An Examination of Triarchic Psychopathy Constructs in Female Offenders

This study sought to expand scientific knowledge on psychopathic personality traits in female offenders by evaluating the relationship between MMPI–2–RF triarchic scales and self-reported external variables in a sample of 205 female offenders. Results indicated that boldness was inversely related to internalizing dysfunction, including suicidal behavior, psychosis, youth conduct problems, problems stemming from alcohol use, and a history of outpatient mental health treatment. Meanness was positively related to internalizing dysfunction as well as youth conduct problems, anger, prison disciplinary reports, and psychosis. Disinhibition was associated with a history of abuse in childhood, suicidal behavior, internalizing dysfunction, problems associated with alcohol and drug use, family history of mental illness, prison disciplinary reports for violence, number of previous criminal charges, and anger. Consistent with views of psychopathy as a configural condition, interactive effects of boldness with disinhibition and meanness were observed for multiple key external variables (e.g., conduct problems, substance use, nonsuicidal self-injurious behavior). This study provides further evidence for the triarchic conceptualization of psychopathy in female offenders and lends additional support for the validity of MMPI–2–RF triarchic psychopathy scales.     

A Comparison of Single and Multi-Test Working Memory Assessments in Predicting Academic Achievement in Children

Children assessed as having low working memory capacity have also been shown to perform more poorly than their same-aged peers in measures of academic achievement. Early detection of working memory problems is, therefore, an important first step in reducing the impact of a working memory deficit on the development of academic skills. In this study, we compared a single-test assessment, the Working Memory Power Test for Children (WMPT) and a multi-test assessment, the Automated Working Memory Assessment (AWMA), in their ability to predict academic achievement in reading, numeracy, and spelling. A total of 132 Australian school children (mean age 9 years, 9 months) participated in the research. Strong positive correlations between the WMPT and AWMA total scores were found, indicating good convergent validity of the single and multi-test measures. WMPT scores correlated with each of the four AWMA subtests designed to assess verbal and visuospatial short-term and working memory. WMPT and AWMA scores separately predicted performance on Word Reading, Numerical Operations, and Spelling. Compared with either measure alone, the WMPT and the AWMA in combination predicted more of the variance in Word Reading and Numerical Operations, but not in Spelling. Theoretical and practical implications of these findings are discussed.     

Three Views of Artful Practice in Psychosocial Occupational Therapy

This qualitative study explored artfulness in the psychosocial practice of three occupational therapists through in-depth observation and interviews. Analysis focused on the therapist-client relationship, activity use, self-reflection, and the change process. Each therapist established an interpersonal connection while offering meaningful, engaging activities. In addition, each brought a distinct and unique personal view to treatment. Findings suggest that the art of practice in occupational therapy is constructed by the therapist's integrated balance of substance, form, and vision to achieve a coherent whole, which positively influences the personal views of substance, form, and vision in clients.     

Understanding the Lived Experience of Formerly Homeless Adults as They Transition to Supportive Housing

The researchers conducted in-depth interviews with formerly homeless adults who had moved to supportive housing to understand their perceived occupational needs and the factors that affected their transition. A qualitative research design with four participants who had a history of substance abuse and mental illness was used. Participant interviews that addressed categories of daily living and personal satisfaction produced data that were coded for analysis using conventional content analysis. Mega themes emerged that related to factors shaping the housing transition and maintenance experience. Occupational therapists can use these findings to create informed interventions to enhance this population's occupational performance.     

A validation of a computerised task of risk-taking and moral decision-making and its association with sensation-seeking,impulsivity and sociomoral reasoning

The aim of this study was to investigate the reliability and validity of the computer based application of the Secret Agent (SA) task of risk-taking and moral decision-making. The participants were 100 male patients in a maximum security hospital (50 with severe mental illness and 50 with personality disorder) and 50 community based healthy controls. All participants completed the SA task, the Iowa Gambling Task (IGT), and measures of IQ, antisocial personality traits, sensation-seeking, impulsivity and sociomoral reasoning. The SA risk-taking and moral decision-making scales had satisfactory levels of reliability (Cronbach’s alpha). Risk-taking correlated significantly with sensation-seeking across all three participant groups. In contrast, risk-taking only correlated with impulsivity among the severe mental illness group. Moral decision-making correlated with sociomoral reasoning among the personality disorder group. No correlation was found between the SA scores and the IGT score and the IGT did not correlate with sensation-seeking or impulsivity. IQ and antisocial personality traits did not correlate with the SA or IGT scales. The study highlights the importance of context, the nature of the risk-taking task, and ‘problem framing’ of the instructions in their relationship with individual differences.     

