Mapping the MMPI–2/MMPI–2–RF Restructured Clinical Scales Onto Mood Markers in an Israeli Sample

This study cross-culturally evaluated the Minnesota Multiphasic Personality Inventory–2/MMPI–2 Restructured Form (MMPI–2/MMPI–2–RF) emotion-focused Restructured Clinical (RC) Scales to examine whether their patterns of associations with positive affect (PA) and negative affect (NA) are as expected based on Tellegen, Watson, and Clark's (1999a Tellegen, A., Watson, D., &; Clark, L. A. (1999a). Further support for a hierarchical model of affect. Psychological Science, 10, 307–309.[Crossref], [Web of Science ®] , [Google Scholar], 1999b Tellegen, A., Watson, D., &; Clark, L. A. (1999b). On the dimensional and hierarchical structure of affect. Psychological Science, 10, 297–303.[Crossref], [Web of Science ®] , [Google Scholar]) mood model. The sample was composed of 100 men and 133 women from psychiatric settings in Israel who completed the MMPI–2 and the Mood Check List (MCL; Zevon &; Tellegen, 1982 Zevon, M. A., &; Tellegen, A. (1982). The structure of mood change: An idiographic/nomothetic analysis. Journal of Personality and Social Psychology, 43, 111–122.[Crossref], [Web of Science ®] , [Google Scholar]). Results indicated that RCd was substantially correlated with both PA and NA in opposite directions, and that RC2 and RC7 were more highly correlated with PA and NA, respectively. Further, when compared with their Clinical Scale counterparts, RC2 and RC7 exhibited comparable convergent validities and improved discriminant properties. Findings provide support for Tellegen et al.'s (2003 Tellegen, A., Ben-Porath, Y. S., McNulty, J. L., Arbisi, P. A., Graham, J. R., &; Kaemmer, B. (2003). MMPI–2 Restructured Clinical (RC) scales: Development, validation, and interpretation. Minneapolis: University of Minnesota Press. [Google Scholar]) goal to link the RC scales to contemporary conceptualizations of mood.     

Family Therapy Techniques in Residential Settings: Family Sculptures and Reflecting Teams

Outcome data has shown that family therapy is highly effective in the treatment of many disorders including addiction, mood, and other issues. In working to make treatment as effective as possible, many residential treatment and outdoor behavioral healthcare (OBH) programs have adopted family therapy techniques for use in individual and peer group therapy settings. Some have also incorporated family members by inviting them to visit the residential setting and participate in treatment exercises. An article by Faddis and Bettmann (J Ther Sch Program 1(1): 57–69, 2006) outlines an example of this integrated approach to family sculptures and reflecting teams in a wilderness therapy setting for adolescents. This integrated technique has since come to be known as the four phase Familial Sculpting and Reflecting intervention. Most recently these methods have been expanded for use with young men ages 18–30 in an adventure wilderness therapy program. This article will examine the theoretical basis for both of these approaches, discuss the application of these techniques to residential OBH programs and review how these methods have been most recently adapted for use in another program.     

A comparison of perceptions of counselling in Ireland and the United States

The present study compared 50 Irish and 50 US graduate and undergraduate psychology and counselling students on the ways they rated counsellors, counselling, and group counselling on a semantic differential. Males were also contrasted to females on these concepts. A 2 2 2 2 2 MANOVA was used for the data analysis where the independent variables were country, class, and gender, and the dependent variables were the evaluative and potency scales of the semantic differential for counsellors, counselling, and group counselling. The Irish sample rated the potency of counselling significantly higher as did women. Counselling graduates evaluated group counselling and counsellors significantly higher than psychology undergraduates.     

Adolescents' evaluative beliefs of failure: explorations in a Chinese Singaporean sample

Our study explored evaluative beliefs of failure to see whether positive and negative beliefs of failure are bivariate in nature within three domains of an adolescent's life (academic, social, and athletic) and how such beliefs are differentially linked to the importance of a domain, the frequency of failure in a domain, and the extremity of negative emotions experienced when encountering failure in a domain. A total of 163 Chinese Singaporean students in Secondary 3 and 4 (Grades 9 and 10) from two Singapore schools participated in the study by completing a questionnaire. Results from various analyses converged to demonstrate that evaluative beliefs could be distinguished by both valence (positive and negative) and domain (academic, social, and athletic). The six evaluative beliefs were also distinguished from failure attributions. While there was consensus in what constituted negative beliefs of failure across domains, positive beliefs of failure showed some domain specificity, with unique aspects in particular domains (e.g., the inevitability of failure only in the academic domain). Positive and negative beliefs in the different domains were correlated among themselves, but positive and negative beliefs were uncorrelated within (except for academic) and across domains. Positive and negative beliefs were also differentially linked to domain importance, failure frequency, and extremity of negative emotion. Unexpectedly, domain importance was not linked to negative beliefs but was linked to positive beliefs, while positive and negative beliefs showed domain-specific links with failure frequency. As expected, however, negative beliefs were (positively) linked to extremity of negative emotions while positive beliefs were not linked to such extremity. The conceptual, substantive, and practical implications of these results are discussed.     

What Matters in Social Accounts? The Roles of Account Specificity,Source Expertise,and Outcome Loss on Acceptance

Although we know that social accounts favorably affect fairness outcomes, we still do not know what makes them work. An experimental design was used to assess the impact of message specificity, source expertise, and outcome loss on account acceptance. Also examined was how account acceptance mediates the relationship between these factors and a range of fairness outcomes. Specificity had a main effect on acceptability, but interacted with expertise across levels of loss. Expertise had a slight positive effect on acceptance under low loss conditions, but its effect turned sharply negative under conditions of higher loss. Acceptability partially mediated the relationship between specificity and all fairness outcomes, and fully mediated the impact on commitment to the trainer.