It Only Looks the Same From a Distance: How U.S., Finnish,and Irish Schools Support Struggling Readers

This study examined how U.S., Finnish, and Irish educators identified and supported struggling readers. Using Johnston's (2011) framework for evaluating reading interventions and activity theory (Engeström, 1999), we interviewed educators in four U.S., three Irish, and three Finnish schools. In the United States, the adoption of three beliefs—reductionist reading philosophy, difficulties as cognitive and remediated through instruction, and reading problems as unexpected phenomena—reinforced a skills-driven approach. Irish and Finnish educators adopted a more holistic view of reading, and teachers used formative assessment to support struggling students over extended periods while working collaboratively with other staff. Discussion focuses on how these beliefs influenced divisions of labor, roles and responsibilities, and the urgency with which difficulties were addressed.     

Contemporary MFT Models’ Alignment with Relational Common Factors

Common factors theorists believe that therapy is effective, not only because of model specific elements, but also, because of common factors that cut across various treatment models. Common factors include extra-therapeutic factors such as treatment setting, therapeutic alliance, therapist variables and client variables. Common factors researchers have proposed a set of relational common factors that are unique to the practice of marriage and family therapy, including the ability to conceptualize difficulties relationally and the ability to disrupt dysfunctional relationship patterns. In this paper, I analyze and compare relational common factors in three contemporary models: narrative therapy, solution-focused therapy and cognitive-behavioral therapy. Finally, I discuss significant implications for theorizing, training and supervision.     

How Sex and College Major Relate to Mental Rotation Accuracy and Preferred Strategy: An Electroencephalographic (EEG) Investigation

The Psychological Record - The electroencephalogram (EEG) was used to investigate variation in mental rotation (MR) strategies between males and females and different college majors. Beta...     

Philosophical intervention and cross-disciplinary science: the story of the Toolbox Project

In this article we argue that philosophy can facilitate improvement in cross-disciplinary science. In particular, we discuss in detail the Toolbox Project, an effort in applied epistemology that deploys philosophical analysis for the purpose of enhancing collaborative, cross-disciplinary scientific research through improvements in cross-disciplinary communication. We begin by sketching the scientific context within which the Toolbox Project operates, a context that features a growing interest in and commitment to cross-disciplinary research (CDR). We then develop an argument for the leading idea behind this effort, namely, that philosophical dialogue can improve cross-disciplinary science by effecting epistemic changes that lead to better group communication. On the heels of this argument, we describe our approach and its output; in particular, we emphasize the Toolbox instrument that generates philosophical dialogue and the Toolbox workshop in which that dialogue takes place. Together, these constitute a philosophical intervention into the life of CDR teams. We conclude by considering the philosophical implications of this intervention.     

A meta-analytic review of the Dark Triad–intelligence connection

We conducted a meta-analytic review of the relations between general mental ability (GMA) and the Dark Triad (DT) personality traits—Machiavellianism, narcissism, and psychopathy—to determine if individuals who display socially exploitative social qualities tend to be more intelligent or less intelligent. Across 48 independent samples, GMA showed no consistent relation with any DT trait. These effects were not sufficient to support either the “evil genius” hypothesis (highly intelligent individuals tend to display socially exploitative personality traits) or the “compensatory” hypothesis (less intelligent individuals compensate for their cognitive disadvantages by adopting manipulative behavioral tendencies). However, these relations were moderated, to some extent, by the sex and age of the participants, type of sample studied, and the measure of GMA.     

The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions

Although achievement goal and expectancy-value theories are both dominant in the achievement motivation literature, the relation between goals and expectancy-value variables in predicting achievement-related behaviors remains unclear. The present study evaluated the empirical validity of four contrasting theoretical conceptions which posit that (1) goals and expectancy-value variables are independent predictors of achievement-related outcomes (2) goals predict expectancy-values, (3) goals mediate the relation between expectancies and task-values, and (4) goals partially mediate the relation between expectancy-values and achievement outcomes, in predicting course performance, career intentions and academic aspirations. Path models evaluating these conceptions were tested separately in mathematics and language arts domains among 697 6th and 8th grade students. Results supported the fourth theoretical approach suggesting that expectancy-value variables predict achievement-related outcomes both directly and indirectly through achievement goals. These findings provide insight about the relation between expectancy-value and achievement goal theories and highlight their complementary role in predicting achievement behaviors.     

