What Young People Want: A Qualitative Study of Adolescents’ Priorities for Engagement Across Psychological Services

This article examined commonalities in adolescents’ priorities for engagement with psychological support in the context of contemporary youth culture in New Zealand. These were explored across a range of different services including a face-to-face hospital-based mental health service, a face-to-face school-based counseling service, a telephone counseling service and a new form of counseling using mobile phone text. Interviews were conducted with 63 young people aged 13–18 who had used at least one of these services. A thematic analysis identified that there were common priorities for participants across the different services including their need to keep control; not to have their parents involved; to have a relationship with a counselor which was more like a friendship than a professional relationship; to talk freely and be listened to; and to have the service be accessible and flexible enough to fit around their lives. Text and telephone counseling were seen to be particularly appropriate for meeting some of these needs. Professionals working with young people should consider offering a suite of options for psychological support, allowing young people to balance their different needs and priorities and thus facilitate their engagement.     

Behavioral Variability in the Play of Children With Autism and Their Typically Developing Peers

Invariable or repetitive behavior is a defining feature of autism and can limit a child's exposure to varying consequences and subsequent learning opportunities. We compared the variability in play material selection between 30 children with autism and 30 typically developing children, aged 2‐8 years, across three different activities: selecting paper outfits to dress dolls, selecting beads to place on a string, and choosing marker colors for coloring shapes. Selections of materials could be varied or identical to previous selections within the session. Although there was some overlap between the two groups, children with autism were more likely to respond invariably than typically developing children. Two‐year‐old children in both groups tended to display invariable play material selection, but variability increased across increasing age groups for typical children and remained relatively stable across increasing age groups for children with autism. Implications regarding the divergence in variable behavior across children with autism and typically developing children as a function of age are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

A Defense of Derk Pereboom’s Containment Policy

Derk Pereboom disagrees with P.F. Strawson that abandoning the reactive attitudes associated with praise and blame would come at the price of exiting our personal relationships. According to Pereboom, we can contain or modify our attitudes in ways that preserve, and perhaps even enrich interpersonal relationships. In a recent article, Seth Shabo defends “the inseparability thesis” in order to undermine Pereboom’s containment policy. Drawing on David Goldman’s work on non-antagonistic responses to wrongdoing, we defend Pereboom from Shabo’s critique.     

“It's the Way That You Do It”: Developing an Ethical Framework for Community Psychology Research and Action

In the 50 years since the 1965 Swampscott conference, the field of community psychology has not yet developed a well‐articulated ethical framework to guide research and practice. This paper reviews what constitutes an “ethical framework”; considers where the field of community psychology is at in its development of a comprehensive ethical framework; examines sources for ethical guidance (i.e., ethical principles and standards) across multiple disciplines, including psychology, evaluation, sociology, and anthropology; and recommends strategies for developing a rich written discourse on how community psychology researchers and practitioners can address ethical conflicts in our work.     

The View from Inside the System: How Police Explain Their Response to Sexual Assault

Prior research has documented the problematic community response to sexual assault: the majority of sexual assaults reported to police are never prosecuted. Social dominance theory suggests that this response is a form of institutional discrimination, intended to maintain existing social structures, and that police personnel likely draw upon shared ideologies to justify their decision‐making in sexual assault case investigations. This study drew upon social dominance theory to examine how police justified their investigatory decisions to identify potential leverage points for change. The study revealed that the likelihood of a case referral to the prosecutor increased with each additional investigative step completed; of the different types of justifications provided by police for a less‐than‐thorough investigative response and stalled case, blaming the victim for the poor police investigation proved to be the most damaging to case progression; and the type of explanation provided by police was impacted by specific case variables. As suggested by social dominance theory, the study demonstrates that police rely on several different mechanisms to justify their response to sexual assault; implementing criminal justice system policies that target and interrupt these mechanisms has the potential to improve this response, regardless of specific case factors.     

Does working memory training have to be adaptive?

This study tested the common assumption that, to be most effective, working memory (WM) training should be adaptive (i.e., task difficulty is adjusted to individual performance). Indirect evidence for this assumption stems from studies comparing adaptive training to a condition in which tasks are practiced on the easiest level of difficulty only [cf. Klingberg (Trends Cogn Sci 14:317–324, 2010)], thereby, however, confounding adaptivity and exposure to varying task difficulty. For a more direct test of this hypothesis, we randomly assigned 130 young adults to one of the three WM training procedures (adaptive, randomized, or self-selected change in training task difficulty) or to an active control group. Despite large performance increases in the trained WM tasks, we observed neither transfer to untrained structurally dissimilar WM tasks nor far transfer to reasoning. Surprisingly, neither training nor transfer effects were modulated by training procedure, indicating that exposure to varying levels of task difficulty is sufficient for inducing training gains.     

The Perception of Persons with Anorexia Nervosa on Quality of Life: an Initial Investigation

Anorexia nervosa (AN) is an illness with a large impact on an individual’s quality of life, affecting relationships with friends and family, social inclusion, employment, personal development, and physical health, among other domains. However, most QoL studies primarily focus on health-related QoL without paying attention to the psychosocial and subjective aspects of QoL. In this study, QoL in persons with AN is investigated from a broad perspective. More specifically, this study aims at (1) gaining insight into the personal meaning of QoL of persons recovering from AN, (2) specifying the indicators of the QoL model of Schalock (J Intellect Disabil Res 48(3):203–216, 2004) for persons with AN, and (3) exploring the relationship between a specific treatment program and the perception on QoL of persons with AN. Therefore, in-depth interviews were conducted with 17 persons recovering from AN, who are supported by Empathie, a therapeutic center in Flanders, using solution-focused therapy and client-centered therapy, combined with a systemic orientation. The participants spontaneously mentioned the following themes when asked which elements are important to have a good QoL: interpersonal relationships, personal development, being able to relax, self-determination, and having a healthy lifestyle. Each domain of the QoL model of Schalock was operationalized into specific indicators for persons with AN. These indicators can help service providers to tailor their support strategies to the needs of each patient. The participants reported that being in therapy had positively influenced the following domains: interpersonal relationships, emotional well-being, self-determination, and social inclusion.