Model of Occupational Empowerment and Gunnarsson’s Tree Theme: Intervention for Mothers in Recovery

In this study the authors investigated Gunnarsson's Tree Theme Method as an occupational therapy intervention program for mothers in recovery from addiction in accordance with Fisher and Hotchkiss's Model of Occupational Empowerment (2008 Fisher , G. , &; Hotchkiss , A. ( 2008 ). A model of occupational empowerment for marginalized populations in community environments . Occupational Therapy in Health Care , 22 , 55 – 71 . Retrieved from EBSCOhost .[Crossref] , [Google Scholar]). Each session of this mixed design study consisted of relaxation exercises, discussions on self-help readings, and participation in the Tree Theme Method. Two participants out of three improved their personal growth initiative. Participant reflection provided insight into the women's inner feelings. Fisher and Hotchkiss's model (2008 Fisher , G. , &; Hotchkiss , A. ( 2008 ). A model of occupational empowerment for marginalized populations in community environments . Occupational Therapy in Health Care , 22 , 55 – 71 . Retrieved from EBSCOhost .[Crossref] , [Google Scholar]) was supported as the women achieved personal growth. Further research is needed concerning how this may guide occupational therapy practice with disadvantaged populations.     

Depressive rumination in an analysand after a traumatic treatment

The author attempts to understand the underpinnings of a ruminative depression that occurred in a patient after a troubled first analysis. Negative therapeutic reaction is often assumed to be the result of a patient's unconscious guilt or masochism and thus an intrapsychic phenomenon, but the author asserts that iatrogenic phenomena in the form of persistent misunderstandings and enactments that remain unanalyzed contribute to a destructive treatment experience. The analysand may relive the failed treatment again and again in his or her mind in an attempt to resolve it. The author asserts that a traumatic treatment experience can foster depressive rumination.     

Intimacy, identity and status: Measuring dating goals in late adolescence and emerging adulthood

Individuals?? goals can direct their own social behavior and development. We extended and validated a social dating goals measure (SDGS-R) to assess identity, intimacy and status goals, and compared goals by age, gender, sexual orientation and romantic status. Participants were 121 adolescents and 249 emerging adults (age M?=?20.6). The expected 3-factor structure of the SDGS-R was found and confirmed (18 items). Identity, intimacy and status goals had small correlations with each other and analyses validated the meaning and uniqueness of each goal. Participants reported more identity and intimacy goals than status goals. Intimacy goals were more prominent among older compared to teenage participants and those with a partner rather than without one. Females reported more identity dating goals than males. There was no difference in the goals of same-sex and other-sex attracted youth. The availability of the SDGS-R will allow further study of romantic development and relationship functioning.     

Differences in cognitive processes underlying the collaborative activities of children and chimpanzees

We compared the performance of 3- and 5-year-old children with that of chimpanzees in two tasks requiring collaboration via complementary roles. In both tasks, children and chimpanzees were able to coordinate two complementary roles with peers and solve the problem cooperatively. This is the first experimental demonstration of the coordination of complementary roles in chimpanzees. In the second task, neither species was skillful at waiting for a partner to be positioned appropriately before beginning (although children did hesitate significantly longer when the partner was absent). The main difference between species in both tasks was in children's, but not chimpanzees’, ability to profit from experience as a collaborator in one role when later reversing roles. This difference suggests that as they participate in a collaboration, young children integrate both roles into a single “birds-eye-view” representational format in a way that chimpanzees do not.     

Anxious and Nonanxious Children's Face Identification

The impact of stress on children's face identification is not well understood, partly because of the ethical and methodological challenges posed by this line of research. In the present research, such challenges were addressed by having 4‐year‐old and 5‐year‐old children (n = 80) participate in swimming lessons that were anxiety provoking for some, but not all, children. Information processing conditions were also manipulated by varying event frequency and retention interval. Children's identifications were examined after both a short (1.5–4 weeks) and long (1 year) delay. Anxiety was largely unrelated to the accuracy of children's swimming instructor identifications; however, after a long delay, anxiety had a negative effect on correct line‐up rejections. In addition, the confidence–accuracy relation was influenced by the quality of the information processing conditions but only after a short delay. Implications for child witnesses are discussed. Copyright © 2012 John Wiley & Sons, Ltd.     

Emotion,Decision, and Risk: Betting on Gambles versus Betting on People

We examined the effects of two emotions, fear and anger, on risk‐taking behavior in two types of tasks: Those in which uncertainty is generated by a randomizing device (“lottery risk”) and those in which it is generated by the uncertain behavior of another person (“person‐based risk”). Participants first completed a writing task to induce fear or anger. They then made choices either between lotteries (Experiment 1) or between actions in risky two‐person decisions (Experiments 2 and 3). The experiments involved substantial real‐money payoffs. Replicating earlier studies (which used hypothetical rewards), Experiment 1 showed that fearful participants were more risk‐averse than angry participants in lottery‐risk tasks. However—the key result of this study—fearful participants were substantially less risk‐averse than angry participants in a two‐person task involving person‐based risk (Experiment 2). Experiment 3 offered options and payoffs identical to those of Experiment 2 but with lottery‐type risk. Risk‐taking returned to the pattern of Experiment 1. The impact of incidental emotions on risk‐taking appears to be contingent on the class of uncertainty involved. For lottery risk, fear increased the frequency of risk‐averse choices and anger reduced it. The reverse pattern was found when uncertainty in the decision was person‐based. Further, the effect was specifically on differences in willingness to take risks rather than on differences in judgments of how much risk was present. The impact of different emotions on risk‐taking or risk‐avoiding behavior is thus contingent on the type, as well as the degree, of uncertainty the decision maker faces. Copyright © 2010 John Wiley & Sons, Ltd.