The Emotional Development Scale: Assessing the Emotional Capacity of 4–12 Year Olds

The practice of assessing children’s emotional development based on a theoretical foundation of attachment theory, developmental psychology, and brain research is fast developing within the field of clinical psychology and family social work. The Emotional Development Scale (EDS) has been developed to assess the current emotional functioning level of 4–12 year olds within the theoretical framework of neuroaffective developmental psychology. Included in the pilot study were eight family treatment centers in Denmark, with 36 families participating. The psychometric investigation included analyses of interrater reliability, test-retest reliability, and internal consistency, while construct validity was analyzed by correlating EDS results between referred and nonreferred groups. The analysis between nonreferred and referred groups was based on the data from the empirical study and a preliminary ad hoc sample from Hogrefe Ltd. (n = 213). We concluded the EDS appears to be a reliable and partially valid tool that could aid in assessing the emotional development of 4–12 year olds. Further research on psychometric properties and clinical application of EDS is needed.     

Executive Functions in School‐age Children: Influence of Age,Gender, School Type and Parental Education

Summary: This study aimed to evaluate whether age, gender, type of school and parental education could predict executive performance in school‐age children. Unconstrained, phonemic and semantic verbal fluency tasks (n = 402), as well as the Hayling Sentence Completion Test (n = 275) and the Random Number Generation task (n = 274) were administered to typically developing 6‐to‐12‐year‐old children. A hierarchical regression analysis was performed (p ≤ 0.05). The most significant explanatory models involved child age and parental education, as well as these two variables in addition to the type of school attended by the child. The main individual predictors of executive performance were age and school type. These results may be related to structural and functional alterations in the brain, an increased repertoire of cognitive strategies, the effects of education and the intensity of environmental cognitive stimulation. These findings may contribute to the development of stimulation and intervention programs for EF in clinical and educational settings.Copyright © 2017 John Wiley & Sons, Ltd.     

Utility of a cognitive-behavioral model to predict fatigue following breast cancer treatment.

The objective of the current study was twofold: (a) to determine whether subgroups of breast cancer patients could be identified on the basis of their distinct trajectory or pattern of fatigue following treatment for early stage cancer using growth mixture modeling and (b) to examine whether the subgroups could be distinguished on the basis of a cognitive-behavioral model. Growth mixture modeling and a prospective longitudinal design were used to examine the course of fatigue after treatment for early stage breast cancer. Women (n = 261; mean age = 55.2 years) provided fatigue ratings for 6 months following treatment. A low-fatigue group (n = 85) and a high-fatigue group (n = 176) were extracted. Women who were not married, had a lower income, had a higher body mass index, engaged in greater fatigue catastrophizing, and were lower in exercise participation were more likely to be in the high-fatigue group. Only body mass index and catastrophizing remained significant predictors in multivariate analysis. Findings suggest considerable heterogeneity in the experience of fatigue following treatment and support the utility of a cognitive-behavioral model in predicting the course of posttreatment fatigue.     

A Systematic Review of Courses,Training, and Interventions for Adoptive Parents

Adoption requires thorough preparations prior to the arrival of the child and support post-adoption among parents, to promote a positive parent–child relationship and healthy family functioning. The purpose of our study was, therefore, to systematically review the literature on pre- and post-adoption interventions for caregivers, and determine the possibility for conducting a meta-analysis. We searched 12 electronic databases and identified 7574 references that were considered for inclusion by two independent raters. Articles meeting the following criteria were retrieved in full-text; studies that examined the effects of (a) a pre- and/or post-adoption intervention, (b) against a comparator (including quasi-experimental studies), and (c) report on outcomes for parents. Finally, we included 10 studies that met our inclusion criteria and which were assessed in terms of reported intervention effects and study quality using Cochrane’s Risk of Bias tool. All studies were associated with a high risk of bias in at least one out of seven domains and unclear reporting on several domains. Eight studies examined intervention effects related to interpersonal functioning; three of which found positive effects. In addition, three studies investigated effects on parenting and stress, respectively; however, only one study demonstrated effects on parenting and none on parental stress. Overall, the study designs, interventions, and results were characterized by substantial heterogeneity, making a meta-analysis unfeasible. In conclusion, the results from the included studies in our review does not point in any particular direction. The most consistent finding across studies was the lack of studies on pre-adoption interventions, and poor design and unclear reporting. Consequently, future studies should evaluate pre-adoption interventions, and need to use more rigorous design, transparent and comprehensible reporting, as well as more homogenous interventions and methods, to move the field forward in support of adoptive parents.     

Some Potential Negative Social Consequences of Cigarette Smoking: Marketing Research in Reverse1

The effects of cigarette smoking on first impressions were examined in an interlocking series of studies. Provided college students evaluated peers who were neither extremely attractive nor unattractive, smoking typically reduced the positivity of evaluations regardless of participants' smoking. Targets photographed with smoking material were rated, for example, to be less considerate, calm, disciplined, honest, healthy, well-mannered, and happy than when smoking material was absent. Replication with apparently older participants evaluating college students did not reveal smoking to influence ratings strongly. Further replication did not reveal smoking material simply to influence college students' ratings of an attractive professional model. These results were compared with earlier studies of the effects of cigarette smoking on interpersonal evaluation and an educational unit for deterring smoking was discussed.     

Spatial perspective taking: Coordination of left-right and near-far spatial dimensions

Second- and fourth-grade children viewed a cylindrical object in nine positions on a square display board marked with a 3 × 3 grid. As the object was placed in each position, children identified the view from 90, 180, or 270° positions around the display from a set of photographs. Perspectives in which the object differed from the child's view in both left-right and near-far dimensions were more difficult than perspectives that only transformed one dimension. Error rates decreased with age. There were no main effects of left-right vs near-far or of observer position. Rates of egocentric responding were high at both ages. We note that the complementary spatial dimension to left-right is near-far not front-back. Moreover, the relative ease of front-back transformations in previous research resulted from distinctive front-back cues on the display objects which enabled subjects to use nonspatial strategies to identify observer perspectives.