Self-Stigma in Substance Abuse: Development of a New Measure

Little attention has been paid to the examination and measurement of self-stigma in substance misuse. This paper aims to fill this gap by reporting on the development of a new scale to measure self-stigma experienced by people who are misusing substances, the Substance Abuse Self-Stigma Scale. Content validity and item refinement occurred through an iterative process involving a literature search, focus groups, and expert judges. Psychometric properties were examined in a cross-sectional study of individuals (n?=?352) receiving treatment for substance misuse. Factor analyses resulted in a 40-item measure with self devaluation, fear of enacted stigma, stigma avoidance, and values disengagement subscales. The measure showed a strong factor structure and good reliability and validity overall, though the values disengagement subscale showed a mixed pattern. Results are discussed in terms of their implications for studies of stigma impact and intervention.     

Type D personality predicts poor medication adherence in myocardial infarction patients

Type D personality, the combination of negative affectivity (NA) and social inhibition (SI), is an emerging risk factor in cardiovascular disease. This study aimed to examine one possible behavioural mechanism to explain the link between Type D and ill-health. It was hypothesised that Type D personality would predict medication adherence in myocardial infarction (MI) patients. In a prospective study, 192 MI patients (54 females and 138 males) completed measures of Type D personality and provided demographic and medical information 1 week post-MI, and then 131 patients went on to complete a self-report measure of medication adherence 3 months post-MI. It was found that Type D personality predicts adherence to medication, after controlling for demographic and clinical risk factors. Critically, the constituent components of Type D, NA and SI, interact to predict medication adherence, after controlling for the effects of each component separately. Poor adherence to medication may represent one mechanism to explain why Type D cardiac patients experience poor clinical outcome, in comparison to non-Type D patients. Interventions, which target the self-management of medication, may be useful in these high-risk patients.     

The impact of assuming the primary caregiver role following traumatic spinal cord injury: An interpretative phenomenological analysis of the spouse's experience

This study aimed to explore the lived experience of assuming the primary caregiver role in a group of spouses of individuals living with a traumatic spinal cord injury (SCI) (injuries ranged from paraplegia to quadriplegia). Individual in-depth interviews were conducted with 11 participants who were both the spouse and primary caregiver of an individual with a SCI; of these, 10 were female and 1 was male. All interviews were transcribed verbatim and were subjected to interpretative phenomenological analysis (IPA). Here we present three inter-related master themes: ‘The emotional impact of SCI’; ‘Post-injury shift in relationship dynamics’ and ‘Impact of caregiving on identity’. Regarding the emotional impact of spinal injury, participants reported an almost instantaneous sense of loss, emptiness and grief during the injured person's rehabilitative period and feelings of anxiety were reported in anticipation of their return to the family home. A distinct change in role from spouse and lover to care provider was reported and this ultimately contributed to relationship change and a loss of former identity. The findings are discussed in relation to extant caregiver literature and recommendations for future caregiver support are highlighted.     

Interference control in adolescents with Mild-to-Borderline Intellectual Disabilities and/or behavior disorders

The aim of this study was to investigate interference control in adolescents with Mild to Borderline Intellectual Disability (MBID) by addressing two key questions. First, as MBID is often associated with comorbid behavior disorders (BD), we investigated whether MBID and BD both affect interference control. Second, we studied whether interference control deficits are associated to problems in everyday executive functioning. Four groups of adolescents with and without MBID and/or BD performed the Eriksen flanker task, requiring participants to respond to a central target while ignoring interfering flanking stimuli. Their teachers rated behavior on the Behavior Rating Inventory Executive Function (BRIEF). We found pronounced effects of MBID but not BD on flanker interference control. In contrast, we observed pronounced effects of BD, but not MBID, on the BRIEF. In addition, flanker interference scores and BRIEF scores did not correlate. These results are taken to suggest that adolescents with MBID are characterized by deficits in interference control that do not become manifest in ratings of everyday executive functioning. In contrast, adolescents with BD are not characterized by deficits in interference control but do show elevated ratings of deficits in everyday executive function.