Couples with Intimate Partner Violence Seeking Relationship Help: Associations and Implications for Self‐Help and Online Interventions

In‐person conjoint treatments for relationship distress are effective at increasing relationship satisfaction, and newly developed online programs are showing promising results. However, couples reporting even low levels intimate partner violence (IPV) are traditionally excluded from these interventions. To improve the availability of couple‐based treatment for couples with IPV, the present study sought to determine whether associations with IPV found in community samples generalized to couples seeking help for their relationship and whether web‐based interventions for relationship distressed worked equally well for couples with IPV. In the first aim, in a sample of 2,797 individuals who were seeking online help for their relationship, the levels and correlates of both low‐intensity and clinically significant IPV largely matched what is found in community samples. In the second aim, in a sample of 300 couples who were randomly assigned to a web‐based intervention or a waitlist control group, low‐impact IPV did not moderate the effects of the intervention for relationship distress. Therefore, web‐based interventions may be an effective (and easily accessible) intervention for relationship distress for couples with low‐intensity IPV.     

Sudden gains in treatment-as-usual couple therapy for military veterans

Previous studies of couple therapy have conceptualized change as a gradual process. However, there is growing evidence that, for many clients, the majority of gains in other treatment modalities are often achieved between just 2 sessions. Isolating the frequency, nature, and predictors of these sudden gains (SGs) in couple therapy can add to a growing understanding of how and why couple therapy works. In a sample of 67 couples receiving treatment-as-usual couple therapy in two Veterans Affairs hospitals, 25% of individuals experienced a SG in relationship satisfaction. The magnitude of these SGs were large (d = 1.62) and fully explained the total pre-post change for individuals who experienced them. Individuals with SGs showed significantly greater satisfaction gains during therapy; however SGs were not related to relationship satisfaction or relationship status at 18-month follow-up. SGs were predicted by the content of the previous session, putative change mechanisms of communication, intimacy, and behavior, as well as the partner's SGs during the same period. Results suggest that SGs are an important component of change during couple therapy for some individuals, challenging the assumption of continuous change in previous studies. In addition, predictors of SGs were generally consistent with theoretical and empirical examinations of mechanisms of change in couple therapy.     

Searching for the “Big Five” in a Greek context: the NEO-FFI under the microscope

The five-factor inventory (FFI) is a commonly used personality test based on the NEO-personality inventory revised. It has been translated into several languages and validated in a number of countries. Using a sample of 1204 individuals, the present study evaluates the psychometric properties and factor structure of the Greek FFI and provides normative information for its use with Greek populations. Convergent validity is also assessed by studying the relationship between the five scales of the FFI and the Brief Symptom Inventory. Results show that although the factor scales had acceptable internal consistency, they were highly intercorrelated. Exploratory factor analyses failed to reproduce the appropriate factor structure, yielding instead numerous fragments of the five dimensions. Confirmatory factor analyses also failed to lend support to the five factor model of personality as measured by this instrument. Based on these results, the use of the instrument is recommended only with serious caution in this cultural context. Further research ought to decipher whether the failures to reproduce the five factor model using the FFI in this and other cultures represents a challenge to the universality of the theory, or merely a shortcoming of the specific instrument.     

Evidence of Poor Planning in Children with Attention Deficits

This study examined the planning performance of children with attention deficits, and also investigated the possible interactions between inattention and anxiety in the performance of executive function tasks. A group of 98 children (grades 4 and 6), derived from an initial group of 550, were assigned to an attention difficulties group (AD) and a control group (n = 49 each) based on their scores on a variety of cognitive attention measures and teacher scales of attention and hyperactivity. The two groups were matched on age, gender, parental education, non-verbal and verbal ability. They were compared on Crack-the-Code (C-t-C) action-planning task, embedded and ambiguous figures and Theory of Mind tasks. Analyses indicated that the failure of AD children on cognitive performance measures is linked to planning impairments. The co-occurrence of anxiety, in turn, did not interact with inattention to affect planning performance differentially. Implications of these findings for the current discussion about the cognitive and emotional processes underlying impaired performance among children with attention deficits on executive control tasks are discussed.     

Work conditions and employees' self-set goals: goal processes enhance prediction of psychological distress and well-being

Although previous theory and research suggest that employee well-being should be predicted by work conditions (viz., Karasek and colleagues' job demands-control-social support [J-DCS] model), other factors are also likely to be important. In this study, the authors consider correlates of employee psychological distress and well-being using a goal-focused approach grounded in Ford's (1992) motivational systems theory. Specifically, work conditions and midlevel work goal processes (WGP) were examined in a questionnaire study of health care employees. Regarding predictions derived from the J-DCS model, the authors found full support for the iso-strain, partial support for the nonlinearity, and no support for the buffer hypothesis. Of importance, however, WGP (i.e., cognitions and emotions involved in the pursuit of self-set work goals) explained variance in job satisfaction, burnout, depression, and somatic complaints, over and above that of the J-DCS model. This suggests that investigation of WGP can enhance our understanding of employee psychological distress and well-being.     

Health-promoting physical activity of adults with mental retardation

This literature review describes the physical activity behavior of adults with mental retardation consistent with the U.S. Surgeon General's recommendation of 30 minutes of moderate intensity physical activity on 5 or more days per week. The proportion of participants achieving this criterion ranges from 17.5 to 33%. These data are likely to be generous estimates of activity as individuals included in physical activity studies to date have been relatively young and healthy volunteers with mild to moderate limitations. Major sources of physical activity were walking and cycling for transport, chores and work, dancing, and Special Olympics. There is a pressing need to conduct studies using appropriately powered representative samples and to validate measures that assess physical activity less directly; including methodologies in which proxy respondents are used. Accurate information about existing patterns of behavior will enhance the development of effective strategies to promote physical activity among persons with mental retardation.     

Persistence of inaccurate beliefs about the self: perseverance effects in the classroom

The perseverance of erroneous self-assessments was examined among high school students. Subjects were first exposed to either highly effective or thoroughly useless filmed instruction, leading, respectively, to their consequent success or failure. No-discounting subjects received no assistance in recognizing the relative superiority or inferiority of their instruction. Discounting subjects, by contrast, were subsequently shown the opposite instructional film, highlighting the obvious differences in instructional quality. Subsequent measures revealed that all subjects recognized the effectiveness or ineffectiveness of their instruction, although this contrast was clearer for discounting subjects. Nevertheless, both discounting and no-discounting subjects continued to draw unwarranted inferences--in line with their initial outcomes--about their personal capacities, immediately afterward. Dissociated and disguised measures of academic preferences and perceptions completed weeks later produced even more dramatic results: The continuing impact of initial outcomes was generally greater for discounting than no-discounting subjects.