Childhood Cruelty to Animals: Psychiatric and Demographic Correlates

This retrospective study compared frequencies of aggressive behaviors and abuse histories noted during a psychiatric intake assessment for children where animal cruelty was endorsed and a control sample of youth for whom animal cruelty was not endorsed to determine if rates of concerning behaviors differed significantly. Relative to the control group, the cruelty group was significantly more likely to have had problems with peers, perpetrated bullying, experienced sexual abuse, and have a history of sexually acting out. Recommendations for childhood animal cruelty screening in mental health settings are discussed.     

Last Words: Analysis of Suicide Notes from an RECBT Perspective: An Exploratory Study

A sample of 86 suicide notes was analyzed to identify the common cognitive and emotional themes contained in the text from a rational-emotive and cognitive behavior therapy (RECBT) perspective. Using grounded theory and statistical analysis to examine the data, this study found that the most frequent emotional categories to be present in these suicide notes are autonomous depression, sociotropic depression, guilt, shame, hurt and anger. It was also discovered that men, more than women, are likely to write about their experience of guilt in their suicide notes at the end of a relationship, while women are more likely to express feelings of hurt. This study may enable RECBT practitioners to better understand the cognitive and emotional factors of suicide behavior, and it may encourage future research into more specific suicide prevention protocols.     

Expanding Our Reach: Marriage and Family Therapists in the Public School System

As states change their legislation to include Marriage and Family Therapists (MFTs) as approved mental health providers in schools, it is important to understand the experiences of MFTs in this context to improve training and increase our effectiveness. MFTs with experience working in public schools (N = 21) discuss the advantages and rewards of working in schools, challenges they have experienced, how they have dealt with those challenges, and training they recommend for MFTs seeking to work in schools. Qualitative results have implications for practitioners, training, and supervision. The possibility of a specialization in School-Based Family Therapy is discussed.     

Less Engagement in Pleasurable Activities Is Associated With Poorer Quality of Life for Veterans With Comorbid Postdeployment Conditions

The presence of multiple comorbid conditions is common after combat deployment and complicates treatment. A potential treatment approach is to target shared mechanisms across conditions that maintain poorer health-related quality of life (HRQOL). One such mechanism may be decrements in pleasurable activities. Impairment in pleasurable activities frequently occurs after deployment and may be associated with poorer HRQOL. In this brief report, we surveyed 126 veterans who had previously sought an assessment at a Veterans Affairs postdeployment health clinic and assessed pleasurable activities, HRQOL, and postdeployment health symptoms. Forty-three percent of veterans met our criteria for all 3 postdeployment conditions (posttraumatic stress disorder, depression, and chronic widespread physical symptoms). Greater engagement in pleasurable activities was associated with better HRQOL for all veterans regardless of type or level of postdeployment health symptoms. Future research should study if interventions that encourage veterans with postdeployment health conditions to engage in pleasurable activities are effective rehabilitation strategies.     

Early predictors of middle school fraction knowledge

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning.     

Morality and a Scaffolding of Facts

In reply to Michael Campbell, I reformulate my questions of Raimond Gaita, avoiding the expression “form of life”. I examine what might remove the need for my questions, before taking up Campbell's line of thought about what he calls the “inwardness” of moral concepts. Campbell helps to clarify the picture of moral concepts advanced by Wittgensteinian moral philosophers. But at a general level, the picture remains unclear where a grammar meets its scaffolding of facts. Some may find this unproblematic, and indeed unavoidable. But I remain unsure of this, and hope to provide at least a useful caution.     

Language Helps Children Succeed on a Classic Analogy Task

Adult humans show exceptional relational ability relative to other species. In this research, we trace the development of this ability in young children. We used a task widely used in comparative research—the relational match‐to‐sample task, which requires participants to notice and match the identity relation: for example, AA should match BB instead of CD. Despite the simplicity of this relation, children under 4 years of age failed to pass this test (Experiment 1), and their performance did not improve even with initial feedback (Experiment 2). In Experiments 3 and 4, we found that two kinds of symbolic‐linguistic experience can facilitate relational reasoning in young children. Our findings suggest that children learn to become adept analogical thinkers, and that language fosters this learning in at least two distinct ways.     

Effects of delay of prospective memory cues in an ongoing task on prospective memory task performance

To address the mixed results reported in previous studies, the present experiments examined forgetting in prospective memory (PM) by manipulating the delay between the PM instructions and cue presentation in event-based PM tasks. PM performance was measured for delays of 2–20 min in Experiment 1 and for delays of approximately 1–10 min in Experiment 2. Experiment 2 included both focal and nonfocal PM tasks, and speed on the ongoing task was measured to examine evidence for monitoring processes across the delays tested. The results suggest that nonfocal PM performance follows a nonlinear forgetting function (i.e., rapid decline for shorter delays and slower decline for longer delays) when tested over delays from 1 to 20 min. No effect of delay was seen for the focal task tested in Experiment 2 from 1 to 10 min. In Experiment 2, ongoing-task costs were also found for the first delay but not for longer delays, suggesting that monitoring was significantly reduced between 1 and 2.5 min of the ongoing-task trials.