Assessing readiness for change in adolescents with eating disorders

The Readiness and Motivation Interview (RMI) is a semistructured interview measure of readiness and motivation to change that can be used for all eating disorder diagnoses. The RMI has demonstrated excellent psychometric properties and has both clinical and predictive utility in adult samples. This study examined the psychometric properties of the RMI in a younger population, namely, 12- to 18-year-old girls with eating disorders. Study participants (N = 65) completed the RMI and measures of convergent, discriminant, and criterion validity. Adolescents with eating disorders were able to conceptualize and articulate their readiness for change and to report the extent to which change efforts were for themselves versus for others. RMI readiness profiles across eating disorder symptom domains in adolescents were comparable to those in adults, with higher reported readiness to change binge eating than to change dietary restriction or compensatory strategies. Differences in internal consistency between adult and adolescent samples are discussed. Interviewing adolescents early in treatment about readiness may assist clinicians in forming an alliance with this difficult-to-engage population, while also providing valuable information for treatment planning.     

Problem Drinking: A Problem for the Theory of Reasoned Action?1

The present study examined the sufficiency of the theory of reasoned action (TRA) to predict intention and behavior with respect to problem drinking, as well as the ability of the theory of planned behavior (TPB) to predict intention and behavior over and above the TRA. The role of perceived control in the TPB was also examined. A 12-year longitudinal study on alcohol and drug use attitudes and behavior provided the context for this investigation. Two criterion variables were examined: intention to get drunk and frequency of getting drunk. It was hypothesized that heavier drinkers would perceive less control over their drinking. Coincidentally, the TRA, which assumes the behavior being predicted is volitional, would become less predictive as drinking became heavier. Furthermore, the TPB, which extends the TRA to include perceived (volitional) control over the behavior would be more predictive of intention and behavior than the TRA. All three hypotheses were supported. In addition, perceived control proved to be differentially predictive for nonproblem and problem drinkers. Specifically, perceived control contributed to the prediction of intention to get drunk for nonproblem drinkers, but to the prediction of behavior (frequency of getting drunk) for problem drinkers. Implications of these results for theory development and application are discussed.     

Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Receptive vocabulary and associated semantic knowledge were compared within and between groups of children with specific language impairment (SLI), children with Down syndrome (DS), and typically developing children. To overcome the potential confounding effects of speech or language difficulties on verbal tests of semantic knowledge, a novel task was devised based on picture-based semantic association tests used to assess adult patients with semantic dementia. Receptive vocabulary, measured by word-picture matching, of children with SLI was weak relative to chronological age and to nonverbal mental age but their semantic knowledge, probed across the same lexical items, did not differ significantly from that of vocabulary-matched typically developing children. By contrast, although receptive vocabulary of children with DS was a relative strength compared to nonverbal cognitive abilities (p < .0001), DS was associated with a significant deficit in semantic knowledge (p < .0001) indicative of dissociation between word-picture matching vocabulary and depth of semantic knowledge. Overall, these data challenge the integrity of semantic-conceptual development in DS and imply that contemporary theories of semantic cognition should also seek to incorporate evidence from atypical conceptual development.     

Does Child Temperament Play a Role in the Association Between Parenting Practices and Child Attention Deficit/Hyperactivity Disorder?

Ineffective parenting practices may maintain or exacerbate attention deficit/hyperactivity disorder (ADHD) symptoms and shape subsequent development of disruptive behavior disorders (DBD’s) in youth with ADHD. Recent theoretical models have suggested that parenting may exert effects on ADHD via its role in child temperament. The current study aimed to evaluate the indirect effects of parenting dimensions on child ADHD symptoms via child temperament. Youth ages 6–17 years (N?=?498; 50.4 % ADHD, 55 % male) completed a multi-stage, multi-informant assessment that included parent, child, and teacher report measures of parenting practices, child temperament, and ADHD symptoms. Statistical models examined the direct and indirect effects of maternal and paternal involvement, poor supervision, and inconsistent discipline on inattention and hyperactivity-impulsivity via child temperament and personality traits. Results indicated differential patterns of effect for negative and positive parenting dimensions. First, inconsistent discipline exerted indirect effects on both ADHD symptom dimensions via child conscientiousness, such that higher levels of inconsistency predicted lower levels of conscientiousness, which in turn, predicted greater ADHD symptomatology. Similarly, poor supervision also exerted indirect effects on inattention via child conscientiousness as well as significant indirect effects on hyperactivity-impulsivity via its impact on both child reactive control and conscientiousness. In contrast, primarily direct effects of positive parenting (i.e., involvement) on ADHD emerged. Secondary checks revealed that similar pathways may also emerge for comorbid disruptive behavior disorders. Current findings extend upon past work by examining how parenting practices influence child ADHD via with-in child mechanisms and provide support for multi-pathway models accounting for heterogeneity in the disorder.     

