Development and Validation of a Brief Version of the Difficulties in Emotion Regulation Scale: The DERS-16

The Difficulties in Emotion Regulation Scale (DERS) is a widely-used, theoretically-driven, and psychometrically-sound self-report measure of emotion regulation difficulties. However, at 36-items, the DERS may be challenging to administer in some situations or settings (e.g., in the course of patient care or large-scale epidemiological studies). Consequently, there is a need for a briefer version of the DERS. The goal of the present studies was to develop and evaluate a 16-item version of the DERS – the DERS-16. The reliability and validity of the DERS-16 were examined in a clinical sample (N = 96) and two large community samples (Ns = 102 and 482). The validity of the DERS-16 was evaluated comparing the relative strength of the association of the two versions of the DERS with measures of emotion regulation and related constructs, psychopathology, and clinically-relevant behaviors theorized to stem from emotion regulation deficits. Results demonstrate that the DERS-16 has retained excellent internal consistency, good test-retest reliability, and good convergent and discriminant validity. Further, the DERS-16 showed minimal differences in its convergent and discriminant validity with relevant measures when compared to the original DERS. In conclusion, the DERS-16 offers a valid and brief method for the assessment of overall emotion regulation difficulties.     

Support Needs and Satisfaction in Foster Care: Differences Between Foster Mothers and Foster Fathers

Family foster care is a vulnerable youth care intervention. The recruitment and retention of foster parents causes concerns. Offering support to foster mothers and foster fathers can augment the satisfaction and the intent of continuing fostering. Clearer understanding of the support needs of foster parents and their satisfaction with the foster care placement can lead to the identification of ways to improve the support offered. Although differences between foster mothers and foster fathers regarding their support needs and satisfaction can be expected, knowledge about these differences is nonexistent. Differences in support needs and satisfaction between 86 foster mothers and foster fathers who reported on 120 foster children were examined. No differences between foster mothers and foster fathers were found. Both foster parents had higher support needs regarding dealing with the birth parents compared to support needs in handling problem behavior of the foster child. For both foster mothers and foster fathers satisfaction with collaboration with the foster care worker, satisfaction with recognition experienced and satisfaction with reunification of the foster child, did not differ across these aspects. Satisfaction of foster parents can be increased by keeping in balance the rights and needs of birth parents and those of foster parents. Acknowledging that foster parents are experts on their foster child and consulting them on important decisions will also contribute significantly to their satisfaction.     

Male on-campus resident students’ social normative behaviour: Influences on lived social climate by same gender beginning-year university students

This article reports on research on antecedents of first-year male students’ experiences of senior male students’ aggression in residences at a university in South Africa. Fourteen purposefully selected first-year male student residents (black = 14%; coloured = 7%; white = 79%) voluntarily participated. Their ages ranged between 18 and 21 years. Data were on their perceived precursors to aggression and violence that were collected using photo-narratives (written) and photo-narrative-elicitation-interviews. The data were analysed by means of Interpretative Phenomenological Analysis (IPA). Three themes emerged which indicate that precursors to aggression and violence included physical and verbal aggression in the form of hitting, shoving around, pushing and shouting, swearing, taunting others, and nasty comments. Social aggression involves acts of bullying, exertion of power, modelling dominant behaviour in which perpetrators defend their status, or signal exclusion of others. The survivors experienced pressure to conform to fellow residents’ practices, norms and behaviour in the hope that they would gain acceptance into the in-group.     

SEM Based CARMA Time Series Modeling for Arbitrary N

This article explains in detail the state space specification and estimation of first and higher-order autoregressive moving-average models in continuous time (CARMA) in an extended structural equation modeling (SEM) context for N = 1 as well as N > 1. To illustrate the approach, simulations will be presented in which a single panel model (T = 41 time points) is estimated for a sample of N = 1,000 individuals as well as for samples of N = 100 and N = 50 individuals, followed by estimating 100 separate models for each of the one-hundred N = 1 cases in the N = 100 sample. Furthermore, we will demonstrate how to test the difference between the full panel model and each N = 1 model by means of a subject-group-reproducibility test. Finally, the proposed analyses will be applied in an empirical example, in which the relationships between mood at work and mood at home are studied in a sample of N = 55 women. All analyses are carried out by ctsem, an R-package for continuous time modeling, interfacing to OpenMx.     

