A chimpanzee (Pan troglodytes) analogue of cross-national generalization of personality structure: zoological parks and an African sanctuary

Six personality factors, including five resembling the human Big Five, had previously been identified in a separate group of zoo-housed chimpanzees. Comparability of chimpanzee personality factor structure was examined in two highly contrasting habitats: zoos and a large African sanctuary. Questionnaires for the zoo chimpanzees were in English, while most for the chimpanzees in the sanctuary were in French. Differences between the two settings were sufficiently extensive to make them analogous to cross-national human personality studies. Internal consistencies for five of the six factors did not differ between the two samples. The patterns of correlations between the unit-weighted factors were also similar for the two samples. Data from these two samples were pooled and factor analyzed. The resulting factor structure was then rotated to the factor structure described in the original study of chimpanzee personality. Dominance, Extraversion, Dependability, and Agreeableness had high congruences. Emotionality and Openness did not, but the items that had the highest loadings were consistent with the factors' definitions. Finally, sex and age effects for all factors generalized across habitats.     

Variations in stress responses following involvement in a railway suicide or attempted suicide

Three train drivers were interviewed one month after their involvement in a railway suicide or suicide attempt. The case studies demonstrate that reactions to these incidents vary from the severe and debilitating (concurrent diagnoses of post-traumatic stress disorder and neurotic depression) to the relatively mild (few reported symptoms). All train drivers reported a significant reduction in symptoms at a follow-up interview six months after the incident. Although the psychological effects of these incidents may be severe they appear to be time-limited.     

Social anxiety and emotion regulation in daily life: spillover effects on positive and negative social events

To minimize the possibility of scrutiny, people with social anxiety difficulties exert great effort to manage their emotions, particularly during social interactions. We examined how the use of two emotion regulation strategies, emotion suppression and cognitive reappraisal, predict the generation of emotions and social events in daily life. Over 14 consecutive days, 89 participants completed daily diary entries on emotions, positive and negative social events, and their regulation of emotions. Using multilevel modeling, we found that when people high in social anxiety relied more on positive emotion suppression, they reported fewer positive social events and less positive emotion on the subsequent day. In contrast, people low in social anxiety reported fewer negative social events on days subsequent to using cognitive reappraisal to reduce distress; the use of cognitive reappraisal did not influence the daily lives of people high in social anxiety. Our findings support theories of emotion regulation difficulties associated with social anxiety. In particular, for people high in social anxiety, maladaptive strategy use contributed to diminished reward responsiveness.     

From Theory to Practice: One Agency’s Experience with Implementing an Evidence-Based Model

As evidence-based practice is becoming integrated into children’s mental health services as a means of improving outcomes for children and youth with severe behavioral and emotional problems, therapeutic foster care (TFC; a specialized treatment approach for such youth) is one of few community-based programs considered to be evidence-based. “Together Facing the Challenge” (TFTC) which was tested in a randomized trial of TFC has been identified as an evidence-based model. We describe the experiences reported by one of the agencies that participated in our study and how they have incorporated TFTC into their on-going practice. We highlight key implementation strategies, challenges faced, and lessons learned as the agency moved forward towards full implementation of TFTC.     

Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types

Individual characteristics (i.e., teacher-rated aggression and popularity) and peer group membership type in 7th grade was examined in relation to school dropout. Peer group type was characterized according to the proportion of group members who were high on teacher-rated aggression and popularity. Both aggressive and popular group types were linked to dropping out. Being a member of an aggressive group was associated with increased rates of dropout for aggressive, but not nonaggressive, youth. Membership in popular (i.e., majority of members were popular) and zero-popular (i.e., no popular members) groups was linked to dropping out, while membership in a nonpopular group (i.e., a few popular members) appeared to be protective for aggressive youth. Both popular and nonpopular youth who affiliated with aggressive peers had elevated rates of school dropout. All aggressive participants who were socially isolated dropped out, while nonaggressive youth who were socially isolated tended to complete school.     

Different forms of aggression among inner-city African-American children: Gender, configurations, and school social networks

Using narrative reports of peer conflicts among a sample of African-American children and adolescents from inner-city schools, this study investigated the development and social functions of four types of aggressive behaviors: social, direct relational, physical, and verbal aggression. A total of 489 participants in grades 1, 4, and 7 were interviewed (220 boys and 269 girls). Results showed that low levels of social aggression and high levels of physical aggression were reported in peer conflicts. Gender differences on social, direct relational, and physical aggression were primarily observed in the comparisons of same-gender conflicts at grade 7. Distinct configurations were identified across different forms of aggression. Boys with configurations of physical and/or verbal aggression had higher levels of school social network centrality than non-aggressive boys. Girls with configurations of social and/or direct relational aggression showed relatively higher levels of network centrality than non-aggressive girls.     

Social learning across species: horses (<Emphasis Type="Italic">Equus caballus</Emphasis>) learn from humans by observation

This study examines whether horses can learn by observing humans, given that they identify individual humans and orientate on the focus of human attention. We tested 24 horses aged between 3 and 12. Twelve horses were tested on whether they would learn to open a feeding apparatus by observing a familiar person. The other 12 were controls and received exactly the same experimental procedure, but without a demonstration of how to operate the apparatus. More horses from the group with demonstration (8/12) reached the learning criterion of opening the feeder twenty times consecutively than horses from the control group (2/12), and younger horses seemed to reach the criterion more quickly. Horses not reaching the learning criteria approached the human experimenters more often than those that did. The results demonstrate that horses learn socially across species, in this case from humans.