Aggression and testosterone: Testing a bio-social model

Based upon reports of a positive correlation between circulating testosterone levels and aggression, we draw upon evolutionary psychology to place the action of testosterone in a broader perspective. We propose that testosterone affects competitive status-seeking and that under certain circumstances (including youth) this is expressed as aggression. Involvement in aggression in turn is associated with adherence to an instrumental social representation of aggression which justifies aggression as a means of imposing control over others and increasing self-esteem. Measures of salivary testosterone, masculinity, preferred social representation of aggression, and multiple aggression scales were collected from an undergraduate sample of 119 men. An Aggression factor was derived from principle components analysis of the aggression measures. The strongest correlates of Aggression were holding an instrumental social representation of aggression and youth. Testosterone showed no significant relationship to the single or aggregate measures of aggression or to any of the other psychometric measures. We suggest ways in which previous work may have over-estimated the strength of the association between circulating testosterone and aggression and discuss the possible relationships between age, social representation, and aggression. Aggr. Behav. 23:239–238, 1997. © 1997 Wiley-Liss, Inc.     

A latent class analysis of self‐identified reasons for experiencing homelessness: Opportunities for prevention

Individuals experience homelessness due to a vast number of factors. Therefore, the methods used to prevent individuals from experiencing homelessness should match their diverse needs. This study utilized survey data obtained from 577 adults experiencing homelessness to identify self‐reported causes of homelessness. A latent class analysis was conducted in order to identify classes or subgroups of respondents with distinct patterns of reported causes of homelessness. A latent class analysis is a person‐centred statistical approach that is used to determine groups of individuals who share similar characteristics. Findings from this analysis identified 5 distinct classes based on individuals' responses to 19 potential vulnerabilities or events that contributed to experiencing homelessness. Individuals tended to cluster around issues associated with (a) disability or physical health issues (4%), (b) substance abuse or mental health issues (30%), (c) report major life changes (3%), (d) financial crises (7%), or (e) employment difficulties (55%). Significant group differences occurred across military veteran status, history of homelessness, depression, and health‐related quality of life. Results for these analyses suggest that individuals report notable differences in their reasons for becoming homeless and therefore require unique preventative solutions.     

The effects of computer-based instruction on college students’ comprehension of classic research

Our purpose in this research was to determine the extent to which computer-based instruction can replace conventional teaching in experimental psychology. In Experiment 1, students from an advanced cognition and thinking course participated in a simulation of Schallert’s (1976) study of the role of context in prose comprehension and in a simulation of Carpenter and Just’s (1975) study of sentence-picture verification latencies. Half of the students completed each experiment with the computer, and half were taught traditionally. Comprehension of the purpose and design of the experiments was tested immediately after the laboratory session and 1 month later during the final examination. There were no significant differences between the groups. Several students in Experiment 1 appeared to rush through the experiments and pay little attention to the explanations. In Experiment 2, we studied the effectiveness of computer-based instruction in experimental laboratory sections that did or did not require a follow-up assignment. The second variable was introduced so that some factor of seriousness or importance of the laboratory exercise could be measured. Results from this study indicated that, regardless of the perceived importance of a laboratory exercise, students who studied classic research in a traditional setting comprehended the purpose and design of the experiment better than did the students who worked on the computer. In addition, the students assigned to write up the experiment performed better than did the students who were given no follow-up assignment.     

Identifying and understanding gaps in services for adults experiencing homelessness

Gaps between service needs and availability often prevent individuals with a history of homelessness from accessing services and reestablishing permanent housing. This paper examines self‐identified service utilization and service needs based on data collected from an urban sample (N = 577) of adults experiencing homelessness. This study found that individuals differ in their use and continued need of services depending on the reasons they identified as contributing to their homelessness. The majority reported that they learned of services through word of mouth, had difficulty accessing services due to limited transportation options, and were most likely to use services that were in convenient locations that fulfilled their needs and where they were treated with respect. These findings have implications for developing coordinated intakes and the development and dissemination of services aimed at assisting individuals experiencing homelessness.