Understanding the genetic and environmental specificity and overlap between well‐being and internalizing symptoms in adolescence

Moderate inverse correlations are typically found between well‐being and mental illness. We aimed to investigate the role of genes and environments in explaining the relationships between two aspects of well‐being and two measures of internalizing symptoms. Altogether, 4700 pairs of 16‐year‐old twins contributed data on subjective happiness and life satisfaction, as well as symptoms of depression and emotional problems. Well‐being was moderately correlated with internalizing symptoms (range = ?0.45, ?0.58). Multivariate twin model‐fitting indicated both genetic and environmental overlap. Life satisfaction and happiness demonstrated different patterns of overlap, with stronger genetic links between life satisfaction and depression. Non‐shared environmental influences were largely specific to each trait. This study supports the theory of mental health and illness being partly (but not entirely) correlated dimensions. There are also significant genetic and environmental factors to identify for well‐being that go beyond the absence of mental illness. It is therefore possible that different interventions are needed for treating mental illness and promoting mental health.     

Hot and Cool Executive Function and its Relation to Theory of Mind in Children with and without Autism Spectrum Disorder

Previous research has clearly demonstrated that autism spectrum disorder (ASD) involves deficits in multiple neuropsychological functions, such as executive function (EF) and theory of mind (ToM). A conceptual distinction is commonly made between cool and hot EF. In ASD, continued attention has been paid to the cool areas of executive dysfunction. Cool EF has been strongly related to ToM, but research has not taken into account the association between hot EF and ToM in ASD. The present study investigated the associations between hot and cool EF and ToM in 56 school-aged children with ASD and 69 controls on tasks tapping cool EF (i.e., working memory, inhibition, planning), hot EF (i.e., affective decision making, delay discounting), and ToM (i.e., mental state/emotion recognition and false belief). Significant group differences in each EF measure support an executive dysfunction in both domains in ASD. Strong associations between delay discounting and ToM mental state/emotion recognition were found, suggesting that hot EF makes a unique contribution to ToM above and beyond cool EF in typical development and ASD. This study improves understanding of the profile of higher-order cognitive deficits in children with ASD, which may inform diagnosis and intervention.     

Human Energy Expenditure and Postural Coordination on the Mechanical Horse

The authors investigated and compared the energy expenditure and postural coordination of two groups of healthy subjects on a mechanical horse at 4 increasing oscillation frequencies. Energy expenditure was assessed from the oxygen consumption, respiratory quotient, and heart rate values, and postural coordination was characterized by relative phase computations between subjects (elbow, head, trunk) and horse. The results showed that the postural coordination of the riders was better adapted (i.e., maintenance of in-phase and antiphase) than that of the nonriders, but the energy expenditure remains the same. Likewise, we observed an energy system shifting only for nonriders (from aerobic to lactic anaerobic mode). Finally, cross-correlations showed a link between energy expenditure and postural coordination in the riders (i.e., effectiveness).     

Matthews Model of Clinical Reasoning: A Systematic Approach to Conceptualize Evaluation and Intervention

Clinical reasoning is a complex process required for effective therapeutic encounters. Its development is poorly understood. The clinical reasoning process is placed in a historical context based on the occupational therapy literature. An emerging model of clinical reasoning is proposed. This model of clinical reasoning provides a unique perspective in order to compartmentalize the person, environment, and occupation constructs around the person’s life story, connect it directly to the occupational therapy practice framework, and determine treatment priorities, emphasizing a client-centered perspective. A client-centered model of clinical reasoning supports efforts to provide effective intervention.     

How prisoners and their partners experience the maintenance of their relationship during a prison sentence

Research shows that intimate relationships, and their maintenance via prison visits, have a positive impact on factors associated with prisoner well‐being and reduced likelihood of recidivism. It is therefore in the interest of corrections, government, and wider society to enable prisoners to maintain healthy relationships with their family and intimate partners throughout their prison sentence. Despite this evidence, little is known about how prisoners experience the maintenance of a significant intimate relationship in prison. This study aims to explore heterosexual couples' experiences in maintaining their well‐established intimate relationships, while the male partner is incarcerated. Four main themes were identified: how they experienced “having a special connection” that they were motivated to maintain; “coping with challenges and threats” to that connection; “developing reciprocal behaviours” to meet those challenges; and “maintaining a belief in the future.” Implications for how the relational context of rehabilitation can best be supported is considered.     

Increased number of responses may account for reduced resurgence following serial training

Abrupt discontinuation of functional communication training can cause resurgence of challenging behavior. Teaching multiple alternative responses in sequence (serial training) may reduce resurgence, relative to teaching a single alternative. However, previous evaluations of serial training included a different number of response options across comparison conditions. In Experiment 1, we varied both training type (single and serial) and number of response options, and replicated previous findings showing that more resurgence occurred following single training relative to serial training. In Experiment 2, we varied the training type while holding the number of alternative responses constant and obtained no consistent differences in resurgence. In Experiment 3, we varied the number of alternative responses while holding training type constant (i.e., single). More resurgence occurred in the condition with fewer response options, suggesting that the number of available alternative responses, and not explicit serial training of alternatives, was critical to outcomes.     

Effects of amount of information on judgment accuracy and confidence

When a person evaluates his or her confidence in a judgment, what is the effect of receiving more judgment-relevant information? We report three studies that show when judges receive more information, their confidence increases more than their accuracy, producing substantial confidence–accuracy discrepancies. Our results suggest that judges do not adjust for the cognitive limitations that reduce their ability to use additional information effectively. We place these findings in a more general framework of understanding the cues to confidence that judges use and how those cues relate to accuracy and calibration.     

Effects of classroom organization on letter-word reading in first grade

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed.     

Parents Perceived as Peers: Filial Maturity in Adulthood

Filial maturity refers to the adult offspring’s perception of parents as individuals with past histories and limitations. Three studies were conducted to measure filial maturity and its relational and developmental correlates. Study 1 included adults aged 18–59 to empirically assess filial maturity and its correlates across adulthood. Study 2 examined associations between filial maturity and constructs indicative of emerging adulthood (e.g., emotional autonomy), among people aged 18–24. Study 3 included young and middle-aged adults (N = 158; ages: 22–49) and their parents to assess associations between parents’ reports of relationship quality and offspring’s filial maturity. Offspring reported greater filial maturity with mothers and with parents with whom they reported greater relationship quality, closeness, and autonomy. Parents who reported greater relationship quality had offspring who reported greater filial maturity. Findings suggest that filial maturity is a dyadic phenomenon that influences parent child relationship quality across the lifespan.