The wonder of their voices: The 1946 Holocaust interviews of David Boder (New York: Oxford, 2010)

Writing a study of psychologist David Boder's 1946 displaced persons (DP) interview project gave me a chance to further document the substantial early response to the Holocaust. This was clearly one important piece of my study, and one that was eminently straightforward. Yet much of the research on Boder's project at the point in time that I carried it out was elliptical, partly because the primary interview materials were coming to light at an astonishing pace, partly because the archive collections were virtually untapped, and partly because of the misconception of Boder and his interview project itself.     

Top-Down,Bottom-Up,and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence-Based Practices

This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence-based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Paxis Institute’s version of the Good Behavior Game to afterschool settings which differ from in-school settings, including more fluid attendance, multiple age groupings, diverse activities that may take place simultaneously, and differences in staff training and experience (Barrish et al. in J Appl Behav Anal 2(2):119–124, 1969; Embry et al. in The Pax Good Behavior Game. Hazelden, Center City, 2003; Hynes et al. in J Child Serv 4(3):4–20, 2009; Kellam et al. in Drug Alcohol Depend 95:S5–S28, 2008; Tingstrom et al. in Behav Modif 30(2):225–253, 2006). This paper presents the experiences of the three adult groups involved in the implementation process who give first-person accounts of implementation: (1) university-based scientist-practitioners, (2) community partners who trained and provided technical assistance/coaching, and (3) an afterschool program administrator. We introduce here the AIMS model used to frame the implementation process conceptualized by this town–gown collaborative team. AIMS builds upon previous work in implementation science using four phases in which the three collaborators have overlapping roles: approach/engagement, implementation, monitoring, and sustainability. Within all four phases principles of Social Exchange Theory and Social Network Theory are highlighted.     

Delayed reaction to sibling-loss: The unmourned sibling as a block to procreation and creativity; A post-traumatic state

In this paper I describe a delayed reaction to sibling-loss in a woman patient who had decided to start a family. She began to have unexplained panic attacks after making the decision to have a baby. In analysis it gradually became apparent that these panic attacks were a delayed reaction to the trauma of the loss of her baby brother when she was 16 years old. Recovery of her feelings about the death of her brother led to a gradual resolution of her symptoms and to her successfully being able to have her own baby. It also led to a marked increase in her creativity and to greater satisfactions in personal relationships. The unmourned nature of the death of her brother had had a deadening effect on her feelings including her own maternal feelings and procreative capacity.     

The attentional processes underlying impaired inhibition of threat in anxiety: The remote distractor effect

The current study explored the proposition that anxiety is associated with impaired inhibition of threat. Using a modified version of the remote distractor paradigm, we considered whether this impairment is related to attentional capture by threat, difficulties disengaging from threat presented within foveal vision, or difficulties orienting to task-relevant stimuli when threat is present in central, parafoveal and peripheral locations in the visual field. Participants were asked to direct their eyes towards and identify a target in the presence and absence of a distractor (an angry, happy or neutral face). Trait anxiety was associated with a delay in initiating eye movements to the target in the presence of central, parafoveal and peripheral threatening distractors. These findings suggest that elevated anxiety is linked to difficulties inhibiting task-irrelevant threat presented across a broad region of the visual field.     

Preschoolers' Use of Reflective Properties: Identification of Reflections on Partially Transparent Surfaces

This exploratory study extended past studies of children's ability to reference the mirror as a tool in locating the source of reflected images to preschoolers' ability to use the affordances of a transparency. Thirty-six children (3.5 to 5 years old) were shown nonreflected lights and lights reflected on a partially transparent, glassy surface. Children did not spontaneously locate the source of the reflected image. However, they were able to verbally discriminate reflected from nonreflected images following training. These findings indicate that, although preschoolers may not spontaneously use transparencies as a perceptual tool, the ability to distinguish visual differences of reflected from nonreflected images on transparencies is likely within preschool children's developmental capacity.     

Double Exposure: The Effects of Repeated Identification Lineups on Eyewitness Accuracy

Eyewitnesses may be asked to identify the same suspect from a lineup on successive occasions. This study explored the effects on eyewitness decisions of repeated same‐suspect lineups, within a 2 × 2 × 2 mixed‐model factorial design. Witnesses to a video crime attempted to identify the culprit from two same‐format lineups (simultaneous or sequential) separated by a 2‐week retention interval (Lineup1, Lineup2) in which a suspect (guilty or innocent) was common to the lineups. We predicted two components of a posited repeated lineup effect: that positive identification errors made at the first lineup would be carried forward rather than corrected at the second lineup and that the number of false identifications of the innocent suspect would rise from first to second lineup. Predictions were supported, with a stronger negative impact of repeated lineups for simultaneous than sequential lineups. Additionally, witnesses who made selections of the guilty suspect and of the innocent suspect at Lineup2 were equally confident and were significantly more confident than witnesses who declined to pick. The results underscore concerns about possible negative outcomes from repeated lineups. Copyright © 2013 John Wiley & Sons, Ltd.     

Alice in Rorschachland

Misconceptions and misuse of the Rorschach technique are parodied in this Alice in Wonderland story. Alice falls down a rabbit Whole and journeys through the Rorschach Plates until she is tried at an Inquiry on Card X. The story can be interpreted as critical of Rorschach practitioners who: search only for pathology, not health; ignore the free associative instructions to the client of test procedures; and restructure reality along Rorschach dimensions of personality and terminology.     

“Who I Am Depends on How Fairly I'm Treated”: Effects of Justice on Self‐Identity and Regulatory Focus

Across 2 experiments, we examined motivational processes elicited by justice‐related experiences. Specifically, we examined the effects of justice on recipients' self‐identity and regulatory focus. As predicted, those who experienced unfairness had a strong individual identity and prevention focus owing to the threats of social rejection and economic exploitation communicated by unfairness. Conversely, individuals exposed to fairness had strong interdependent identities and promotion focus owing to the favorable economic and socioemotional information communicated by fairness. These effects were accentuated among participants who reported high sensitivity to injustice and internal loci of control. Our findings are important because they highlight causal associations between justice and key motivation constructs.     

Facial attractiveness as a moderator of the association between social and physical aggression and popularity in adolescents

This study examined the relations between facial attractiveness, aggression, and popularity in adolescence to determine whether facial attractiveness would buffer against the negative effects of aggression on popularity. We collected ratings of facial attractiveness from standardized photographs, and teachers provided information on adolescents' social aggression, physical aggression, and popularity for 143 seventh graders (70 girls). Regression analyses indicated that facial attractiveness moderated the relations between both types of aggression and popularity. Aggression was associated with a reduction in popularity for adolescents low on facial attractiveness. However, popularity did not decrease as a function of aggression for adolescents high on facial attractiveness. Aggressors with high facial attractiveness may experience fewer negative consequences to their social standing, thus contributing to higher overall rates of aggression in school settings.