Character Strengths Interventions: Building on What We Know for Improved Outcomes

For this review strengths intervention studies were located using online searches and collegial networks and included if they explicitly sought to teach or use a strengths classification to enhance well-being, and used pre- and post-intervention measures and a comparison group. Eight studies met the criteria and have been summarised by this review. To date, the effect sizes achieved by character strengths interventions have been small to moderate. An understanding of how these interventions work may facilitate development of more effective interventions, while expanding the field of character strengths interventions to include a broader range of activities and approaches may also offer benefits. Research examining individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising leads to explain how strengths interventions work. However, the effect on intervention efficacy of relational or contextual factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. Implications for interventions in school settings are considered.     

Comparing Group-Contingency and Individualized Equivalence-Based Instruction to a PowerPoint Lecture to Establish Equivalence Classes of Reinforcement and Punishment Procedures with College Students

The Psychological Record - Equivalence-based instruction (EBI) involves the teaching of socially relevant material (e.g., academic material) with stimulus equivalence procedures. In the research...     

Blossoming Child,Mourning Parent: A Qualitative Study of Trans Children and Their Parents Navigating Transition

Journal of Child and Family Studies - An increasing number of jurisdictions now facilitate transitions for trans and non-binary youth (TNBY), allowing them to legally change their name and gender...     

Factor Validity of the Beck Hopelessness Scale in Italian Medical Patients

The aim of the present study was to assess the factor structure of the Italian version of the Beck Hopelessness Scale (BHS) in a large sample of patients with medical conditions, comparing four different models proposed previously in the literature. Participants were 514 Italian adult patients with diagnoses of chronic daily headache, type 1 (insulin-dependent) or type 2 diabetes mellitus, epilepsy, open-angle glaucoma, human immunodeficiency virus infection, and women admitted for childbirth to a Department of Fetal–Maternal Medicine. All the patients were administered the BHS during routine visits. Confirmatory factor analyses were used to compare four models using several fit indices. The one-construct two-method model (i.e., the BHS measures one substantive hopelessness construct plus artifacts due to negative–positive item polarity) had the best fit indices and was more parsimonious than other models. The BHS seems to be a unidimensional measure of hopelessness, although there may be artifacts due to item polarity (i.e., positively and negatively worded items). Hopelessness scores differed in patients with particular medical diseases, with higher scores in conditions such as chronic daily headache and diabetes, and lower scores in patients positive for the human immunodeficiency virus (HIV), and with open-angle glaucoma or epilepsy.     

How Does it STAC Up? Revisiting the Scaffolding Theory of Aging and Cognition

“The Scaffolding Theory of Aging and Cognition (STAC)”, proposed in 2009, is a conceptual model of cognitive aging that integrated evidence from structural and functional neuroimaging to explain how the combined effects of adverse and compensatory neural processes produce varying levels of cognitive function. The model made clear and testable predictions about how different brain variables, both structural and functional, were related to cognitive function, focusing on the core construct of compensatory scaffolding. The present paper provides a revised model that integrates new evidence about the aging brain that has emerged since STAC was published 5 years ago. Unlike the original STAC model, STAC-r incorporates life-course factors that serve to enhance or deplete neural resources, thereby influencing the developmental course of brain structure and function, as well as cognition, over time. Life-course factors also influence compensatory processes that are engaged to meet cognitive challenge, and to ameliorate the adverse effects of structural and functional decline. The revised model is discussed in relation to recent lifespan and longitudinal data as well as emerging evidence about the effects of training interventions. STAC-r goes beyond the previous model by combining a life-span approach with a life-course approach to understand and predict cognitive status and rate of cognitive change over time.     

Alcoholism,Aging, and Cognition: A Review of Evidence for Shared or Independent Impairments

Little is known about the combined effects of aging and alcoholism on cognitive function, in spite of the potential importance of this knowledge. Studies reported to date have focused on whether aging and alcoholism have shared mechanisms (i.e., the premature aging hypothesis) or independent mechanisms. Most have concluded that the effects of aging and alcoholism on cognition operate through independent mechanisms. However, there are reasons to doubt this conclusion. Many of the studies were not optimally designed to discover shared mechanisms because they used a limited range of ages, included several different groups in their analyses, or had low statistical power. Furthermore, interpretation of the patterns of main effects and interactions between aging and alcoholism is not straightforward. Assumptions must be made about the nature of the impairments in order to interpret the data. This review uses several theories of cognitive aging as an organizing heuristic for interpreting the extant data on aging, cognition, and alcoholism. Some potential shared mechanisms for cognitive deficits in aging and alcoholism are identified, such as information processing speed and proactive interference in working memory. In contrast, some potential independent mechanisms are also identified, such as decay from working and long-term memory. These mechanisms should be used as a base to guide necessary further research.     

MOVING ON

The following personal narrative concerns the author's experience with a malignant brain tumor. She uses the metaphor of motion to describe what happened to her about three years ago. Today, she continues to move on with her life.     

Systematic review of instruments measuring homophobia and related constructs

Since its conceptualization, the construct of homophobia has been the subject of many speculations about its specificity, reach, and possibility of empirical assessment. Several instruments have been created aiming to measure the prejudice against homosexuals. Peer‐reviewed articles of studies using measures to assess homophobia and related constructs were systematically reviewed in 4 databases (Medline, PsycINFO, ERIC, JSTOR). The articles were classified as they displayed evidence of the instrument's validity, reliability, or both. Finally, the instruments were rated according to that evidence. Out of 1076 results, 115 studies between 1993 and 2010 were identified as relevant. Those studies used 47 different instruments. This review focused in 5 instruments that concentrated the majority of the citations. Psychometric properties were acceptable.     

Deontic and epistemic reasoning in children revisited: Comment on Dack and Astington

Dack and Astington (Journal of Experimental Child Psychology 110 2011 94–114) attempted to replicate the deontic reasoning advantage among preschoolers reported by Cummins (Memory & Cognition 24 1996 823–829) and by Harris and Nuñez (Child Development. 67 1996 572–1591). Dack and Astington argued that the apparent deontic advantage reported by these studies was in fact an artifact due to a methodological confound, namely, inclusion of an authority in the deontic condition only. Removing this confound attenuated the effect in young children but had no effect on the reasoning of 7-year-olds and adults. Thus, removing reference to authority “explains away” young children’s apparent precocity at this type of reasoning. But this explanation rests on (a) a misunderstanding of norms as targets of deontic reasoning and (b) conclusions based on a sample size that was too small to detect the effect in young children.