to investigate the relationship of levels of vocational decidedness and the satisfaction or dissatisfaction of one's level of vocational decidedness with dogmatism and self-esteem. The results indicated that vocationally decided and undecided subjects represent uniquely different populations on measures of dogmatism and self-esteem.