Body Mass Index Is an Important Predictor for Suicide: Results from a Systematic Review and Meta‐Analysis

Public health concerns for the independent management of obesity and suicidal behavior are rising. Emerging evidence suggests body weight plays an important role in quantifying the risk of suicide. In light of these findings, we aimed to clarify the association between body mass index (BMI) and suicidal behavior by systematically reviewing and evaluating the literature. Studies were identified by searching MEDLINE, EMBASE, PsycINFO, and CINAHL from inception to January 2015, supplemented by hand and grey literature searches. Study screening, data extraction, and risk of bias assessment were conducted in duplicate. We included 38 observational studies. Meta‐analyses supported an inverse association between BMI and completed suicide. Pooled summary estimates demonstrated that underweight was significantly associated with an increased risk of completed suicide (HR = 1.21, 95% CI 1.07 to 1.36, p = .002), and obesity (HR = 0.71, 95% CI 0.56 to 0.89, p = .003) and overweight (HR = 0.78, 95% CI 0.75 to 0.82, p < .0001) were significantly associated with a decreased risk of completed suicide relative to normal weight. A qualitative summary of the literature demonstrated conflicting evidence regarding the association between BMI and attempted suicide and revealed no association between BMI and suicidal ideation. BMI may be used to aid the assessment of suicide risk, especially that of completed suicide. However, unmeasured confounders and systematic biases of individual studies limit the quality of evidence.     

Text-speak processing impairs tactile location

Dual task experiments have highlighted that driving while having a conversation on a cell phone can have negative impacts on driving (Strayer & Drews, 2007). It has also been noted that this negative impact is greater when reading a text-message (Lee, 2007). Commonly used in text-messaging are shortening devices collectively known as text-speak (e.g.,Ys I wll ttyl 2nite, Yes I will talk to you later tonight). To the authors' knowledge, there has been no investigation into the potential negative impacts of reading text-speak on concurrent performance on other tasks. Forty participants read a correctly spelled story and a story presented in text-speak while concurrently monitoring for a vibration around their waist. Slower reaction times and fewer correct vibration detections occurred while reading text-speak than while reading a correctly spelled story. The results suggest that reading text-speak imposes greater cognitive load than reading correctly spelled text. These findings suggest that the negative impact of text messaging on driving may be compounded by the messages being in text-speak, instead of orthographically correct text.     

Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training

Forensic Psychology is a recognised and important sub‐specialty of the Psychology discipline. However, after an expansion in the number of training places that were offered when programmes were first developed, recent years have seen these diminish in response to changes in university policies, resulting from reformulated Federal government funding models. In this article, we argue that it is important for the future of specialist areas of professional psychology to not only articulate the core skills and competencies that are associated with specialist practice but also to develop unique and distinctive approaches to teaching and learning signature pedagogies. Based on the premise that forensic psychological practice is, indeed, a distinctive activity that requires different skills and, importantly, different ways of thinking about the work from other areas of professional psychology, it is suggested that professional training in this area should aim to develop a signature pedagogy which combines methods of teaching and learning that have been developed in legal training programmes with principles of problem‐based learning.     

Staff-patient relationships and outcomes in schizophrenia: the role of staff attributions

We investigated associations between staff-patient relationships and outcomes in a randomised controlled trial of motivational interventions for drug and alcohol misuse in schizophrenia. Participants were 204 patients and their care co-ordinators. We assessed relationship status (positive versus neutral) and staff attributions of control using Five Minute Speech Samples collected at baseline. We examined associations between this baseline data and symptoms at 12-months follow-up. We found that dyads with positive relationships at baseline had significantly less symptoms at 12-months compared to those dyads with neutral relationships. As predicted, care co-ordinators with positive relationships were less likely to attribute patients' problems as being within their control. The findings highlight the potentially important role of positive staff-patient relationships in outcomes. Our findings are also in line with the hypothesis that staff attributions may contribute to the development of more positive relationships.     

