Reasons for the “after-school pressure cooker” in Affluent Communities: It’s Not How Much Time,but Why

This study extends the over-scheduling hypothesis literature by focusing on affluent adolescents and exploring relations between psychosocial adjustment and reasons for organized activity (OA) involvement rather than focusing solely on time spent in OAs. Variable- and person-centered analyses were used to evaluate associations between intensity of OA participation and reasons for involvement, perceived parental pressure, and adjustment (depressive symptoms, anxiety symptoms, life satisfaction) in a sample of 10th graders (N = 122) from affluent communities. When adolescents’ perceptions of parental pressure were controlled for in analyses, more intensely involved youth reported lower levels of depressive symptoms. “For Fun” was the most highly rated reason for involvement and was linked to lower levels of perceived parental pressure, but was unrelated to all indicators of adjustment. Conversely, involvement in OAs “for Parents” was linked to more perceived parental pressure and lower levels of life satisfaction. Two OA participant profiles emerged in person-centered analyses: (1) primarily intrinsic reasons (high Fun, moderate Future, low Parents) and (2) intrinsic and extrinsic reasons (high Fun, high Future, high Parents) for involvement. OA participation simultaneously motivated by extrinsic and intrinsic reasons was linked to fewer psychosocial benefits than intrinsically motivated OA involvement.     

Couple Therapy with Veterans: Early Improvements and Predictors of Early Dropout

Family services within Veterans Affairs Medical Centers fulfill an important role in addressing relationship distress among Veterans, which is highly prevalent and comorbid with psychopathology. However, even for evidence‐based couple therapies, effectiveness is weaker compared to controlled studies, maybe because many Veteran couples drop out early and do not reach the “active” treatment stage after the 3–4 session assessment. In order to improve outcomes, it is critical to identify couples at high risk for early dropout, and understand whether couples may benefit from the assessment as an intervention. The current study examined (a) demographics, treatment delivery mode, relationship satisfaction, and psychological symptoms as predictors of dropout during and immediately following the assessment phase, and (b) changes in relationship satisfaction during assessment. 174 couples completed questionnaires during routine intake procedures. The main analyses focused on 140 male Veterans and their female civilian partners; 36.43% dropped out during the assessment phase and 24.74% of the remaining couples immediately following the first treatment session. More severe depressive symptoms in non‐Veteran partners were associated with dropout during assessment. Relationship satisfaction improved significantly during the assessment phase for couples who did not drop out, with larger gains for non‐Veteran partners. No demographics or treatment delivery mode were associated with dropout. Although more research is needed on engaging couples at risk for early dropout and maximizing early benefits, the findings suggest that clinicians should attend to the civilian partner's and Veteran's depressive symptoms at intake and consider the assessment part of active treatment.     

Uncovering the Value and Meaning of a Horticulture Therapy Program for Clients at a Long-Term Adult Inpatient Psychiatric Facility

This qualitative study investigated the value and meaning of the Greenhouse Program and its impact on recovery goals of residents with severe and persistent mental illness at an adult, long-term psychiatric facility. Eight participants and two occupational therapists were interviewed. Findings revealed two main themes, relating to the essence of the program and personal growth of the participants, supplemented by six sub-themes. The findings suggest that initiatives, such as the Greenhouse Program, are an appropriate intervention that occupational therapy professionals can use in adult inpatient psychiatric facilities.     

��I��ll Get That for You��: The Relationship Between Benevolent Sexism and Body Self-Perceptions

Benevolent sexism has been shown to have negative consequences for women. In the present study, we investigated whether there were differences in reports of body self-perceptions between 93 college women in the southeastern United States who either witnessed or did not witness a staged act of benevolent sexism. Because we believed that benevolent sexism could make beauty norms more salient, we hypothesized that women who witnessed benevolent sexism would report higher levels of self-objectification, body surveillance, and body shame. Women who witnessed benevolent sexism did report higher levels of surveillance and shame, constructs associated with self-objectification, but not higher general levels of self-objectification. This research provides more evidence of the negative effects benevolent sexism has on women.     

Factor structure of the BASC-2 Behavioral and Emotional Screening System Student Form

The BASC-2 Behavioral and Emotional Screening System (BESS) Student Form (Kamphaus & Reynolds, 2007) is a recently developed youth self-report rating scale designed to identify students at risk for behavioral and emotional problems. The BESS Student Form was derived from the Behavior Assessment System for Children-Second Edition Self-Report of Personality (BASC-2 SRP; Reynolds & Kamphaus, 2004) using principal component analytic procedures and theoretical considerations. Using 3 samples, the authors conducted exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) to understand the underlying factor structure of the BESS Student Form. The results of the EFA suggested that the SRP contained a 4-factor (i.e., Personal Adjustment, Inattention/Hyperactivity, Internalizing, School Problems) emergent structure, which was supported by CFA in 2 additional samples. Practical and research implications are discussed.     

The evolving vocabulary of the social sciences: the case of "socialization"

While the term "socialization" stands as a common and clearly understood term regularly used in social science and lay conversations alike, its history is complex. In the 19th century, socialization was introduced to refer to societal activities or projects, and only in the early 20th century did it gain usage as a term describing psychological processes transpiring within the individual. The architecture of the newer meaning harbored ambitions and problems of modern social science, including ideals of interdisciplinary theory and theoretic resolution of the individual/society dualism. Nevertheless, socialization became a central object of social scientific inquiry after World War II. This significant social scientific object was repeatedly altered: initially representing a vision of conforming citizens who were free from certain troubling characteristics depicted in psychoanalysis and well-suited to democracy, it later was engaged to create a vision of autonomous, resilient, and cognitively active actors able to negotiate a complex social world.     

The influence of haptic guidance on the production of spatio-temporal patterns

Haptic guidance by a robot is a recent technology to support motor learning. Its mechanisms and effects are not yet well understood. One of the hypotheses is that learning of temporal characteristics is particularly susceptible to the beneficial effects of robotic guidance. In this study we investigate the influence of robotic guidance on the production of spatio-temporal patterns. Participants practiced to draw circles with the velocity profile of ellipses. Performance during the practice phase, when participants were assisted by a robotic device, as well as during the test phase, when assistance was switched off, was compared to a control group. During practice participants with robotic assistance performed better on all three dependent measures, shape, timing of the velocity modulation, and modulation amplitude. However, these differences between groups largely disappeared in the test phase. Only the difference in the amplitude of the velocity modulation remained, which was more accurate in the robot-guidance group than in the control group. This remaining difference likely results from a secondary effect of robotic guidance, namely the experience of smaller visual errors and weaker velocity modulations during practice.