Christina M. Sheerin  Nadia Chowdhury  Mackenzie J. Lind  Erin D. Kurtz  Lance M. Rappaport  Erin C. Berenz 《Military psychology》2018,30(2):98-107

Individual differences in cognitive processes and coping behaviors play a role in the development and maintenance of posttraumatic stress disorder (PTSD). Given the large numbers of combat-exposed service members returning from the Operation Enduring Freedom (OEF), Operation Iraqi Freedom (OIF), and Operation New Dawn (OND) conflicts, exploring individual differences in cognitive-affective processes is important for informing our understanding of PTSD etiology and early intervention in military samples. The present study examined the unique main and interactive effects of negative posttrauma cognitions (i.e., negative beliefs about self [NS], the world [NW], and self-blame [SB]) and coping strategies (i.e., positive behavioral, positive cognitive, avoidant coping, and social and emotional coping) on PTSD diagnosis within 155 (M_age = 30.7, SD = 4.48) OEF/OIF/OND combat trauma-exposed Veterans recruited from an ongoing study examining the effects of combat trauma and stress reactivity. In the final, stepwise logistic regression analysis, avoidant coping, but no other coping strategy, was significantly positively related to PTSD diagnosis in the initial step. Higher levels of NS, but not NW, were significantly associated with having a PTSD diagnosis, whereas SB was associated with decreased likelihood of PTSD, above and beyond coping strategies. A significant interaction effect was found between NS and positive cognitive coping, such that greater positive cognitive coping weakened the relationship between NS and PTSD. Examining and addressing coping behaviors and negative thoughts of self jointly may benefit assessment and intervention approaches in a combat-trauma population.  相似文献   

    

Sabrina F. Derrington  Erin D. Paquette 《The American journal of bioethics : AJOB》2018,18(3):26-28

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Justin B. Leaf  Joseph H. Cihon  Aditt Alcalay  Erin Mitchell  Donna Townley‐Cochran  Kevin Miller  Ronald Leaf  Mitchell Taubman  John McEachin 《Journal of applied behavior analysis》2017,50(2):304-316

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.  相似文献   

    

Amy J. Hawkes  Amanda Biggs  Erin Hegerty 《The Journal of psychology》2017,151(6):509-531

While the relationship between job resources and engagement has been well established, a greater understanding of the upstream factors that shape job resources is required to develop strategies to promote work engagement. The current study addresses this need by exploring transformational leadership as an upstream job resource, and the moderating role of recovery experiences. It was hypothesized that job resources would mediate the relationship between transformational leadership and engagement. Recovery experiences were expected to moderate the relationship between resources and engagement. A sample of 277 employees from a variety of organizations and industries was obtained. Analysis showed direct relationships between: transformational leadership and engagement, and transformational leadership and job resources. Mediation analysis using bootstrapping found a significant indirect path between transformational leadership and engagement via job resources. Recovery experiences did not significantly moderate the relationship between job resources and engagement. To date, the majority of published literature on recovery has focused on job demands; hence the nonsignificant result offers insight of a potentially more complex relationship for recovery with resources and engagement. Overall, the current study extends the JD-R model and provides evidence for broadening the model to include upstream organizational variables such as transformational leadership.  相似文献   

    

Amy L. D'Agata  Marilyn R. Sanders  Damion J. Grasso  Erin E. Young  Xiaomei Cong  Jacqueline M. Mcgrath 《Infant mental health journal》2017,38(2):306-317

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Erin Becker Razuri  Amanda R. Hiles Howard  Karyn B. Purvis  David R. Cross 《Infant mental health journal》2017,38(3):329-342

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Erin Kern 《Journal of counseling and development : JCD》2017,95(3):354-364

This narrative study features 8 women who shared their stories of systemic barriers faced in the process of leaving an abusive military marriage. The themes of power and control, protection of the service member, entitlement, infallibility, safe places are not safe, and cultural ideals of loyalty are presented and emphasized with excerpts from the women's narratives. Implications are identified for counselors in the roles of practitioner and advocate, along with suggestions of future directions for research.  相似文献   

    

Erika Lunkenheimer  Christine J. Kemp  Rachel G. Lucas‐Thompson  Pamela M. Cole  Erin C. Albrecht 《Infant and child development》2017,26(1)

Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent–Child Challenge Task, designed to assess the self‐regulation and coregulation of affect, goal‐directed behaviour, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviours. Mothers used only their words to guide their 3‐year‐old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated midway through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioural variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems‐based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behaviour, and physiology predicted teacher‐rated externalizing behaviours four months later. Findings indicate that the Parent–Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioural self‐regulation and coregulation in parents and their preschoolers. Copyright © 2016 John Wiley & Sons, Ltd.  相似文献   

    

Mariana I. Castillo  Daniel R. Clark  Erin A. Schaller  Jeanne M. Donaldson  Iser G. DeLeon  SungWoo Kahng 《Journal of applied behavior analysis》2018,51(1):99-117

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Erin M. Camp  Brian A. Iwata  Jennifer L. Hammond  Sarah E. Bloom 《Journal of applied behavior analysis》2009,42(2):469-483

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