A performance comparison between the two language versions of the Affective Go/No‐Go test: A randomised crossover study

The purpose of this randomised crossover study is to validate the Korean version of the Affective Go/No‐go (AGN) test. The Korean words for the AGN test were selected after careful evaluation of emotional valences, word length and frequency. Fifteen Korean advanced learners of English were administered both Korean and English versions, yielding 30 data points. The performance of both language versions was compared for each of the AGN test parameters (response latency, commission error and omission error) using two‐way analysis of variance (ANOVA). Intraclass correlation coefficients (ICCs) were estimated to evaluate associations between the two versions. The ICCs were high for response latencies of all valences and commission errors of positive and neutral words, but not for that of negative words and omission errors of all valences. A similar pattern of test results, as revealed by the high ICCs and non‐significant interaction effects between language and word valence, suggests that the psychometric properties of the AGN test may be comparable over different language versions.     

Is it prudent to administer all items for each Child Behavior Checklist cross-informant syndrome? Evaluating the psychometric properties of the Youth Self-Report dimensions with confirmatory factor analysis and item response theory

Through surveying of children in 10 nations with parent, teacher, and Youth Self-Report (YSR) forms of the Child Behavior Checklist (CBCL), cross-informant syndromes (CISs) were derived and cross-validated by sample-dependent methodology. Generalizing CBCL syndromes and norms to nations excluded from its normative sample is problematic. This study used confirmatory factor analyses (CFAs) to test factor model fit for CISs on the YSR responses of 625 Jamaican children ages 11 to 18 years. Item response theory (IRT), a sample-independent methodology, was used to estimate the psychometric properties of individual items on each dimension. CFAs indicated poor to moderate model-to-data fit. Across all syndromes, IRT analyses revealed that more than 3/4 of the cross-informant items yielded little information. Eliminating such items could be cost effective in terms of administration time yet improve the measures discrimination across syndrome severity levels.     

Using humor to increase COVID-19 vaccination intention for the unvaccinated: The moderating role of trust in government

Since COVID-19 was declared a global pandemic, scholars and practitioners have put much effort into testing effective advertising strategies for COVID-19 vaccinations. Guided by humor theories, this study aimed to examine (1) the effect of humor on persuading COVID-19 vaccination and (2) the moderating role of trust in government for the unvaccinated population. Across two studies (college students and general adult populations), for lower trust in government individuals, through greater public service advertisement (PSA) processing depth and believability, there was a higher vaccination intention after the humor (non-humor) advertisement. For higher trust in government individuals, there was evidence that the vaccination intention was lowered after the humor (vs. non-humor) message through lowered PSA processing depth and believability. This study expands humor theory into testing COVID-19 vaccination messages while considering an individual psychological factor, trust in the government, that has emerged as an essential determinant to COVID-19 messaging. The contributions to COVID-19 vaccination advertising strategy and advertising to the unvaccinated population, in general, are discussed.     

Addressing social determinants of health: Supporting ex-offenders’ employment through use of the Systems Theory Framework

There remains a need for counselors well-prepared to work with ex-offenders. As counselors aim to meet ethical obligations toward advocacy, they often seek to address social determinants of health (SDOH) challenges. Those working with ex-offenders should be aware of unique employment challenges ex-offenders may face and possess a baseline knowledge of the justice system for pertinent collaboration. This paper provides an explanation of how the Systems Theory Framework may be used to address ex-offenders’ employment-related needs through addressing SDOH challenges and collaborating with the justice system. Implications for employment counselors, counselor educators, and supervisors and steps for future research conclude.     

Meaning in life and its relationships with intrinsic religiosity,deliberate rumination,and emotional regulation

Meaning in life is one of the core elements of well‐being. Although meaning in life has received considerable research interest over the years, much of this research did not differentiate between the two categories of meaning, that is, search for meaning and meaning in life. The present study first investigated collective explanatory powers that intrinsic religiosity, deliberate rumination, and emotional regulation – three predictors selected based on past literature – have on these two types of meaning. In addition, mediational effects of deliberate rumination and emotional regulation in the links between intrinsic religiosity and search for meaning and presence of meaning were investigated. The participants were 326 undergraduate students in Seoul, South Korea. The hierarchical regression analyses found that while intrinsic religiosity contributed significantly in explaining only presence of meaning, deliberate rumination and emotional regulation had significant contributions in explaining both search for meaning and presence of meaning. Also, double mediational analysis using structural equation modelling revealed that deliberate rumination, but not emotional regulation, mediated the relationship between intrinsic religiosity and meaning in life. The implications and directions for future studies are also discussed.     

Laying the Groundwork: Conceptualizing a Trauma-Informed System of Care in Juvenile Detention

ABSTRACT

Youth involved in the juvenile-justice system experience trauma at a disproportionately higher rate compared with the general population. Posttraumatic stress reactions place youth at greater risk for penetrating deeper into the juvenile justice system and being placed in secure detention settings. Juvenile detention settings with a systemic approach to addressing youth traumatic stress reactions promote an environment positioned to support the physical and psychological safety of youth and detention center staff. This article reviews key elements of a trauma-informed juvenile detention system and explores implications for trauma-informed interventions and cross-system collaboration.     

Learning from human tutoring

Human one-to-one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor-centered one, a student-centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities.     

Anxiety and Depression Symptoms in Children with Asperger Syndrome Compared with Attention-Deficit/Hyperactivity Disorder and Depressive Disorder

The objective of this study was to examine (a) anxiety and depression symptoms in children with Asperger syndrome (AS) compared to children with attention-deficit/hyperactivity disorder (ADHD) and children with depressive disorder; (b) parental anxiety and depressive symptoms in the three groups; and (c) the association between the anxiety and depression symptoms of children and their parents. The emotional and behavioral problems of 56 children with AS (48 boys, 8 girls, mean age, 9.39 ± 2.01 years) were compared with 56 ADHD children and 56 depressive disorder children, matched for age and sex. Their parents’ anxiety and depression symptoms were also compared. Trait-anxiety and internalizing problems in AS children were higher than those in ADHD children and as high as those in depressive disorder children (F = 8.83, p < 0.001 and F = 8.21, p < 0.001). Parents’ anxiety and depression symptoms did not differ among the three groups, but correlations between maternal anxiety and depression and children’s emotional and behavioral problems were most prominent in the AS group. We suggest that the assessment and treatment of children with AS should involve detailed assessment, possible concomitant treatment for comorbid anxiety and depression, and parental education about the effect of parental emotional states on children.