A four‐disc version of the Tower of London for clinical use

Three studies are reported on the development of a four‐disc version of the Tower of London test of planning ability. The first (n = 138) involved the selection of items based on rational and empirical criteria to provide a short test of graded difficulty suitable for use with children and clinical populations. The second study (n = 480) checked the properties of the 10‐item test on a new sample and in addition examined the internal consistency and factor structure of the test. The third study (n = 61) examined the test – retest reliability of the test over a period of 1 month. The difficulty level of the test remained relatively stable from sample to sample and was sensitive to linear trend in performance from age 5 years up to 30 years. Total score did not reflect the action of a single underlying construct but rather appeared to index a number of factors. Scores were reasonably stable over the 1‐month period studied, at least for the children's sample employed. The four‐disc version is a promising method of assessing planning in children and adolescents in clinical situations.     

Prompting reflection and learning in career construction counseling

Adopting the overall framework provided for an international inquiry into career counseling interventions, this article reports on a qualitative study into the efficacy of a relatively new approach to practice in England. Using career construction interviews as the counseling intervention, research involving two adult participants was undertaken. Interpersonal process recall (IPR) was used to explicate the perceptions and understandings of both the participants and the counselor in the process. Outcome analysis framed the approach used to making sense of the data collected. Two contrasting responses were immediately evident from participants in the counseling intervention: one positive and one negative. The use of the IPR process enabled an understanding of the value of a structured process of reflection.     

Efficacy and Social Validity of a Class-Wide Interdependent Group Contingency to Decrease Between-Class Transition Durations

Journal of Behavioral Education - The time students spend actively engaged with instruction is positively correlated with their academic achievement (Dotterer and Lowe in J Youth Adolesc...     

Characteristics of memories for traumatic and nontraumatic birth

Evidence for memory characteristic differences between trauma and other memories in non‐clinical samples is inconsistent. However, trauma is frequently confounded with the event recalled. This study compares trauma and nontrauma memories for the same event, childbirth, in a non‐clinical sample of 285 women 4–6 weeks after birth. None of the women met diagnostic criteria for post‐traumatic stress disorder. Traumatic birth, defined by the DSM‐5 event criterion, was reported by 100 women. The ratings of some memory characteristics did not differ between memories for traumatic and nontraumatic birth: All were rated highly coherent and central to women's lives, with moderate sensory memory. However, women who experienced traumatic births reported more involuntary recall, reliving, and negative/mixed emotions. Thus, trauma memories differed from nontrauma memories. In this non‐clinical sample, this is likely to be due to encoding during trauma rather than the distinctive memory profile for memories retrieved by those experiencing trauma symptoms.     

The early Yogācāra theory of no-self

ABSTRACT

I reconstruct early Yogācāra theory of no-self based on works by Asa?ga and Vasubandhu. I introduce the idea of the cognitive schema (CS) of the self, a conception borrowed from the developmental psychologist, Jean Piaget. A fundamental CS is a psychological function that guides the formation of perceptions. I propose that Manas can be understood in terms of being the CS of the self, a psychological mechanism from which perceptions of external objects are formed. In addition, I argue that non-imaginative wisdom can be regarded as an experience during which the CS of the self does not function, such that one only possesses pure sensations without perceptions of external objects. After the repeated experience of non-imaginative wisdom, the CS of the self is changed to the purified CS of no-self. It still supports interactions with the external world, but in a way that does not allow the four afflictions (self-delusion, self-belief, self-conceit, and self-love) to arise.

Abbreviations: MS: Mahāyānasa?graha; TS: Tri??ikā-kārikā; TSN: Trisvabhāvanirde?a; VVS: Vi??atikā Vijñaptimātratāsiddhi     

Evaluation of two physical guidance procedures in the treatment of pediatric feeding disorder

Children with pediatric feeding disorder may refuse to consume an adequate variety and/or volume of food to maintain expected growth. They can consume food but may actively or passively refuse, resulting in escape or avoidance of eating. Behavioral interventions like positive reinforcement with escape extinction can increase consumption. However, sometimes these interventions are insufficient, especially in treating passive refusal. In these cases, physical guidance may be used to prompt an open mouth to deposit food. Research indicates open-mouth prompts are effective and rated as acceptable. This study replicated an existing physical guidance procedure, the finger prompt, and compared its efficacy and acceptability with that of a spoon prompt. This study extended research by defining and measuring passive refusal as a dependent variable and assessing social validity among different stakeholders and times. Both prompts were effective in treating food refusal, and caregivers rated the finger prompt as more preferred.     

The role of career adaptabilities for mid-career changers

Career adaptability is mediated by personality factors and socio-psychological processes, with learning playing an important role. Using a five-fold career adapt-abilities competency framework (defined here as control, curiosity, commitment, confidence and concern), which was developed from the international quantitative study that is the focus of this special edition, an explicitly qualitative study of the career biographies of mid-career changers from two European countries was undertaken. Data from 64 in-depth interviews with adults in contrasting labor markets from Norway and the UK were analysed deductively, using a career adapt-abilities framework. Results demonstrate the utility of the framework, as well as how adaptive adults used both formal and informal learning to develop career adapt-ability competencies, over time, across occupations and occupational sectors. A key conclusion relates to how this career adapt-abilities competency framework could be used to motivate adults in mid-career to adopt behaviors that help them effect positive career change.     

Couple Relationship Education at the Transition to Parenthood: A Window of Opportunity to Reach High‐Risk Couples

This study evaluated if the transition to parenthood is a window of opportunity to provide couple relationship education (CRE) to new parents at high risk for future relationship problems. Fifty‐three percent of eligible couples approached agreed to participate in CRE and of these 80% had not previously accessed CRE. Couples were a broad representative of Australian couples having their first child, but minority couples were underrepresented. A third of couples had three or more risk factors for future relationship distress (e.g., cohabiting, interpartner violence, elevated psychological distress, unplanned pregnancy). Low education was the only risk factor that predicted drop out. The transition to parenthood is a window of opportunity to recruit certain types of high‐risk couples to CRE.     

When a new group identity does harm on the spot: Stereotype threat in newly created groups

The detrimental consequences of negative stereotypes on performance have been demonstrated in a variety of social groups with various stereotypes. The present studies investigate the minimal conditions for stereotype threat using newly created groups. Results of three experiments (total N = 184) demonstrate that in the negative stereotype condition, the more participants identified with their novel group, the stronger was their decrease in performance. In the control condition, identification was either not related to performance, or it had by trend a positive effect. The theoretical and practical implications of the findings are discussed with regard to stereotype threat and social identity theory. Copyright © 2011 John Wiley & Sons, Ltd.     

Family of Origin Coaching for Clinicians in a Child and Adolescent Mental Health Service

The role of the therapist as a person rather than only as a technician has become increasingly important in family therapy since the post-modern turn. Despite this there is a paucity of research exploring supervision models that focus on self-reflection, as opposed to clinical competence. This study documents the experience of a Family of Origin Coaching group, conducted with six clinicians and one supervisor working in a child and adolescent mental health service. A participatory action framework was used, with data analysed using grounded theory. A variety of benefits were reported, including personal development, an enhanced empathy towards clients and an ability to better cope with stressful team dynamics. Family of Origin coaching has the potential to yield benefits for clinicians as a compliment to traditional supervision. Issues of confidentiality and safety need to be addressed carefully, especially during times of organisational change or stress.