Measuring Impulsivity in School-Aged Boys and Examining Its Relationship with ADHD and ODD Ratings

Seven different laboratory measures of impulsivity were administered to a group of 165 school-aged boys. Parents' and teachers' ratings of Attention Deficit and Hyperactivity Disorder and Oppositional/Defiant Disorder were also obtained. Factor analyses of impulsivity measures revealed the existence of a strong Inhibitory Control Factor including measures derived from Stop Task, the Continuous Performance Test, the Matching Familiar Figures Test, and the Circle Tracing Task. Other forms of impulsivity like resistance to interference, the Wisconsin Card Sorting Test and efficiency in the DRL Task loaded on a second independent factor. The Inhibitory Control factor was correlated with ADHD ratings, whereas the second factor was slightly related to the presence of ODD symptoms. Discussion is focused on the relevance of inhibitory control in impulsivity and ADHD research.     

Treating boys with low school achievement and behavior problems: comparison of two kinds of intervention

Children with low school achievement frequently have behavior problems and interpersonal difficulties that pose a risk for psychosocial maladjustment. 39 boys were assessed and randomly assigned to one of two group treatment conditions: (a) interpersonal cognitive problem-solving for whom training was provided through oral and written language activities that met children's social and academic needs and (b) a language workshop, during which only academic difficulties were treated. Parents of children in both groups received group attention. Posttreatment assessments indicated that boys in both conditions showed significant improvements on school achievement and behavior problems, as they were measured by behavior scales reported by mothers and by an academic achievement test. Children in the problem-solving group improved significantly more than the other group on most measures. These results suggest that work with interpersonal cognitive problem-solving skills combined with reading and writing activities is a useful means to produce improvements in child behavior and school achievement.     

Social psychology of mental health: the social structure and personality perspective

Previous research has revealed a persistent association between social structure and mental health. However, most researchers have focused only on the psychological and psychosocial aspects of that relationship. The present paper indicates the need to include the social and structural bases of distress in our theoretical models. Starting from a general social and psychological model, our research considered the role of several social, environmental, and structural variables (social position, social stressors, and social integration), psychological factors (self-esteem), and psychosocial variables (perceived social support). The theoretical model was tested working with a group of Spanish participants (N = 401) that covered a range of social positions. The results obtained using structural equation modeling support our model, showing the relevant role played by psychosocial, psychological and social, and structural factors. Implications for theory and intervention are discussed.     

Entre Nosotros: Exploring Latino Diversity in Family Therapy Literature

The term Latino is often used to describe a largely diverse group of individuals living in the United States. This very broad term minimizes within-group differences due to race, ethnicity, class, country of origin and impact of immigration. We conducted a content analysis of 78 articles from peer reviewed journals in the fields of family therapy and family studies focused on Latinos, published from 2000 to May 2010, to challenge the Theoretical Myth of Sameness. We describe our evaluation and offer a culturally sensitive clinical and research approach with Latinos.     

Does power magnify the expression of dispositions?

Conventional wisdom holds that power holders act more in line with their dispositions than do people who lack power. Drawing on principles of construct accessibility, we propose that this is the case only when no alternative constructs are activated. In three experiments, we assessed participants' chronic dispositions and subsequently manipulated participants' degree of power. Participants then either were or were not primed with alternative (i.e., inaccessible or counterdispositional) constructs. When no alternatives were activated, the responses of power holders--perceptions of other people (Experiment 1), preferences for charitable donations (Experiment 2), and strategies in an economic game (Experiment 3)--were more in line with their chronically accessible constructs than were the responses of low-power participants. However, when alternatives had been activated, power holders' responses were no longer more congruent with their dispositions than were the responses of low-power participants. We propose a single mechanism according to which power increases reliance on accessible constructs--that is, constructs that easily come to mind-regardless of whether these constructs are chronically or temporarily accessible.     

