The personality profile of IPS employment specialists,and how it relates to job satisfaction: A longitudinal cohort study

The role of the Individual Placement and Support (IPS) employment specialist is a new type of occupation within mental healthcare. High turnover among employment specialists necessitates improvement in their recruitment and retention. One element that impacts retention is job satisfaction. We assessed the personality of 38 employment specialists (Big 5 Inventory-2) and measured job satisfaction over three time periods. Compared to norm data, employment specialists were significantly higher on Extraversion (ΔT = 8.0, CI: 5.59–10.42), Agreeableness (ΔT = 7.8, CI: 5.56–10.12), Conscientiousness (ΔT = 3.3, CI: 0.8–5.84), Open-mindedness (ΔT = 3.5, CI: 0.97–6.07), while lower on Negative emotionality (ΔT = −3.5, CI: −6.5 to −0.42). Extraversion had a substantial longitudinal positive effect on job satisfaction (β at T1 = 0.39; CI: 0.10–0.73) (β at T2 = 0.40; CI: 0.03–0.80), while Negative emotionality – a substantial negative effect (β at T1 = −0.60; CI: −0.90 to −0.30) (β at T2 = −0.50; CI: −0.90 to −0.12). Male gender was significantly associated with higher job satisfaction at the time point 1 (β = −0.46; CI: −0.80 to −0.14). Age, length of employment in the role, Agreeableness, Conscientiousness and Open-mindedness were not found to have substantial significant effects on job satisfaction of employment specialists. Recruiting employment specialists who score high on Extraversion and low on Negative emotionality may be a good fit for the role and job satisfaction.     

Brain mechanisms and intelligence. Psychometric g and executive function

Sternberg [Sternberg, R.J. (1985). Beyond IQ: a triarchic theory of human intelligence. New York: Cambridge Univ. Press.] has proposed that the general intelligence, or the g factor, obtained when batteries of mental tests are factor analyzed, is a reflection of the fact that executive functions (EF) are common to all cognitive tests. Three lines of evidence that fail to support Sternberg's formulation are presented. First, in animal problem solving studies, there is only a modest degree of overlap between brain structures that are critical for g, and brain structures that have been identified as the rodent EF system. Second, children with attention deficit-hyperactivity disorder (ADHD), characterized by EF dysfunction, do not have IQ scores that are lower, on average, than children in the test standardization populations. Third, human frontal lobe patients often have clear EF deficits, but IQ (a next-best estimate of g) may be preserved. These findings cast serious doubt on the plausibility of Sternberg's formulation. Clarifying the distinction between psychometric g and EF can be important for understanding the differences between practical and psychometric intelligence.     

SCORE ON THE EXAMINATION FOR PROFESSIONAL PRACTICE IN PSYCHOLOGY AS A FUNCTION OF ATTRIBUTES OF CLINICAL PSYCHOLOGY GRADUATE PROGRAMS

Graduate programs' correlates with doctoral recipients' scores on the Examination for Professional Practice in Psychology (EPPP) were determined. Higher EPPP score was associated with larger faculty-to-student ratios, smaller clinical programs traditional as opposed to professional program orientation, and PhD rather than Psy D awarded Programs approved by the American Psychological Association and those that scored favorably on a number of objective indices also produced graduates with high EPPP scores Among the more frequently used admissions requirements median Quantitative score on the Graduate Record Examination correlated most highly with EPPP score.     

Treadmill exercise enhances passive avoidance learning in rats: the role of down-regulated serotonin system in the limbic system

While serotonin (5-HT) may impair learning and memory, exercise has been reported to improve them. Whether chronic exercise can facilitate fear memory via regulating the serotonin system is unknown. We examined the effects of 4-week treadmill exercise training on levels of 5-HT and its metabolite 5-hydroxyindoleacetic acid (5-HIAA), the protein expression of its receptor 5-HT_1A and transporter in the amygdala, hippocampus and prefrontal cortex of male Sprague–Dawley rats. Our results demonstrated that treadmill exercise (1) improved the passive avoidance learning performance; (2) decreased the 5-HT level in the hippocampus; (3) decreased the expression of 5-HT_1A receptor in the amygdala without altering the transporter expression. Moreover, pretreatment with 0.1 mg/kg 8-hydroxy-di-n-propylamino tetralin, a selective 5-HT_1A receptor agonist, impaired the passive avoidance performance and completely abolished the exercise-enhanced fear memory. Our results suggest that down-regulation of the 5-HT system in the limbic system, i.e., the reduction of the hippocampus 5-HT content and the amygdala 5-HT_1A receptor expression, may be involved in the exercise-enhanced fear memory.     

Macro and Micro Goal Setting: In Search of Coherence

In this article we discuss macro and micro goal setting approaches, focusing on the relations between goals at different organisational levels. Translating strategic goals in a top-down manner throughout the organisation is a rather complex process. In organisations, at least one intermediate level between macro (i.e. strategic) and micro (i.e. operational) goals can be distinguished: the level of meso (i.e. tactical) goal setting. The process of a strategic dialogue is introduced to arrive at organisational goal coherence, which is defined as consensus on goal priorities within single constituencies and between multiple constituencies at different organisational levels. This process is illustrated in a case study, in which the CATPCA method has been applied to empirically operationalise degrees of consensus. Effects of the strategic dialogue on organisational goal coherence are demonstrated.     

Taiwanese members' report of verbal interactions and their relations to demographic variables in the group counseling process

The purpose was to examine differences in verbal interactions during the group counseling process and the relationship between perceived verbal interactions and members' demographic variables. 42 participants were recruited and randomly assigned to one of four counseling groups. Based on the Hill Interaction Matrix, Quadrant 4 verbal interactions, consisting of Speculative and Confrontative verbal behaviors in Personal and Relationship levels, were perceived significantly more often at the closing stage than at the initial stage. Furthermore, the perceived verbal interactions were related to the demographic variables of sex, educational level, and group experience, but not acquaintanceship. The findings suggested that the higher ratings of perceived Speculative and Confrontative verbal behaviors and the lower ratings of Assertive and Silence verbal interactions must be interpreted cautiously from a cross-cultural perspective, especially in Asian cultures.     

Free‐listed items are effective cues for eliciting additional items in semantic domains

This study tested a cueing procedure for enhancing recall in semantic domains based on associative processes inferred from semantic clustering. Participants first free listed items exhaustively from a semantic domain (fruits or drugs). Then, to aid recall of additional items from the domain, participants received either the items they free listed as semantic cues (to trigger semantically similar items) or alphabetic cues (to trigger items beginning with a particular letter). Participants' strong semantic clustering and weak alphabetic clustering in free listing confirmed previous research on associative processes. By several measures, free‐listed items as semantic cues elicited moderately more additional items than alphabetic cues. Semantic cues elicited an appreciable proportion of items that would not have been identified at the aggregate level through free listing alone. These results indicate that using free‐listed items as semantic cues can be a useful adjunct for ethnographic applications of free listing. Copyright © 2002 John Wiley & Sons, Ltd.     

Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

The number of K–12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended learning environment. Reading skill data were analyzed from 19,366 students across 624 schools led by teachers defined as engaged users of a blended learning reading program (Lexia Reading Core5 [Core5]). Results showed significant improvements in reading skills during the analyzed period for the students of the engaged teachers in comparison to neighboring classrooms (171,850 students in the same 624 schools) of less engaged teachers.