Language and Its Limits: Meaning,Reference and the Ineffable in Buddhist Philosophy

Topoi - Buddhist schools of thought share two fundamental assumptions about language. On the one hand, language (?abda) is identified with conceptual thinking (kalpanā), which according...     

Why Does Frustration Predict Psychopathology? Multiple Prospective Pathways Over Adolescence: A TRAILS Study

Adolescents' temperamental frustration is a developmental precursor of adult neuroticism and psychopathology. Because the mechanisms that underlie the prospective association between adolescents' high frustration and psychopathology (internalizing/externalizing) have not been studied extensively, we quantified three pathways: stress generation [mediation via selection/evocation of stressful life events (SLEs)], cross‐sectional frustration‐psychopathology overlap (‘carry‐over’/common causes), and a direct (non‐mediated) vulnerability effect of frustration, including moderation of SLE impact. Frustration and psychopathology were assessed at age 16 with the Early Adolescent Temperament Questionnaire and the Youth Self‐Report. No gender differences in frustration were observed. At age 19, psychopathology was reassessed by using the Adult Self‐Report, while occurrence of endogenous (self‐generated) and exogenous (not self‐generated) SLEs during the interval (ages 16–19) were ascertained with the Life Stress Interview, an investigator‐based contextual‐stressfulness rating procedure (N = 957). Half of the prospective effect of frustration on psychopathology was explained by baseline overlap, including effects of ‘carry‐over’ and common causes, about 5% reflected stress generation (a ‘vicious’ cycle with the environment adolescents navigate and shape), and 45% reflected unmediated association: a direct vulnerability effect including stress sensitivity or moderation of SLE impact. After adjustment for their overlap, frustration predicted the development of externalizing but not internalizing symptoms. Copyright © 2016 European Association of Personality Psychology     

Serial position curves in spatial memory of rats: Primacy and recency effects

Memory for lists of items was tested in rats (N = 18) in an 8-arm radial maze. In Experiment 1 trials consisted of a study phase, in which the rat could freely choose five arms to obtain a food reward, and a test phase in which the animal was presented with a choice between a novel and a previously visited arm. The rat received additional food reinforcement only when visiting the novel arm. The two phases of a trial were separated by a retention interval of 30 sec or of 4, 16 or 60 min. It was found that recall of the five free arm choices was related to the serial position of the previously visited arm. There was a significant recency effect at the 30-sec delay. With longer retention intervals this disappeared, and a significant primacy effect could be observed. In Experiment 2 the same animals were given forced arm entries during the study phase and delays of 30 sec or 4 or 16 min before the test phase. Again, there was a trend towards a recency effect after the shorter delays and a significant primacy effect after the 16-min interval. These results show that, in the recall of lists of spatial items, rats have serial position curves with primacy and recency effects, depending on the length of the retention interval.     

From Gegenstand to Gegenstehenlassen: On the Meanings of Objectivity in Heidegger and Hegel

ABSTRACT

One of Heidegger’s enduring concerns was to develop an original meditation on the meaning of (the presence of) the present. Integral to this attempt is his critique of the understanding of the being of beings in terms of the objectivity of the object. In this paper, I trace Heidegger’s analyses of objectivity, through which Heidegger consistently establishes objectivity as non-primordial and derivative. In order to do this, however, Heidegger had to identify a specific, narrow (spatio-temporalized) conception of objectivity (in terms of Gegenstehenlassen and Vorstellen) as the hallmark of modern philosophy. I show that it is unclear whether that conception is a justified result or rather an unjustified presupposition of his approach. I then suggest what meanings of objectivity might be lost after Heidegger, by pointing to several aspects of Hegel’s notion of objectivity that are incompatible with Heidegger’s account, to wit: the lack of ‘subject-object’-terminology in his definitions of objectivity; the special language of ‘forms of’ objectivity; Hegel’s critique of representation; his notion of Gegenstand as a content with a categorical form, and, finally, that Aristotle’s notion of hypokeimenon might provide a clue as to how Hegel’s notion of object can be understood.