Parents' experiences in Child Protective Services: analysis of a dialogical group process

The authors qualitatively examine parent experiences in groups for persons seeking parental rights through Child Protective Services (CPS). The study focuses on 16 custody-seeking parent figures who participated in dialogical groups designed from a Collaborative Language Systems perspective. The grounded-theory analysis shows that parents initially described overwhelming emotions and conflictual relationships with CPS. It also identifies five therapeutic group processes that appeared to influence perceptions of hope and personal power and contribute to how parents position themselves relative to CPS: validation, sharing practical information and networking, highlighting strengths and resources, supportive confrontation, and sharing stories of change. The analysis provides insight into CPS parents' experiences, suggests that dialogical approaches may have potential to assist in reshaping experiences in CPS, and draws attention to the need for interventions at the structural and administrative levels.     

The role of fairness perceptions and accountability attributions in predicting reactions to organizational events

Researchers have found that fairness perceptions relate to many different outcomes (e.g., J. A. Colquitt, D. E. Conlon, M. J. Wesson, C. Porter, & K. Y. Ng, 2001). However, they cannot predict when an employee will react against a specific individual or against the organization itself. To address this question, the authors integrated the fairness and blame-attributions literatures. They predicted that blame attributions would strengthen the relationship between fairness perceptions and reactions to specific organizational agents. They surveyed 48 employees who believed there were inaccuracies in their most recent performance appraisals. Employees reported perceptions of fairness and attributions of blame to both their supervisor and the organization and rated their commitment to both targets. Supervisors simultaneously rated each employee's citizenship behavior toward each target. For supervisor reactions and organizational citizenship behavior directed at the organization, blame and fairness perceptions interacted; unique positive reactions were elicited only when the supervisor was perceived as blameless and fair.     

Can Perfectionism Affect Career Development? Exploring Career Thoughts and Self‐Efficacy

This study identified relationships among career‐specific barriers (i.e., perfectionism, negative career thoughts, career decision‐making self‐efficacy) in a sample of 300 college students. The authors found relationships among the constructs of interest, prediction of variance in career decision‐making self‐efficacy, and differences among groups of perfectionists on endorsements of negative career thoughts and career decision‐making self‐efficacy. The findings suggest that interventions addressing maladaptive perfectionism and dysfunctional career thinking may enhance clients’ confidence in decision making.     

The moderating impact of temporal separation on the association between intention and physical activity: a meta-analysis

Previous meta-analyses have estimated that the intention–behaviour association in physical activity (PA) is large in magnitude. However, these prior meta-analyses have also revealed a large degree of heterogeneity, suggesting the presence of moderating variables. This study examines the impact of one such moderator, testing the hypothesis that the magnitude of the association between intention and behaviour decreases as the temporal separation between the two increases. A systematic literature search was used to identify published and unpublished studies that met the inclusion criteria. A random-effects meta-regression was conducted to test the study hypothesis. A total of 78 journal articles and 11 unpublished dissertations were identified, yielding 109 effect sizes. The mean number of weeks between the measurement of intention and behaviour was 5.4 (SD = 6.6, range = .43, 26). The average correlation between intention and behaviour was r = 0.51. In line with theoretical predictions, temporal separation was a significant moderator of the intention–behaviour correlation (B = ?.014, p < .001) and explained 24% of the between-study variance. This result remained unchanged when entered simultaneously with several control variables. The results of this analysis have important implications both for researchers and for intervention designers aiming to increase rates of PA.     

Effects of Acceptance and Commitment Training Plus Behavior Parent Training on Parental Implementation of Autism Treatment

The Psychological Record - The objective of this study was to examine the effects of acceptance and commitment training (ACT) plus behavior parent training (BPT), when delivered via telehealth, on...     

Immediate postsession feeding reduces operant responding in rats

Three experiments investigated the effects of immediate and delayed postsession feeding on progressive-ratio and variable-interval schedule performance in rats. During Experiments 1 and 2, immediate postsession feeding decreased the breakpoint, or largest completed ratio, under progressive-ratio schedules. Experiment 3 was conducted to extend the results of the first two experiments to responding maintained by variable-interval schedules with different session lengths (15 and 60 min). Response rates decreased in all 4 subjects when postsession feeding immediately followed a 15-min session and in 3 of 4 subjects when postsession feeding immediately followed a 60-min session. The implications of this research are twofold: (1) The functional context in which within-session reinforcers are embedded extends outside the experimental chamber, and (2) supplemental postsession feedings should be sufficiently delayed from the end of a session to avoid weakening operant behavior in the experimental sessions.     

Investigating the Factor Structure of the Kessler Psychological Distress Scale in Community and Clinical Samples of the Australian Population

The Kessler 10 Psychological Distress Scale (K10) is a brief dimensional scale designed to measure and monitor trends of psychological distress. Recently the scale has been utilised by general practitioners and clinicians to screen for common mental disorders and measure treatment outcomes. Despite the K10 demonstrating a sound one dimensional structure in the general population, the scale??s structure has yet to be comprehensively tested in clinical samples. The current study aimed to use confirmatory factor analysis to test three theoretical structure models of the K10 and one model for the K6 (a six item variant) in a sample from a tertiary referral clinic for mood and anxiety disorders and compare those results with a population sample from the Australian National Survey of Mental Health and Wellbeing. The results demonstrated that a two factor model with correlated latent factors representing depression and anxiety fit the clinical sample the best whilst a one factor model with correlated errors between several items fit the population sample the best. The results are discussed further in relation to scoring and interpreting the Kessler scales.     

The Development of Spatial Skills Through Interventions Involving Block Building Activities

This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved learning. Spatial measures included: spatial visualization, mental rotation, and block building. Results showed: for block building, interventions within a story context improved performance compared to the other two conditions. For spatial visualization, both types of block-building interventions improved performance compared to the control condition. Findings suggest: (1) storytelling provides an effective context for teaching spatial content, (2) teaching block building develops wider spatial skills, and (3) 3-dimensional mental rotation tasks show a male advantage in kindergartners.     

Preventing The Oil “Resource Curse” In Ghana: Lessons From Nigeria

Ghana joined the list of oil-producing countries with the export of its first oil from the Jubilee oilfield in January 2011. President John Atta Mills's statement drawing attention to the potential paradigm shift as well as risks that the discovery of oil and gas imposes not only speaks to the complexity of extractive-industry-engendered development, but it also makes it imperative that the country learns from other countries’ successes and failures. In this article, we use the “resource curse” thesis to examine the emerging dynamics and complexities in Ghana's oil industry, with the attempt to draw both correlations with and lessons from the Nigerian case. The article highlights five key lessons in Nigeria's management of its oil–gas resources related to the legal-regulatory framework, development of the oil-producing areas, Corporate Social Responsibility, management of oil revenues, and oil–civil society nexus that Ghana should give serious thoughts to in order to leverage its new found oil wealth and avert the “resource curse.”