IQ independence of measures of dysfunctional cognition

An important step in validating measures of dysfunctional cognition is to ensure that they are not confounded with general intelligence. We evaluated the Cognitions Checklist (Depression and Anxiety subscales), the Dysfunctional Attitudes Scale, and the Hopelessness Scale in a sample of 162 outpatients with depressive or anxiety disorders. These measures were not confounded with fluid or crystallized intelligence. Furthermore, correlations between the dysfunctional cognition scales and symptom severity measures were not attenuated when intelligence was statistically controlled.     

Facilitating accuracy of imitative articulation through reception training

Accuracy of imitation of nonsense words was examined in first- and second-grade children (65–99 months of age) as a function of prior reception training. Two experiments were conducted, involving within-subject comparisons. In the first, one group of words was trained as labels for nonsense objects, a second received noncontingent feedback yoked to the labeling words, a third was presented an equal number of times to control for exposure, and a fourth group was not included in the training phase. Testing involved accuracy of imitation of all four groups of words. Both the feedback and exposure words were imitated less accurately than the labeling words, but more accurately than the nonexposure controls. The second experiment examined the length of the label-object association, using an overtraining procedure. Words which came under the discriminative control of objects for greater numbers of trials were imitated more accurately than those meeting only a minimum discrimination criterion.     

Book Reviews

Pastoral Psychology -     

Transforming science curricula in higher education: Feminist contributions

Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about how science has been taught. Currently, national and local curriculum transformation efforts are producing useful insights and materials. I want to thank Jinnie Garrett for inviting me to participate in the very exciting conference (Communicating Science held at Hamilton College, Clinton, NY, USA, 3–5 October 1998) and for her encouragement in preparing this paper. I also want to thank Joan Schulz and Patricia Brown for the important discussions and assistance contributing to this work.     

Adolescent Protective and Risk Factors for Incarceration through Early Adulthood

Journal of Child and Family Studies - With 2.3 million individuals incarcerated in the United States, incarceration remains a pressing social influence on health. While risk factors for...     

Sex and age group differences in the associations between sleep duration and BMI from adolescence to young adulthood

Objective: We examine concurrent and longitudinal associations between sleep duration (SD) and body mass index (BMI) from adolescence to young adulthood, controlling for physical activity and internalising symptoms. Sex and age group differences (early adolescent group ages 12–15 years and late adolescent group ages 16–18 years) are examined.

Design: A randomly selected community-based sample of youth (N = 662; 48.3% males) were surveyed biannually from 2003 (T1) to 2014 (T6).

Results: We found sex and age group differences for the concurrent and longitudinal associations between SD and BMI. For males, shorter SD at baseline was concurrently related to higher BMI. For females, shorter SD at baseline was associated with longitudinal increases in BMI, for the late adolescent group only.

Conclusion: Findings show that the association between SD and BMI, previously shown in childhood, continues to be significant in adolescence and young adulthood. Developmentally appropriate and sex-specific strategies for motivating and supporting healthy sleep habits in adolescence that may help to prevent weight gain into young adulthood are discussed.     

Potentially Traumatic Experiences,Academic Performance,and Psychological Distress: The Role of Shame

The purpose of this study was to investigate the role of shame associated with previous potentially traumatic experiences, satisfaction with academic performance, and psychological distress among college students (N = 245) in Mainland China. Results indicated that previous experiences of potentially traumatic events were directly related to depressive symptoms and indirectly related through characterological shame and hopelessness. In addition, characterological shame and bodily shame were 2 distinct forms of shame that had unique associations with psychological distress.     

The Cooperative Research Centre for Living with Autism (Autism CRC) Conceptual Model to Promote Mental Health for Adolescents with ASD

Despite an increased risk of mental health problems in adolescents with autism spectrum disorder (ASD), there is limited research on effective prevention approaches for this population. Funded by the Cooperative Research Centre for Living with Autism, a theoretically and empirically supported school-based preventative model has been developed to alter the negative trajectory and promote wellbeing and positive mental health in adolescents with ASD. This conceptual paper provides the rationale, theoretical, empirical and methodological framework of a multilayered intervention targeting the school, parents and adolescents on the spectrum. Two important interrelated protective factors have been identified in community adolescent samples, namely the sense of belonging (connectedness) to school and the capacity for self and affect regulation in the face of stress (i.e. resilience). We describe how a confluence of theories from social psychology, developmental psychology and family systems theory, along with empirical evidence (including emerging neurobiological evidence), supports the interrelationships between these protective factors and many indices of wellbeing. However, the characteristics of ASD (including social and communication difficulties, and frequently difficulties with changes and transitions, and diminished optimism and self-esteem) impair access to these vital protective factors. The paper describes how evidence-based interventions at the school level for promoting inclusive schools (using the Index for Inclusion) and interventions for adolescents and parents to promote resilience and belonging [using the Resourceful Adolescent Program (RAP)] are adapted and integrated for adolescents with ASD. This multisite proof-of-concept study will confirm whether this multilevel school-based intervention is promising, feasible and sustainable.