How children narrate happy and sad events: does affective state count?

The influence of induced affective states on children's narratives of personal events was investigated. The affective state of 5‐to‐6‐year‐old children, 128 in number, was manipulated by way of winning or losing a game. They were then asked to narrate happy or sad personal events. A self‐report instrument indicated that a different affective state was indeed induced by the two game conditions. Narratives were coded for agency, affective aspects and structural complexity (antecedents). The negative condition influenced attribution of causality and intention to agent and addressee, according to a self‐serving bias and affected number of antecedents. Moreover, in the negative condition, global intensity revealed a congruency effect, in line with the Affect Infusion Model. However, mental states varied with event valence, independent of affect‐inducing condition. Results are discussed in terms of the complexity of the relation between emotional event narratives and children's affective state. Copyright © 2007 John Wiley & Sons, Ltd.     

Rorschach Comprehensive System data for a sample of 343 adults from Finland

This article combines Rorschach Comprehensive System (CS; Exner, 1990, 1993) data from four projects conducted in Finland between 1990 and 1995. The projects studied a stratified random sample of Finnish nonpatients, a cohort of twins, a group of elderly men, and a random sample collected to investigate sleep difficulties. The 343 records from these four studies provide a representative survey of Rorschach responding throughout the Finnish population.     

School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany,but not their ethnic identity

Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended school track and four aspects of ethnic classroom composition relate to adolescents' cultural identity (i.e., their ethnic identity and mainstream identity). Two-level structural equation models indicated that students' ethnic identity was not systematically associated with the attended school track and the ethnic composition of the classroom. However, attending the academic school track, a classroom with a low proportion of classmates with immigrant background and frequently using German with classmates related positively to mainstream identity. Ethnic diversity and proportion of co-ethnics in class did not relate to mainstream identification. Our findings suggest that the ethnic identity of adolescents with an immigrant background in Germany is largely independent from the different socialisation contexts related to school tracks and the ethnic classroom composition. Yet, students' with a strong mainstream identity cluster in certain school contexts.     

Adherence to substance abuse treatment: clinical utility of two MMPI-2 scales.

In this study, we examined the ability of the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) Addiction Acknowledgment scale (AAS; Weed, Butcher, McKenna, & Ben-Porath, 1992) and Negative Treatment Indicators scale (TRT; Butcher, Graham, Williams, & Ben-Porath, 1990) to predict adherence to and outcomes from substance abuse treatment. There was no evidence that the AAS was related to treatment adherence or outcome in our sample. However, results did reveal a significant positive relation between scores on the TRT scale and readmission to the hospital. Further analyses identified an optimal score for use in similar clinical populations and settings, and characteristics of high and low scorers. Compared to low scorers, high TRT scorers were more likely to not return for treatment after an initial screening interview. If they did return for treatment, high TRT scorers were more likely to experience fewer treatment days and to be rated as having lower motivation, poorer participation, and poorer comprehension of program materials. These findings provide promising initial evidence of the utility of the TRT scale for identifying patients who may be at a high risk for unsuccessful substance abuse treatment.     

A self-determination theory approach to problematic drinking and intimate partner violence

Problematic drinking has long been established as an important antecedent to the perpetration of intimate partner violence (IPV). As little research has evaluated individual differences beyond anger in this association, this research examines problematic drinking and IPV perpetration through the lens of self-determination theory (SDT), the relational perspective suggesting individuals are motivated to be in their relationship for autonomous (i.e., self-driven) and controlled (i.e., guilt-driven) reasons. We test the hypothesis that problematic drinking is more strongly associated with IPV among those who are controlled in their motivation in four independent samples (N?=?617). College students in relationships completed measures of alcohol consumption, negative alcohol-related consequences, relationship motivation, and IPV perpetration. Results generally suggested that the association between both alcohol consumption and negative alcohol-related consequences and IPV perpetration is only significant among those endorsing greater controlled motivation. This study supports problematic drinking as not being an equal risk factor for all individuals, and suggests that some people may be more vulnerable to problematic drinking resulting in relationship aggression.     

Measuring Sense of Community Responsibility in Community‐Based Prevention Coalitions: An Item Response Theory Analysis

Research on sense of community (SOC) has traditionally been approached from a resource perspective. Recently, however, research on the experience of SOC has evolved to include a related but distinct construct of sense of community responsibility (SOC‐R), or feelings of accountability for the well‐being of a community. This study applied item response theory to examine the psychometric properties of a SOC‐R scale used in an evaluation of community‐based substance abuse prevention coalitions. Data were collected in 2017 from coalition members (analytic sample = 309) in the northeastern United States. Findings indicate that the scale was reliable, unidimensional, and functioned well, particularly at low and moderate levels of the construct. The addition of two items intended to capture higher levels of the construct improved the scale's functioning at higher levels of SOC‐R. The adapted SOC‐R scale was also shown to have moderately strong relationships with conceptually relevant variables, including SOC, coalition participation, number of roles performed in the coalition, and engagement in community action activities. These findings provide empirical evidence to support the reliability and validity of the SOC‐R scale, and have critical implications for our conceptualization of the SOC construct, its measurement, and for the evaluation of community‐based prevention interventions.     

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (N_Teachers?=?220) and mathematics (N_Teachers?=?245) teachers and on students’ achievement and feelings of helplessness in German language classes (N_Students?=?2606) and mathematics classes (N_Students?=?2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (N_Teachers?=?456) and students’ achievement and self-concept in mathematics (N_Students?=?4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

     

A Cluster of Suicides at a London Psychiatric Unit

In an epidemiologically based study, a spate of 14 suicides among current patients of a London psychiatric unit was investigated. Statistical analysis showed it to be a discrete cluster of suicides, rather than a chance occurrence. There was no evidence of direct linkage or “contagion” between the suicides. Thirteen of the patients suffered from severe, chronic mental illness and all but 2 had been known to the psychiatric unit for at least a year. Twelve used violent methods, in 8 cases jumping from a high place. Although no definite cause for the cluster could be established, it coincided with a period of uncertainty concerning the future of the hospital and with changes in and absenteeism of senior medical staff.