Online Cognitive Behavioural Therapy Training for Therapists: Outcomes,Acceptability, and Impact of Support

The objectives of the present study were to assess the effects of online cognitive behavioural therapy (CBT) training for therapists on measures of CBT knowledge, skills, confidence, and utilisation; to determine what differences might exist between a group supported by regular telephone contact and an independent group who undertook online training without additional support; and to determine the acceptability of CBT online training among rural and remote mental health professionals. Mental health practitioners were randomly allocated to a supported training group (six sessions of 15‐min support) or an independent group. They undertook a 12‐week online CBT training program. The two groups showed similar gains on an objective test of knowledge of CBT, and on self‐report measures of knowledge, skills, confidence levels, and utilisation of skills. However, the supported training group had a significantly higher program completion rate than the independent group. Participants evaluated the program favourably. The results suggest that online CBT training represents a promising and cost‐effective approach to training the mental health workforce, and may be particularly attractive for those who live in regional, rural, and remote communities. A challenge is to determine the most cost‐effective ways to enhance program completion rates and trainee skills.     

Predicting return of fear following exposure therapy with an implicit measure of attitudes

We sought to advance understanding of the processes underlying the efficacy of exposure therapy and particularly the phenomenon of return of fear (ROF) following treatment by drawing on a social psychological view of phobias as attitudes. Specifically, a dual process theory of attitude-related behavior predicts that a positive response to exposure therapy may reflect change in either the automatic (the attitude representation itself) or controlled (skills and confidence at coping with the fear) responses to the phobic stimulus, or both. However, if the attitude representation remains negative following treatment, ROF should be more likely. We tested this hypothesis in a clinical sample of individuals with public speaking phobia using a single-session exposure therapy protocol previously shown to be efficacious but also associated with some ROF. Consistent with predictions, a post-treatment implicit measure of attitudes toward public speaking (the Personalized Implicit Association Test [PIAT]) predicted ROF at 1-month follow-up. These results suggest that change in the automatically activated attitude toward the phobic stimulus is an important goal of exposure therapy and that an implicit measure like the PIAT can provide a useful measure of such change by which to gauge the adequacy of exposure treatment and predict its long-term efficacy.     

Children's understanding of nonverbal expressions of pride

To chart the developmental path of children's attribution of pride to others, we presented children (4 years 0 month to 11 years 11 months of age, N=108) with video clips of head-and-face, body posture, and multi-cue (both head-and-face and body posture simultaneously) expressions that adults consider to convey pride. Across age groups, 4- and 5-year-olds did not attribute pride to any expression presented, 6- and 7-year-olds attributed pride only to the multi-cue expression, and 8- to 11-year-olds attributed pride to both the head-and-face and multi-cue expressions. Children of all ages viewed the postural expression as anger rather than pride. Developmentally, pride is first attributed only when several cues are present and only later when a single cue (head-and-face) is present.     

Starting high and ending with nothing: The role of anchors and power in negotiations

Most research suggests that negotiators gain value by making first offers in negotiations. The current research examines the proposition that extreme first offers offend their recipients and cause them to walk away, resulting in an impasse. Results across two experiments support this proposition. As a result, extreme offers can be risky: even though they can anchor counteroffers and final outcomes, bringing benefit to the offerer, they only do so when impasses are avoided. In addition, we find support for the proposition that power moderates the relationship between extreme offers and impasses: although low- and high-power negotiators are equally offended by extreme offers, it is the low-power negotiators who walk away from the negotiation.     

Cognitive sophistication does not attenuate the bias blind spot

The so-called bias blind spot arises when people report that thinking biases are more prevalent in others than in themselves. Bias turns out to be relatively easy to recognize in the behaviors of others, but often difficult to detect in one's own judgments. Most previous research on the bias blind spot has focused on bias in the social domain. In 2 studies, we found replicable bias blind spots with respect to many of the classic cognitive biases studied in the heuristics and biases literature (e.g., Tversky & Kahneman, 1974). Further, we found that none of these bias blind spots were attenuated by measures of cognitive sophistication such as cognitive ability or thinking dispositions related to bias. If anything, a larger bias blind spot was associated with higher cognitive ability. Additional analyses indicated that being free of the bias blind spot does not help a person avoid the actual classic cognitive biases. We discuss these findings in terms of a generic dual-process theory of cognition. (PsycINFO Database Record (c) 2012 APA, all rights reserved).