Frame Reflection Lab: a Playful Method for Frame Reflection on Synthetic Biology

Synthetic biology is an emerging technology that asks for inclusive reflection on how people frame the field. To unravel how we can facilitate such reflection, this study evaluates the Frame Reflection Lab (FRL). Building upon playfulness design principles, the FRL comprises a workshop with video-narratives and co-creative group exercises. We studied how the FRL facilitated frame reflection by organizing workshops with various student groups. Analysis of 12 group conversations and 158 mini-exit surveys yielded patterns in first-order reflection (problem analysis and solution finding in reflection on the development of synthetic biology as a field) as well as patterns in second-order reflection (reflection on values and assumptions underlying the first-order reflection). Also patterns in participants’ (re)framing of synthetic biology could be induced; participants’ viewpoints converged to some extent, yet with openness to individual viewpoint differences. Although the FRL method fortified the reflection processes of participants, the narratives and the workshop’s flexible format could inhibit the reflection too. Therefore, we advise designers of future frame reflection methods to apply stronger conversational facilitation and narratives of slightly mysterious yet identifiable narrators, in case e.g. video-narratives are created and used to scaffold the reflection process. Nevertheless, we argue that the use of a playful frame reflection method like the FRL could function well as (1) a step to precede more application-specific deliberation or decision-making on synthetic biology and as (2) a method for the collection of contemporary citizen viewpoints plus rationales underlying these, for the further (societally) responsible development of the emerging field.     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.     

Relations between virtues and positive mental health in a Korean population: A Multiple Indicators Multiple Causes (MIMIC) model approach

A Multiple Indicators Multiple Causes (MIMIC) approach was applied to investigate the relationship between virtues and positive mental health as determined using the Character Strength Test and the Mental Health Continuum‐Short Form. The study participants were 876 college students (54% women; overall mean age [SD] 21.50 years [2.35]) recruited from introductory psychology courses at two universities in Seoul. Findings revealed that the intellectual virtues of college students predicted subjective well‐being according to all emotional, social and psychological measures. Results are discussed in the context of previous work using the Values in Action classification of virtues and character strengths. In addition, implications regarding understanding the nature and possible origins of positive mental health are outlined.     

Naturalistic outcome of case formulation-driven cognitive-behavior therapy for anxious depressed outpatients

This article describes a case formulation-driven approach to the treatment of anxious depressed outpatients and presents naturalistic outcome data evaluating its effectiveness. Fifty-eight patients who received case formulation-driven cognitive-behavior therapy (CBT) in a private practice setting were studied. All received individual CBT guided by a case formulation and weekly outcome monitoring; in addition, 40 patients received adjunct therapies, including pharmacotherapy, which were added as indicated by the case formulation and the results of weekly outcome monitoring. Patients treated with case formulation-driven CBT showed statistically and clinically significant changes in anxiety and depression that were generally comparable to those reported in published randomized controlled trials of empirically supported therapies (ESTs) for single mood and anxiety disorders. Findings support the proposal that anxious depressed patients who have multiple comorbidities and require multiple therapies can benefit from empirically supported treatments guided by a case formulation and weekly outcome monitoring.     

Clarifying relationships among work and family social support, stressors, and work-family conflict

Although work and family social support predict role stressors and work-family conflict, there has been much ambiguity regarding the conceptual relationships among these constructs. Using path analysis on meta-analytically derived validity coefficients (528 effect sizes from 156 samples), we compare three models to address these concerns and clarify relationships. Results revealed that social support, controlling for role involvement, is best viewed as an antecedent of role stressors and subsequent work-family conflict. Controlling for work and family involvement, work and family social support were most related to same domain role conflict (β = −.46, p < .05; β = −.43, p < .05) and role ambiguity (β = −.28, p < .05; β = −.33, p < .05). Subsequently, work role conflict and time demands were most related to work-to-family conflict (β = .39, p < .05; β = .21, p < .05), while family role conflict and role ambiguity were most related to family-to-work conflict (β = .22, p < .05; β = .24, p < .05). Implications for research and practice, along with suggestions for theoretical advances, are discussed.     

Religious Involvement among Caribbean Blacks in the United States

This study examined demographic and denominational differences in religious involvement (i.e., organizational, non-organizational, subjective) among Caribbean Blacks (Black Caribbeans) residing in the U.S. using data from the National Survey of American Life. Caribbean Blacks who were born in the U.S. had lower levels of religious involvement than those who immigrated and respondents originating from Haiti (as compared to Jamaica) had higher levels of religious involvement, while persons from Trinidad-Tobago reported lower service attendance than did Jamaicans. Older persons, women and married persons generally demonstrated greater religious involvement than their counterparts, while highly educated respondents expressed lower levels of self-rated religiosity. Denominational differences indicated that Baptists reported high levels of religious involvement; however, in several cases, Pentecostals and Seventh Day Adventists reported greater involvement.