Body Dissatisfaction and Mental Health Across Ethnic/Racial and Immigrant Groups: Implications for Marriage and Family Therapists

ABSTRACT

The purpose of this effort is to broaden the scope with which body dissatisfaction (BD) is viewed to inform the practices of MFTs. Associations between college students' BD and measures of depression, anxiety, self-esteem, and body image were tested using mean-level comparisons, path analysis, and multi-group tests by sex, across ethnic/racial groups, and across immigration status. Data were collected from N = 10,573 youth. There was evidence of significant mean level differences, and BD predicted internalizing symptoms while multi-group tests were largely invariant suggesting a more universal impact than dominant theoretical explanations (i.e. Objectification theory) posit.     

A Program Intervention for Pediatric Bipolar Disorder: Preliminary Results

The effectiveness of a behaviorally based day treatment program for young children diagnosed with Pediatric Bipolar Disorder (PBD) was evaluated using pretreatment and posttreatment mean scores from the Child Behavior Checklist (CBCL). Data were evaluated in aggregate and using the clinically significant change method for children diagnosed with PBD, Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Adjustment Disorder, and no diagnosis/clinical and subclinical groups. Significant effects were found for all groups except the no diagnosis/subclinical group on the Internalizing scale and for all groups on the Externalizing scale. Clinically significant change was supported for the PBD, ADHD, ODD, and Adjustment Disorder groups. Implications and limitations of the study are discussed.     

What's Going On with Dora? An Interpersonal Perspective

Freud views Dora's symptoms as displacements of conflictual fantasies and affects. In this essay the focus is shifted to Dora's body in relation, a vehicle for communication. The schism between her soma and psyche—or act and word—is understood as Dora's response to the mystifying, hypocritical relatedness in her family. Freud's bifurcation of theory and clinical praxis may repeat this pattern at moments when metapsychological interpretations do not jibe with the interactive moment. A detailed inquiry regarding the often-embodied transference-countertransference matrix is therefore explored toward better understanding and integration.     

Assessment of Historical Analysis and Argumentation (AHAA): A New Measure of Document-Based Historical Thinking

Abstract

A troubling gap exists between the current state of history assessment and the knowledge and skills deemed essential for students to thrive in the 21st century. We propose a new assessment of historical thinking that represents a promising alignment with extant cognitive research, as well as with the practices that undergird the discipline. In this article, we discuss the design of the Assessment of Historical Analysis and Argumentation (AHAA), as well as the accompanying scoring rubric, and report findings from our administration of multiple forms of the exam with secondary students (N?=?618). Evidence indicates that the exam captured student historical thinking about documents and that the items prompted students to construct a cognitive representation of intertextual reasoning. Given the dearth of assessments that capture student historical thinking about documents and their understanding of content, we believe the AHAA has the potential to be an important instructional resource.     

The Clinical and Forensic Value of Information that Children Report While Drawing

Drawing is commonly used in clinical interviews to help children talk about their experiences. Research has shown that drawing increases the amount of information that children report about some emotional experiences. Here, we aimed to investigate the use of drawing in interviews about other, clinically relevant emotions, and the clinical and forensic relevance of the information that children report while drawing. To do this, sixty 5‐ to 6‐ and 11‐ to 12‐year‐olds drew and told, or told, about prior experiences that had made them feel happy, angry, proud (confident), and worried (nervous). For all emotions, drawing and telling increased the amount of forensically relevant, episodic details (e.g., who was there and what happened) that children reported relative to telling alone. In contrast, drawing and telling did not alter the amount of information that children reported about clinically relevant details (e.g., thoughts and emotions). We discuss the implications of these findings for using drawing in interviews with children. Copyright © 2013 John Wiley & Sons, Ltd.