Validity of self-efficacy scale scores for a Spanish sample

This study analyzed the validity of the Sherer, et al. Self-efficacy Scale for a Spanish sample of 555 subjects, 257 men and 298 women. 415 were from the general population; 34 schizophrenics and 45 with eating disorders were from a clinic, plus 61 drug addicts from two centers. All met DSM-IV-R criteria. The Eysenck Personality Questionnaire, State-Trait Anxiety Inventory, Assertiveness Inventory, and the Self-control Questionnaire were administered. The reliability for total scores, general factor were high even when social self-efficacy was low. A bidimensional factor structure seemed more acceptable. The Self-efficacy scale scores correlated with those on the Self-control Questionnaire and the Assertiveness Inventory. Extraversion scores on the Sincerity dimension of the Eysenck Personality Questionnaire correlated with scores on the State-Trait Anxiety Inventory and Eysenck's Neuroticism and Psychoticism scales. Significant mean differences appeared between the general population group and the three clinical groups. These analyses support the usefulness of the scale for clinical practice and research with Spanish samples.     

On the benefits of giving as well as receiving autonomy support: mutuality in close friendships

Two studies examined autonomy support within close friendships. The first showed that receiving autonomy support from a friend predicted the recipient's need satisfaction within the relationship and relationship quality as indexed by emotional reliance, security of attachment, dyadic adjustment, and inclusion of friend in self and that there was significant mutuality of receiving autonomy support and of each other variable. The relations of perceived autonomy support to need satisfaction and relationship quality held for both female-female and male-male pairs across the two studies. The second study replicated and extended the first, showing that receiving autonomy support also predicted psychological health. Furthermore, giving autonomy support to a friend predicted the givers' experience of relationship quality over and above the effects of receiving autonomy support from the friend. When both receiving and giving autonomy support competed for variance in predicting well-being, giving, rather than receiving, autonomy support was the stronger predictor.     

A critique of the correlated trait-correlated method and correlated uniqueness models for multitrait-multimethod data

The correlated trait-correlated method (CT-CM) and correlated uniqueness (CU) confirmatory factor analysis models for multitrait-multimethod data are critiqued. Although the CU model often returns convergent and admissible factor solutions when the CT-CM model does not, the CU model is shown to have theoretical and substantive shortcomings. On the basis of this critique, the authors recommend that the CT-CM model be regarded as the generally preferred model and that the CU model be invoked only when the CT-CM model fails.     

Putting things into perspective: individual differences in working-memory span and the integration of information

An important function of working memory is the integration of incoming information into an appropriate model of the contextual situation. We hypothesized that individual variability in working-memory function (estimated using Engle's operation-span measure) may lead to differential reactivity to a changing context. We recorded event-related brain potentials (ERPs) and reaction-time measures to stimuli embedded in long stimulus series (two auditory discrimination tasks), and examined the participants' responses in relation to how the current stimuli fit with the context generated by the previous stimuli. In both tasks, participants with low working-memory span scores showed larger brain responses as a function of variations in the local stimulus sequence than participants with high span scores. These data suggest that the low working-memory span group is more affected by the local stimulus sequence than the high span group, possibly because they are more easily swayed by ongoing changes and are therefore less capable of maintaining their attention on the overall sequence.     

Preliminary evaluation of a parent training program to prevent gun play

Recent research has shown that behavioral skills training with in situ training is an effective strategy to teach children the safety skills needed if they ever encounter an unattended firearm. The current study evaluated the use of parents as trainers to increase the efficiency of training. The success of parent training on their children's safety skills was evaluated in a multiple baseline across participants design. The results showed that the training was effective for 3 of the 4 children.     

Newborn Screening: Education,Consent, and the Residual Blood Spot. The Position of the National Society of Genetic Counselors

Newborn screening (NBS) is a minimally invasive lifesaving test. There is currently no federal mandate for NBS, thus states determine their own screening panel based on the recommendations of the Secretary’s Advisory Committee on Heritable Disorders in Newborn and Children (SACHDNC), which was recently re-chartered as the Discretionary Advisory Committee on Heritable Disorders in Newborns and Children (DACHDNC). After NBS is completed, a couple of residual blood spots remain. While some states allow these spots to be used for public health and scientific research purposes, parents are not always informed about these additional uses. This paper addresses the National Society of Genetic Counselors’ (NSGC’s) position about NBS and blood spot storage/use and the rationale for these positions. The National Society of Genetic Counselors strongly supports newborn screening for the uniform screening panel of conditions recommended by the Secretary’s Advisory Committee on Heritable Disorders in Newborns and Children. NSGC also supports storage and use of blood spot samples by newborn screening laboratories and transparent policies that govern these activities.     

Barriers Impacting the Utilization of Supervision Techniques in Genetic Counseling

Clinical supervision is an essential element in training genetic counselors. Although live supervision has been identified as the most common supervision technique utilized in genetic counseling, there is limited information on factors influencing its use as well as the use of other techniques. The purpose of this study was to identify barriers supervisors face when implementing supervision techniques. All participants (N?=?141) reported utilizing co-counseling. This was most used with novice students (96.1 %) and intermediate students (93.7 %). Other commonly used techniques included live supervision where the supervisor is silent during session (98.6 %) which was used most frequently with advanced students (94.0 %), and student self-report (64.7 %) used most often with advanced students (61.2 %). Though no barrier to these commonly used techniques was identified by a majority of participants, the most frequently reported barriers included time and concern about patient’s welfare. The remaining supervision techniques (live remote observation, video, and audio recording) were each used by less than 10 % of participants. Barriers that significantly influenced use of these techniques included lack of facilities/equipment and concern about patient reactions to technique. Understanding barriers to implementation of supervisory techniques may allow students to be efficiently trained in the future by reducing supervisor burnout and increasing the diversity of techniques used.