An Exploration of Moral Rebelliousness with Adolescents and Young Adults

The present pair of studies investigated the assessment, correlates, and evaluation of “moral rebels” who follow their own moral convictions despite social pressure to comply. In Study 1, self, peer, and teacher ratings of adolescents' tendencies to be a moral rebel were positively intercorrelated. In Study 2, young adults' tendencies to be a moral rebel were associated with relatively high self-esteem scores and relatively low willingness to engage in minor moral violations and need to belong scores. Both adolescents and young adults reported relatively favorable attitudes toward a morally rebellious peer, especially when they themselves had heightened ratings on this characteristic.     

Causal decision theory

On the dominant view of vagueness, if it is vague whether Harry is bald, then it is unsettled, not merely epistemically, but metaphysically, whether Harry is bald. In other words, vagueness is a type of indeterminacy. On the standard alternative, vagueness is a type of ignorance: if it is vague whether Harry is bald, then, even though it is metaphysically settled whether Harry is bald, we cannot know whether Harry is bald. On my view, vagueness is neither a type of indeterminacy nor a type of ignorance. Rather, it is sui generis.     

Assessing the Key to Effective Coaching in Parent–Child Interaction Therapy: The Therapist-Parent Interaction Coding System

This paper describes the initial evaluation of the Therapist-Parent Interaction Coding System (TPICS), a measure of in vivo therapist coaching for the evidence-based behavioral parent training intervention, parent–child interaction therapy (PCIT). Sixty-one video-recorded treatment sessions were coded with the TPICS to investigate (1) the variety of coaching techniques PCIT therapists use in the early stage of treatment, (2) whether parent skill-level guides a therapist’s coaching style and frequency, and (3) whether coaching mediates changes in parents’ skill levels from one session to the next. Results found that the TPICS captured a range of coaching techniques, and that parent skill-level prior to coaching did relate to therapists’ use of in vivo feedback. Therapists’ responsive coaching (e.g., praise to parents) was a partial mediator of change in parenting behavior from one session to the next for specific child-centered parenting skills; whereas directive coaching (e.g., modeling) did not relate to change. The TPICS demonstrates promise as a measure of coaching during PCIT with good reliability scores and initial evidence of construct validity.