The role of expectancies in accepting task-related diversity: do disappointment and lack of commitment stem from actual differences or violated expectations?

Two studies show that initial expectancies influence the way people respond toward task-related differences (i.e., in work goals or work styles) between the self and a collaboration partner. When no advance information is available, participants expect their partner to be similar to themselves in task-related aspects. However, when people expect their partner to have a different work goal (Study 1) or work style (Study 2), and this actually is the case, disappointment is reduced and commitment toward future collaboration is increased. Initial expectations are important because these help people develop a clear picture of their partner. When initial expectations are violated, people conceive the other less clearly and this is part of the reason they report lower levels of commitment.     

Summed-score linking using item response theory: application to depression measurement

An item response theory (IRT) approach to test linking based on summed scores is presented and demonstrated by calibrating a modified 23-item version of the Center for Epidemiologic Studies Depression Scale (CES-D) to the standard 20-item CES-D. Data are from the Depression Patient Outcomes Research Team, II, which used a modified CES-D to measure risk for depression. Responses (N = 1,120) to items on both the original and modified versions were calibrated simultaneously using F. Samejima's (1969, 1997) graded IRT model. The 2 scales were linked on the basis of derived summed-score-to-IRT-score translation tables. The established cut score of 16 on the standard CES-D corresponded most closely to a summed score of 20 on the modified version. The IRT summed-score approach to test linking is a straightforward, valid, and practical method that can be applied in a variety of situations.     

Comparing score tests and other local dependence diagnostics for the graded response model

Score tests for identifying locally dependent item pairs have been proposed for binary item response models. In this article, both the bifactor and the threshold shift score tests are generalized to the graded response model. For the bifactor test, the generalization is straightforward; it adds one secondary dimension associated only with one pair of items. For the threshold shift test, however, multiple generalizations are possible: in particular, conditional, uniform, and linear shift tests are discussed in this article. Simulation studies show that all of the score tests have accurate Type I error rates given large enough samples, although their small‐sample behaviour is not as good as that of Pearson's Χ² and M₂ as proposed in other studies for the purpose of local dependence (LD) detection. All score tests have the highest power to detect the LD which is consistent with their parametric form, and in this case they are uniformly more powerful than Χ² and M₂; even wrongly specified score tests are more powerful than Χ² and M₂ in most conditions. An example using empirical data is provided for illustration.     

Developmentally Sensitive Cognitive Behavioral Therapy for Adolescent School Refusal: Rationale and Case Illustration

School refusal can be difficult to treat and the poorest treatment response is observed among older school refusers. This poor response may be explained, in part, by the impact of developmental transitions and tasks upon the young person, their family, and the treatment process. This paper describes and illustrates the @school program, a cognitive behavioral therapy (CBT) designed to promote developmental sensitivity when planning and delivering treatment for adolescent school refusal. Treatment is modularized and it incorporates progress reviews, fostering a planned yet flexible approach to CBT. The treatment is illustrated in the case of Allison, a 16-year-old female presenting with major depressive disorder and generalized anxiety disorder. A case formulation guided the selection, sequencing, and pacing of modules targeting predisposing, precipitating, perpetuating, and protective factors. Treatment comprised 16 sessions with Allison (interventions addressing depression, anxiety, and school attendance) and 15 concurrent sessions with her mother (strategies to facilitate an adolescent’s school attendance), including two sessions with Allison and mother together (family communication and problem solving to reduce parent–adolescent conflict). Two treatment-related consultations were also conducted with Allison’s homeroom teacher. Allison’s school attendance improved during the course of treatment. By post-treatment, there was a decrease in internalizing behavior, an increase in self-efficacy, and remission of depressive disorder and anxiety disorder. Clinically significant treatment gains were maintained at 2-month follow-up. Factors influencing outcome may include those inherent to the @school program together with less specific factors. Special consideration is given to parents’ use of both authoritative and autonomy-granting approaches when helping an adolescent to attend school.     

Explaining unexplainable food choices

In recent years, psychologists have started to investigate the downstream consequences of nonconsciously activated behaviour (acting in an ‘explanatory vacuum’). Results have shown that when such behaviour is norm‐violating, people experience a need to confabulate reasons for this behaviour. The present paper aims to add more convincing evidence for this assumption. Study 1 addresses this question by replicating Study 2 of Adriaanse, Weijers, De Ridder, De Witt Huberts, and Evers ( 2014 ) while adding a condition in which people are post hoc provided with an explanation for their behaviour. Study 2 addresses this question by explicitly demanding an explanation for a nonconsciously steered choice. Both studies were conducted in the context of eating behaviour. Results of both studies were indicative of confabulation as a downstream consequence of nonconsciously steered eating behaviour (Study 1) or food choice (Study 2). Future research should address the potential of confabulated reasons spilling over to next occasions.     

Exploring the Relationship Between Self-Isolation and Distress Among People with Gastrointestinal Disorders During the COVID-19 Pandemic

Journal of Clinical Psychology in Medical Settings - This study aimed to explore the association between perceived isolation and symptoms of distress in people with GI disorders at the time of the...     

Parent-directed cognitive behavioral therapy for young anxious children: a pilot study

Anxiety in children age 8 years and above has been successfully treated with cognitive behavioral therapy (CBT). However, the efficacy of CBT for anxious children ages 4-7 years has not, to date, been fully investigated. This paper piloted a CBT intervention targeting child anxiety that was delivered exclusively to parents of 26 children with anxiety symptoms ages 4-7 years. The intervention consisted of four 2-hour group sessions of four to six parents (couples). These group sessions were followed by four individual telephone sessions, once per week across a 4-week period. The pre- and postintervention assessment involved measures of multiple constructs of child anxiety (anxiety symptoms, children's fears, behavioral inhibition, and internalizing symptoms) from multiple informants (parents, children, and teachers). Parents also reported parenting strategies they were likely to use to manage their children's anxiety pre- and postintervention. Results indicated a significant decrease in child anxiety and behavioral inhibition as reported by parents and teachers. Furthermore, mothers reported significant increases in their use of positive reinforcement, and modeling and reassurance, and a significant decrease in their use of reinforcement of dependency directly after treatment. Taken together, parent-directed CBT appears to be an effective approach for treating children ages 4-7 years with anxiety symptoms. Limitations of the current research are discussed.     

Identities: Never the Same Again?

In response to the suggestion of treating identity as a historically bound notion (Matusov and Smith Integrative Psychological and Behavioral Science 46, 2012), its genealogy is further explored. First establishing that identity has been understood in a particular personal way, and that genealogy might carry beyond this conception, as it also carries beyond the notions of class and adolescence that are used to contextualize identity. Then opting for treating historically bound notions as dynamic, studying them in the continuous interaction between conceptualization and practice, as processes and verbs rather than essences and substantives. Finally suggesting to dissociate identity from selfhood by looking at why, when and to whom we need to identify ourselves and also inverting the question: why and when do we ask others to identify themselves? After all, sameness and difference are two sides of a coin called identity, and what is looked at is a matter of how it is looked at.