Applicant Reactions in Saudi Arabia: Organizational attractiveness and core‐self evaluation

This paper reports findings from a survey into applicant reactions of working adults in Saudi Arabia. A sample of 193 participants from four job functions was obtained, with measures of organizational attractiveness, core‐self evaluation, and applicant reactions to four popular selection methods in the country – interviews, résumés, work sample tests, and references – being included. Findings indicate a notably similar pattern of preference reactions to previous studies in other (Western) countries, affirming arguments for so‐called reaction generalizability. Work sample tests were rated the most favorably followed by interviews, résumés, and references. For specific procedural dimensions, résumés were perceived as the most favorable, followed by work sample tests, interviews, and references. Several significant differences were found across job functions, mostly for interviews and résumés. Significant effects were found between reactions and organizational attractiveness, and between reactions and core‐self evaluation, including some interaction effects. Implications for future research and for practice in employee selection are considered in the conclusion.     

Anxiety, depression and coping: CDI, MASC and CRI-Y for screening purposes in schools

This study used depression (CDI - Kovacs, 1981), anxiety (MASC - March, 1997) and coping strategy (CRI-Y - Moos, 1993) scales and studied the fitness and discriminant validity of reduced versions. The sample consisted of 916 Portuguese pupils, 54.3% feminine, aged 10 to 21 years old. The participants were selected from a set of public schools nation-wide. Two classes were chosen from the 5th to the 12th grades. A set of principal component analyses was carried out in a randomly chosen sample (n = 394) and all the three reduced measures were found to be strongly correlated with the previous. Confirmatory factor analyses (CFA) using the other part of the sample (n = 522) revealed adjustment indexes suggesting a good fit for both the whole model and gender and age groups separately. All scales revealed a good internal consistency. Globally, girls were more anxious and developed more coping strategies than boys. Older students tended to be less depressed, while younger adolescents present higher scores in depression and anxiety and less coping strategies. Reduced scales are sensitive to gender and age differences and can be used in school settings in order to establish a baseline and roadmaps for both universal and selective mental health school based programs.     

Prospective teachers' conceptions of assessment: a cross-cultural comparison

This paper examines the responses of two sample of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples.     

Cross-cultural confirmatory factor analysis of the CES-D in Spanish and Mexican dementia caregivers

The Center for Epidemiologic Studies-Depression Scale (CES-D) is the most frequently used scale for measuring depressive symptomatology in caregiving research. The aim of this study is to test its construct structure and measurement equivalence between caregivers from two Spanish-speaking countries. Face-to-face interviews were carried out with 595 female dementia caregivers from Madrid, Spain, and from Coahuila, Mexico. The structure of the CES-D was analyzed using exploratory and confirmatory factor analysis (EFA and CFA, respectively). Measurement invariance across samples was analyzed comparing a baseline model with a more restrictive model. Significant differences between means were found for 7 items. The results of the EFA clearly supported a four-factor solution. The CFA for the whole sample with the four factors revealed high and statistically significant loading coefficients for all items (except item number 4). When equality constraints were imposed to test for the invariance between countries, the change in chi-square was significant, indicating that complete invariance could not be assumed. Significant between-countries differences were found for three of the four latent factor mean scores. Although the results provide general support for the original four-factor structure, caution should be exercised on reporting comparisons of depression scores between Spanish-speaking countries.     

Self-recognition and self-regulation: the relationship with socialization trajectories and children's sex

The initial process of self development involves interaction with others and the establishment of relationships taking different paths depending on the socio-cultural context. Self-recognition and self-regulation are considered manifestations of this development between 18 and 24 months of age. This study aimed at analyzing the relationship between these two aspects, maternal beliefs about autonomy and relatedness, as well as identifying differences between boys and girls in this developmental stage. Participants were 94 mothers of different educational levels and their children of 17-22 months of age in two Brazilian cities. Socialization Goals Inventory and Parental Practices in the First Year Inventory were used to collect data on mothers' beliefs. Children performed tasks related to self-recognition (the mirror test) and self-regulation (compliance to requests). The group of mothers studied valued both autonomy and interdependence. Children's responses are consistent with a perspective of relational autonomy, which value both independence and interdependence. Differences were found in relation to sex in both self-recognition and self-regulation, and baby girls showed superior performance than boys in both tasks.