Mothers and fathers of young children: comparison of parenting styles

This study compared the developmental expectations and parenting behaviors of 52 mothers and fathers with children between the ages of 1 and 4 years, using the Parenting Inventory: Young Children. While both mothers and fathers were nurturing parents, mothers obtained significantly higher nurturing scores. Possible reasons for this difference were discussed. Developmental expectations and discipline strategies did not differ between mothers and fathers.     

Practice effects for visual resolution in the periphery

Resolution thresholds at 0° (fovea), 20°, 40°, and 60° along the horizontal meridian of the temporal visual field revealed a characteristic degradation in visual resolution with increasing stimulus eccentricity. However, substantial individual differences were found, particularly at 40° and 60° of eccentricity. Dramatic improvements in peripheral visual resolution occurred over a period of 11 practice sessions, with the time course of practice effects increasing for greater visual field eccentricities. Improvements with practice reduced, but did not eliminate, individual differences. The present visual resolution findings are compared to previous studies of peripheral motion detection and increment thresholds.     

An observation on set and visual comparison processes

Tasks involving the comparison of sequentially presented stimulus items to determine identity have generally only required interpretation in terms of simple matching. Some studies have attempted to show effects of selective set in these tasks but with little success except in tasks involving comparison of sentences with pictures. By simplifying the task a reliable set effect is demonstrated, showing that a mismatch of certain stimulus attributes only has an identifiable effect on a subject's reaction-time if he may reasonably be supposed to know that the attribute is critical and is set to examine stimulus items for the attribute. Such conditions result in a relatively fast judgement. The finding suggests that the sequential “same“/“different” judgement is a richer source of data concerning recognition and comparison than has been supposed.     

Defining the Assessment and Treatment Competencies to Deliver Low-Intensity Cognitive Behavior Therapy: A Multi-Center Validation Study

Despite the vastly increased dissemination of the low-intensity (LI) version of cognitive behavior therapy (CBT) for the treatment of anxiety and depression, no valid and reliable indices of the LI-CBT clinical competencies currently exist. This research therefore sought to develop and evaluate two measures: the low-intensity assessment competency scale (LIAC) and the low-intensity treatment competency scale (LITC). Inductive and deductive methods were used to construct the competency scales and detailed rating manuals were prepared. Two studies were then completed. The first study used a quantitative, fully-crossed design and the second a multi-center, quantitative longitudinal design. In study one, novice, qualified, and expert LI-CBT practitioners rated an LI-CBT assessment session (using the LIAC) and an LI-CBT treatment session (using the LITC). Study two used the LIAC and LITC across four training sites to analyze the competencies of LI-CBT practitioners over time, across raters, and in relation to the actor/patients’ feedback concerning helpfulness, the alliance, and willingness to return. Both the LIAC and LITC were found to be single factor scales with good internal, test-retest reliability and reasonable inter-rater reliability. Both measures were sensitive to measuring change in clinical competence. The LIAC had good concurrent, criterion, discriminant, and predictive validity, while the LITC had good concurrent, criterion, and predictive validity, but limited discriminant validity. A score of 18 accurately delineated a minimum level of competence in LI-CBT assessment and treatment practice, with incompetent practice associated with patient disengagement. These observational ratings scales can contribute to the clinical governance of the burgeoning use of LI-CBT interventions for anxiety and depression in routine services and also in the methods of controlled studies.