Description of Exemplar Cases in the Intensive Mental Health Program: Illustrations of Application of the Therapeutic Model

We describe cases from the clinical records in the Intensive Mental Health Program to illustrate the diverse presenting problems, intervention strategies, therapeutic process, and outcomes for children receiving services in this school-based, community-oriented treatment model. Cases reflect varying degrees of treatment response and potential factors that influence the fluctuating levels of emotional disturbance and impaired functioning in the home, school, and community.     

Theta synchronizes the activity of medial prefrontal neurons during learning

Memory consolidation is thought to involve the gradual transfer of transient hippocampal-dependent traces to distributed neocortical sites via the rhinal cortices. Recently, medial prefrontal (mPFC) neurons were shown to facilitate this process when their activity becomes synchronized. However, the mechanisms underlying this enhanced synchrony remain unclear. Because the hippocampus projects to the mPFC, we tested whether theta oscillations contribute to synchronize mPFC neurons during learning. Thus, we obtained field (LFP) and unit recordings from multiple mPFC sites during the acquisition of a trace-conditioning task, where a visual conditioned stimulus (CS) predicted reward delivery. In quiet waking, the activity of mPFC neurons was modulated by theta oscillations. During conditioning, CS presentation caused an increase in mPFC theta power that augmented as the CS gained predictive value for reward delivery. This increased theta power coincided with a transient theta phase locking at distributed mPFC sites, an effect that was also manifest in the timing of mPFC unit activity. Overall, these results show that theta oscillations contribute to synchronize neuronal activity at distributed mPFC sites, suggesting that the hippocampus, by generating a stronger theta source during learning, can synchronize mPFC activity, in turn facilitating rhinal transfer of its activity to the neocortex.     

Mechanisms underlying heightened risk taking in adolescents as compared with adults

Self-report surveys and behavioral tasks indicate greater risk-taking behavior in adolescents as compared with adults. However, the underlying causes of these behavioral differences remain unclear. The present study examined the possibility that adolescents may be more susceptible to immediate positive and negative outcomes than adults. We compared the behavior of adolescents and adults on a modified version of the Balloon Analogue Risk Task (Lejuez et al., 2002). The task required that participants press a button to "inflate" a series of balloons on a computer screen. Balloons inflated until either the participant released the button ("saved" balloons) or the balloon "burst." Accumulated points increased as the duration of the buttonpress increased; however, simultaneously, the likelihood that the balloon would burst also increased. Adolescents inflated balloons to a larger size prior to saving them than adults did, suggesting relatively higher levels of risk taking, although the adolescents' behavior was not uniformly risk prone. Further, in comparison with adults, behavior in adolescents was more influenced by whether a balloon was saved or had burst on the preceding trial, suggesting that sensitivity to immediate consequences is one mechanism that underlies the observed difference in risk taking.     

Testing intergroup concordance in ranking experiments with two groups of judges

Across many areas of psychology, concordance is commonly used to measure the (intragroup) agreement in ranking a number of items by a group of judges. Sometimes, however, the judges come from multiple groups, and in those situations, the interest is to measure the concordance between groups, under the assumption that there is some within-group concordance. In this investigation, existing methods are compared under a variety of scenarios. Permutation theory is used to calculate the error rates and the power of the methods. Missing data situations are also studied. The results indicate that the performance of the methods depend on (a) the number of items to be ranked, (b) the level of within-group agreement, and (c) the level of between-group agreement. Overall, using the actual ranks of the items gives better results than using the pairwise comparison of rankings. Missing data lead to loss in statistical power, and in some cases, the loss is substantial. The degree of power loss depends on the missing mechanism and the method of imputing the missing data, among other factors.     

A Review and Reconceptualization of Social Aggression: Adaptive and Maladaptive Correlates

The emergence of a research literature exploring parallels between physical and nonphysical (i.e., social, relational, indirect) forms of aggression has raised many questions about the developmental effects of aggressive behavior on psychological functioning, peer relationships, and social status. Although both forms of aggression have been linked to problematic outcomes in childhood and adolescence, more recent findings have highlighted the importance of considering the possible social rewards conferred by socially aggressive behavior. This paper examines relevant theory and empirical research investigating the adaptive and maladaptive correlates specific to nonphysical forms of aggression. Findings are explored at the level of group (e.g., peer rejection), dyadic (e.g., friendship quality), and individual (e.g., depressive symptoms) variables. Key developmental considerations and methodological issues are addressed, and recommendations for future research integrating current theoretical conceptualizations and empirical findings on social aggression are advanced.     

Infant visual habituation

The use of visual habituation in the study of infant cognition and learning is reviewed. This article traces the history of the technique, underlying theory, and procedural variation in its measurement. In addition, we review empirical findings with respect to the cognitive processes that presumably contribute to habituation, studies of developmental course and long-term prediction, as well as recent attempts to address or explain the phenomenon of visual habituation through the use of mathematical or quantitative models. The review ends with an appeal for a return to the study of habituation per se as a valid measure of infant learning, rather than relegating the phenomenon to its use as a technique for familiarizing infants in procedures testing for discrimination or recognition.     

Preliminary validation of a Chinese version of the State-Trait Anger Expression Inventory-2

The increased globalization of psychology and related fields necessitates the availability of psychometric instruments in a number of languages, countries and cultures. Unfortunately, research on anger and aggression in Chinese populations has suffered from a lack of valid and reliable measurement instruments. Therefore, the State-Trait Anger Expression Inventory-2 (STAXI-2) was translated into Chinese (Chinese STAXI-2). Two samples of Hong Kong Chinese ( N  = 489 and N  = 775) completed the Chinese STAXI-2. Participants in the second sample also completed measures of anger rumination and aggression. Confirmatory factor analysis (CFA) of responses from the first sample resulted in the loss of nine items from the 57 original items due to misspecification. A second CFA, using responses from the second sample, supported the construct validity of the modified scale. Moderate correlations were observed with measures of aggression and anger rumination, and significant differences were found between males and females on three anger expression subscales (Anger Expression-In, Anger Control-Out, and Anger Control-In). The preliminary evidence suggests that the abbreviated inventory may be a useful measure of state and trait anger, and anger expression in some Chinese populations.     

Computerised CBT self‐help for depression in Higher Education: Reflections on a pilot

Aims: This study comprised the second phase of a small‐scale exploration of the viability of a computerised CBT intervention for depression within the context of a Higher Education counselling service. Method: The program ‘Beating the Blues’? (BtB) was offered to students experiencing depression, with measurement of uptake, attrition, satisfaction and effectiveness of the program. Results: Outcomes were calculated alone and in combination with those found in Phase One (previously presented in this journal), to enable a whole study report. In Phase Two, 15 students commenced BtB. The low completion rate in the intended academic year of the study led to extension over a further term. Seven participants completed the programme in Phase Two, a rate of 46.7%; 27 students used the programme over the entire study, with 63% completion. In both phases depression scores fell significantly following completion of the programme; anxiety scores fell significantly for Phase Two completers. User feedback was mixed. Clinical implications and conclusions: Many students have a comparatively short wait for a psychological service which may reduce interest in a computerised self‐help intervention and may help explain the low uptake. It is suggested that whilst CCBT is acceptable and effective for some depressed students, the number of sufficiently interested students, together with reported satisfaction from the intervention, was too small to warrant current inclusion of BtB within our service, particularly given its cost implications. Suggestions for further CCBT‐related investigations within this setting are made.