Brief Cognitive-Behavioral Therapy for Suicidal Inpatients

Suicide risk is elevated in psychiatric patients following discharge from inpatient care. Despite this vulnerability, there has been limited research investigating suicide prevention protocols that take into account the unique system characteristics of this setting (e.g., short lengths of stay, crisis stabilization treatment model, multidisciplinary team coordination). Cognitive-behavioral therapy (CBT) has demonstrated efficacy for improving suicide risk in outpatients, but has not been validated with inpatients. The current study was a treatment development and pilot feasibility open trial that modified brief cognitive-behavioral therapy (BCBT) for an inpatient setting (BCBT-I). Key treatment modifications included administering up to 10 sessions (depending on patient length of stay), daily, and in a standardized order, with core crisis management skills introduced during the first three sessions. In addition, coordination with the inpatient treatment team was included in BCBT-I implementation. Six adult inpatients with a recent suicide attempt enrolled and completed an average of 4.67 BCBT-I sessions (SD = 1.36). The treatment was highly acceptable (Client Satisfaction Questionnaire total score M = 3.49, SD = 0.73). Pre- to posttreatment effect sizes demonstrated improvements in suicidal ideation (d = 0.97), depression (d = 1.33), and suicidal implicit associations (d = 1.28). All but one of the participants (83%) completed follow-up assessments 1-, 2-, and 3-months postdischarge. Over follow-up, two participants reported suicidal ideation (both without intent), and none reported suicide attempts, preparatory acts or behaviors, or nonsuicidal self-injury. This study provided preliminary evidence supporting the feasibility of CBT to treat suicidal inpatients. Future research is needed to validate BCBT-I in a larger, randomized controlled trial to determine whether BCBT-I reduces suicide risk beyond that afforded by inpatient treatment alone.     

Mathias Risse and Gabriel Wollner: On Trade Justice: A Philosophical Plea for a New Global Deal

Ethical Theory and Moral Practice -     

The Natural Selection of Prediction Heuristics: Anchoring and Adjustment versus Representativeness

There are several heuristics which people use in making numerical predictions and these heuristics compete for the determination of prediction output. Some of them (e.g. representativeness) lead to excessively extreme predictions while others (e.g. anchoring and adjustment) lead to regressive (and even over-regressive) predictions. In this paper we study the competition between these two heuristics by varying the representation of predictor and outcome. The results indicate that factors which facilitate reliance on representativeness (e.g. compatibility between predictor and outcome) indeed lead to an increase in extremity, while factors that facilitate reliance on anchoring and adjustment (e.g. increased salience of a potential anchor) lead to a decrease in extremity.     

Evaluation of a trial-based interview-informed synthesized contingency analysis

We evaluated the viability of an interview-informed synthesized-contingency analysis (IISCA) conducted in a trial-based format with 3 children with autism spectrum disorders who engaged in problem behavior. We compared results to those from typical trial-based and traditional functional analyses and found high degrees of correspondence. The trial-based IISCA format took the least amount of time to conduct and was associated with the lowest frequencies of problem behavior. Results are discussed in terms of merits of each of the 3 types of functional analysis arrangements and directions for future research.     

Expectation Biases and Context Management with Negative Polar Questions

Journal of Philosophical Logic - This paper examines distinctive discourse properties of preposed negative yes/no questions (NPQs), such as Isn’t Jane coming too?. Unlike with other yes/no...     

The generalized approach,attainMent, maintenance,and avoidance (GAMMA) motivation scale: development,validation, and theoretical contribution

Motivation and Emotion - In this investigation, the Generalized Approach, attainMent, Maintenance, and Avoidance (GAMMA) Motivation Scale was developed and validated. This scale measures approach...     

“They've Put Nothing in the Pot!”: Brexit and the Key Psychological Motivations Behind Voting 'Remain' and 'Leave'

In June 2016, the United Kingdom voted to leave the European Union. Voting followed a general trend: disadvantaged areas of the United Kingdom tended to vote “leave,” and more affluent areas tended to vote “remain.” This project investigates the psychological variables underlying this overall trend by distinguishing four psychological motivations: the need for justice, threat reduction needs, need to belong, and the need for control. Participants were recruited from different areas across Greater Manchester (N = 158). A survey assessed voting preference, socioeconomic status, collective relative deprivation (CRD), perceptions of threat from immigration, European and British identification, sense of control in life, and relative gratification. Discriminant function analysis showed that leave voting was characterized by greater realistic threat, symbolic threat, CRD, and British identification. Remain voting was characterized by strong European identification. Findings highlight that a need for justice, threat-reduction needs, and identity needs were key predictors of voting behavior.     

Effects of socially appropriate singing on the vocal stereotypy of children with autism spectrum disorder

This study evaluated the effects of children with autism spectrum disorder engaging in socially acceptable singing on their vocal stereotypy. A multiple‐baseline across four participants with embedded multielement designs was used to assess the effects of the singing intervention upon later occurrence of vocal stereotypy for each participant. Results showed that fewer instances of vocal stereotypy occurred during and after singing intervention sessions. Additionally, two children began to emit appropriate singing after intervention, which suggests that the topography of their vocal stereotypy (e.g., monosyllabic or screeching sounds) was altered to some extent. Overall, results suggest positive implications for teaching appropriate vocal behaviors as functional replacements for vocal stereotypy.