Identifying long-term patterns of work-related rumination: associations with job demands and well-being outcomes

The aim of this 2-year longitudinal study was to identify long-term patterns of work-related rumination in terms of affective rumination, problem-solving pondering, and lack of psychological detachment from work during off-job time. We also examined how the patterns differed in job demands and well-being outcomes. The data were collected via questionnaires in three waves among employees (N = 664). Through latent profile analysis (LPA), five stable long-term patterns of rumination were identified: (1) no rumination (n = 81), (2) moderate detachment from work (n = 228), (3) moderate rumination combined with low detachment (n = 216), (4) affective rumination (n = 54), and (5) problem-solving pondering (n = 85), both combined with low detachment. The patterns differed in the job demands and well-being outcomes examined. Job demands (time pressure, cognitive and emotional demands) were at the highest level across time in patterns 3–5 and lowest in pattern 1. Patterns 3 and 4 were associated with poorer well-being outcomes (higher job exhaustion and more sleeping problems, and lower work engagement) across time. By contrast, pattern 5 showed positive outcomes, especially high level of work engagement. Thus, the different patterns of work-related ruminative thoughts suggest diverse relationships with job demands and well-being.     

Lived Experiences of Men With Dissociative Identity Disorder

Dissociative disorders affect 29% of the clinical population, with women diagnosed 9 times more often than men. For this study, the authors used a phenomenological approach to uncover experiences of 5 men with dissociative identity disorder. Findings revealed 5 themes: history, alters, male gender expectations and identity, challenges, and strengths and support. Implications for practitioners are discussed.     

Using the Double ABCX Model to Integrate Services for Families of Children with ASD

This conceptual paper reviews the need for a family-focused service delivery model within the autism spectrum disorder (ASD) field and suggests that the Double ABCX Model of Stress and Adaptation is a way to address this need. Within the ASD field, there is an absence of service delivery models that are able to address the needs of the family as a unit, rather than the individual child with ASD. This gap is striking given the reciprocal relationship between parent and child outcomes within the ASD field. To support our argument that the Double ABCX model could be used to integrate parent and child-focused interventions within the ASD field, this paper starts by reviewing the mental health outcomes often associated with having a child with ASD. We next provide a historical overview of the Double ABCX model and review a body of ASD intervention literature within the context of the Double ABCX model framework. Doing so shows that a number of child and parent focused interventions within the ASD field can be fit within the Double ABCX framework. However, a handful of methodological and sampling limitations prevent the Double ABCX model from being fully supported as a model that could be applied in a variety of settings. Taken together, this review highlights that the Double ABCX model is a promising strategy to integrate child and parent-focused interventions within the ASD field, but highlights that specific areas of future research are needed in order to build continued support for this argument.     

Preference and reinforcer efficacy of high‐ and low‐tech items: A comparison of item type and duration of access

This study examined the interactions of stimulus type (high‐ vs. low‐tech) and magnitude (duration of access) on preference and reinforcer efficacy. Two preference assessments were conducted to identify highly preferred high‐tech and low‐tech items for each participant. A subsequent assessment examined preference for those items when provided at 30‐s and 600‐s durations. We then evaluated reinforcer efficacy for those same items when provided for a range of durations using progressive‐ratio schedules. Results suggested item type and access duration interacted to influence preference and reinforcer efficacy. Participants preferred high‐tech items at longer durations of access and engaged in more responding when the high‐tech item was provided for long durations, but these patterns were reversed for the low‐tech item. In addition, participants engaged in less responding when the high‐tech item was provided for short durations and when the low‐tech item was provided for long durations.     

Three-month-olds show a negativity bias in their social evaluations

Previous research has shown that 6-month-olds evaluate others on the basis of their social behaviors--they are attracted to prosocial individuals, and avoid antisocial individuals (Hamlin, Wynn & Bloom, 2007). The current studies investigate these capacities prior to 6 months of age. Results from two experiments indicate that even 3-month-old infants evaluate others based on their social behavior towards third parties, and that negative social information is developmentally privileged.     

Recruiting Teen Smokers in Shopping Malls to a Smoking-Cessation Program Using the Foot-in-the-Door Technique

Persuading teen smokers to volunteer for smoking-cessation programs is a challenging yet understudied problem. As a method of dealing with this problem, we used and tested a foot-in-the-door (FITD) approach. Teen smokers were intercepted at malls and were assigned randomly to request compliance with a small behavior request of either (a) answering a few questions (light FITD) or (b) answering the same questions and a few additional ones, plus watching a short video about the effects of nicotine (heavy FITD). Participants were then called back by telephone several weeks later and asked to comply with a large behavior request of joining a cessation program that involved the use of self-help materials and telephone counseling. Although no differences were found in responses from the light and heavy groups, consent to enter the program was obtained from 12% of the pooled qualified intercepts and their parents (for those under 18 years). This recruitment rate was considered good, given that this is one of the only reported studies that recruited teen smokers from the general population to cessation programs.     

Two-year-olds use artist intention to understand drawings

Adults appreciate that an abstract visual representation can be understood through inferring the artist's intention. Many investigators have argued that this capacity is a late-emerging developmental accomplishment, a claim supported by findings that preschool children ignore explicit statements about intent when naming pictures. Using a simplified method, we explored picture naming in 2-year-olds. Experiment 1 found that when an adult artist drew an object, children later mapped a novel name for the drawing to the object that the adult had been looking at. Experiment 2 suggests that this response was not merely because there was more attention given to that object. These findings are consistent with the view that children are naturally disposed to reason about artifacts, including artwork, in terms of inferred intention.     

Age,Emotion Regulation Strategies,Temperament, Creative Drama,and Preschoolers' Creativity

Based on Yeh's (2004) Ecological Systems Model of Creativity Development, this study investigated the effects that age, the use of emotion regulation strategies, temperament, and exposure to creative drama instruction have on the development of creativity among preschool children. Participants were 1164‐ to 6‐year‐old preschool children. This study categorized the emotion regulation strategies used by preschool children and developed a creativity test which includes the measurement of usefulness, an indicator of creativity that has, until now, been ignored. The main findings are that (a) 6‐year‐olds outperform 4‐ and 5‐year‐olds in terms of creativity; (b) emotion regulation strategies as well as a positive temperament have positive effects on children's creativity; (c) creative drama instruction contributes to children's creativity; and (d) age group, emotion regulation strategies, temperament, and creative drama instruction can collectively predict children's creativity.