Validity of Treatment Target Progress Ratings as Indicators of Youth Improvement

We examined whether clinical progress ratings on the Monthly Treatment and Progress Summary form (MTPS), an idiographic treatment progress measure, were meaningfully related to changes measured by two separate standardized instruments; the Child and Adolescent Functional Assessment Scale (CAFAS) and the Child and Adolescent Level of Care Utilization System (CALOCUS). Validity coefficients were examined at intake and three-, six-, and nine-month follow-up periods. Samples were selected for each measure and follow-up period from the population of youth receiving services through the Hawaii Child and Adolescent Mental Health Division’s (CAMHD) system of care. Significant youth improvement was evident on all three measures across all follow-up intervals. The type of changes measured by the MTPS and CAFAS were more alike over longer follow-up intervals than changes measured by the CALOCUS. The MTPS captures distinct aspects of client change that overlaps somewhat with CAFAS and CALOCUS measures. The MTPS is a brief client-tailored measure that seems to provide valid, sensitive, and nonredundant client specific treatment outcome information that can be collected on a frequent basis within a complex system of care.     

Reduction of interindividual-intergroup discontinuity: the role of leader accountability and proneness to guilt

Two experiments contrasted interactions between group leaders with interactions between individuals in a mixed-motive setting. Consistent with the idea that being accountable to the in-group implies normative pressure to benefit the in-group, Experiment 1 found that accountable leaders were more competitive than individuals. Consistent with the idea that being unaccountable to the in-group implies normative pressure to be cooperative and that high guilt proneness provides motivation to be moral, Experiment 2 found that when guilt proneness was high, unaccountable leaders were less competitive than accountable leaders and did not differ significantly from individuals. In other words, the robust interindividual-intergroup discontinuity effect was eliminated when groups had unaccountable leaders who were high in guilt proneness.     

An Evaluation of the Two-Factor Model of Emotion: Clinical Moderators Within a Large,Multi-Ethnic Sample of Youth

The two-factor model of emotion clarifies the complexities of the relationship between anxiety and depression through their varying associations with positive and negative affect. Although this model’s structure has been validated in community samples of children, little research has evaluated the model among clinically referred youth. The present investigation aimed to confirm the two-factor model of emotion within a sample of clinically-referred children (N?=?879) and to investigate potential moderators of the model’s relationships within that group. Structural equation modeling demonstrated excellent fit for the two-factor model, and moderating effects for the model structure were found related to age and diagnostic category. These results support the model’s usefulness in describing patterns of psychopathology and temperament for clinically referred children and suggest the potential for a unified treatment approach to internalizing psychopathology.     

Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start

This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.     

The benefit of attention is not diminished when distributed over two simultaneous cues

Recent findings have suggested that transient attention can be triggered at two locations simultaneously. However, it is unclear whether doing so reduces the effect of attention at each attended location. In two experiments, we explored the consequences of dividing attention. In the first experiment, we compared the effects of one or two cues against an uncued baseline to determine the consequences of dividing attention in a paradigm with four rapid serial visual presentation (RSVP) streams. The results indicated that two simultaneous cues increase the accuracy of reporting two targets by almost the same amount as a single cue increases the report of a single target. These results suggest that when attention is divided between multiple locations, the attentional benefit at each location is not reduced in proportion to the total number of cues. A consequent prediction of this finding is that the identification of two RSVP targets should be better when they are presented simultaneously rather than sequentially. In a second experiment, we verified this prediction by finding evidence of lag-0 sparing: Two targets presented simultaneously in different locations were reported more easily than two targets separated by 100 ms. These findings argue against a biased-competition theory of attention. We suggest that visual attention, as triggered by a cue or target, is better described by a convergent gradient-field attention model.     

Construct Overlap Between Employee Engagement and Job Satisfaction: A Function of Semantic Equivalence?

The evidence for employee engagement as a distinct construct, separate from related work attitudes such as job satisfaction, has been contradictory. Despite a growing inventory of research, current statistical techniques fall short in providing additional answers beyond those previously documented through discriminant and incremental validity, among others. Understanding the semantic similarity between scales however could uncover the potential bounds of current evidence and highlight areas of further exploration. This study examined the semantic similarity between three measures of employee engagement frequently found in the research literature and a commonly used measure of job satisfaction. Examining a relatively new indicator of validity, manifest validity, semantic relatedness between items from employee engagement and job satisfaction instruments was assessed using latent semantic analysis. Semantic similarity between employee engagement and job satisfaction items predicted moderate to high amounts of variance (R ² = 25–69 %) in corresponding correlations of survey responses. Findings suggest that high correlations between certain employee engagement measures and job satisfaction scores may be a function of semantic equivalence rather than individual perceptions of separate theoretical constructs.     

Greater autonomous motivation for study and basic psychological need satisfaction by being presently aware and ‘letting go’: An exploration of mindful attention and nonattachment

Mindful attention appears to facilitate greater satisfaction of basic psychological needs (i.e., autonomy, competence, and relatedness). Recent findings suggest that nonattachment may arise from mindfulness, with nonattachment being found to mediate relationships between mindfulness and various outcomes, such as increased wellbeing. Across two undergraduate samples, nonattachment was found to partially mediate relationships between mindful attention and the perceived satisfaction of each of autonomy, competence, and relatedness with others (N?=?247), and greater relative autonomous motivation for study (N?=?578). The findings therefore support and extend on existing research related to mindful attention within the Self-Determination Theory literature while also adding to the growing literature on the apparent benefits of nonattachment. Future research on autonomous motivation and basic need satisfaction may therefore benefit from considering nonattachment alongside mindful attention.