The role of parent depressive symptoms in positive and negative parenting in a preventive intervention

This study examined the role of parent depressive symptoms as a mediator of change in behaviorally observed positive and negative parenting in a preventive intervention program. The purpose of the program was to prevent child problem behaviors in families with a parent who has current or a history of major depressive disorder. One hundred eighty parents and one of their 9- to 15-year-old children served as participants and were randomly assigned to a family group cognitive-behavioral (FGCB) intervention or a written information (WI) comparison condition. At two months after baseline, parents in the FGCB condition had fewer depressive symptoms than those in the WI condition, and these symptoms served as a mediator for changes in negative, but not positive, parenting at 6 months after baseline. The findings indicate that parent depressive symptoms are important to consider in family interventions with a parent who has current or a history of depression. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Familiarity breeds dissent: Reliability analyses for British-English idioms on measures of familiarity,meaning, literality,and decomposability

To date, there have been several attempts made to build a database of normative data for English idiomatic expressions (e.g., Libben & Titone, 2008; Titone & Connine, 1994), however, there has been some discussion in the literature as to the validity and reliability of the data obtained, particularly for decomposability ratings. Our work aimed to address these issues by looking at ratings from native and non-native speakers and to extend the deeper investigation and analysis of decomposability to other aspects of idiomatic expressions, namely familiarly, meaning and literality. Poor reliability was observed on all types of ratings, suggesting that rather than decomposability being a special case, individual variability plays a large role in how participants rate idiomatic phrases in general. Ratings from native and non-native speakers were positively correlated and an analysis of covariance found that once familiarity with an idiom was accounted for, most of the differences between native and non-native ratings were not significant. Overall, the results suggest that individual experience with idioms plays an important role in how they are perceived and this should be taken into account when selecting stimuli for experimental studies. Furthermore, the results are suggestive of the inability of speakers to inhibit the figurative meanings for idioms that they are highly familiar with.     

Career Decision‐Making Intervention With Unemployed Adults: When Good Intentions Are Not Effective

This study adapted existing empirically supported interventions to explore options for serving large numbers of unemployed adults. Participants included 150 unemployed adults (72 experimental group, 78 control group) seeking employment office services to maintain U.S. federal unemployment compensation. A 1‐hour workshop was offered to the 72 experimental group participants. The same career development variables were assessed during data collection for both groups. Results revealed the workshop had no impact on negative career thinking and potentially increased career decision‐making difficulties in the experimental group. Intervention effectiveness issues, implications for future research, and intervention options with unemployed adults are discussed.     

A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children

The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure –Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities.     

The roles of associative and executive processes in creative cognition

How does the mind produce creative ideas? Past research has pointed to important roles of both executive and associative processes in creative cognition. But such work has largely focused on the influence of one ability or the other—executive or associative—so the extent to which both abilities may jointly affect creative thought remains unclear. Using multivariate structural equation modeling, we conducted two studies to determine the relative influences of executive and associative processes in domain-general creative cognition (i.e., divergent thinking). Participants completed a series of verbal fluency tasks, and their responses were analyzed by means of latent semantic analysis (LSA) and scored for semantic distance as a measure of associative ability. Participants also completed several measures of executive function—including broad retrieval ability (Gr) and fluid intelligence (Gf). Across both studies, we found substantial effects of both associative and executive abilities: As the average semantic distance between verbal fluency responses and cues increased, so did the creative quality of divergent-thinking responses (Study 1 and Study 2). Moreover, the creative quality of divergent-thinking responses was predicted by the executive variables—Gr (Study 1) and Gf (Study 2). Importantly, the effects of semantic distance and the executive function variables remained robust in the same structural equation model predicting divergent thinking, suggesting unique contributions of both constructs. The present research extends recent applications of LSA in creativity research and provides support for the notion that both associative and executive processes underlie the production of novel ideas.     

Delineating Selection and Mediation Effects Among Childhood Personality and Environmental Risk Factors in the Development of Adolescent Substance Abuse

Utilizing the large, longitudinal Minnesota Twin Family Study (N?=?2510; 96 % European American ancestry), we examined the influence of several person-environment transactions on adolescent substance abuse. We focused on the two childhood personality traits found to be most predictive of substance abuse in this sample—socialization (willingness to follow rules and endorse conventional values) and boldness (social engagement and assurance, stress resilience, thrill seeking)—and the environmental variables of antisocial and prosocial peers, academic engagement, parent–child relationship quality, and stressful life events. Path analysis revealed that low socialization had a selection effect for each environmental risk factor, that is, socialization at age 11 predicted environmental risk at age 14, after controlling for the stability of the environmental variables from ages 11 to 14. Antisocial peers and academic engagement at age 14 then mediated some of the risk of low socialization on substance abuse at age 17, but the majority of risk for substance abuse was accounted for by the stability of socialization from age 11 to 14. Boldness at age 11 also increased risk for substance abuse, but did so primarily via a direct effect. The findings help to parse the nature of person-environment transactions across multiple personality traits and contextual risk factors that contribute to adolescent substance abuse.     

Using Motor-Based Role-Play to Enhance Social Skills in a Nonverbal Adolescent With High Functioning Autism: A Case Report

In this study the authors collected pilot data about the effect of a motor-based role-play intervention on the social skills of a nonverbal adolescent with high functioning autism. Single subject design was used to tally frequency of targeted social skills at baseline, intervention, and 3-month probe. Intervention was delivered once per week in 1-hour sessions over 4 weeks. The Evaluation of Social Skills was also used at baseline and 3-month probe to assess changes in social skill quality. Although the participant's verbal use did not change, the quality and frequency of nonverbal social skill use increased significantly from baseline to 3-month probe (p = .038, t = ?3.556).