Training in Mindful Caregiving Transfers to Parent–Child Interactions

In an earlier study, we provided mindfulness training to three caregivers of individuals with profound multiple disabilities. We measured levels of happiness displayed by the individuals during the 8 weeks of mindfulness training of the caregivers, as well as during the 16 weeks following the termination of training. We found that happiness increased markedly when an individual interacted with a caregiver who had received training in mindfulness as opposed to a control caregiver who did not receive such training. In this study, we investigated whether the increased mindfulness of the three caregivers would transfer to interactions with their own children. The children’s non-compliance with their mother’s requests was used as an indirect index of the effects of training their mothers received in mindfulness. Although the ages of the children and their baseline levels of non-compliance were variable, the data showed a decrease in non-compliance during mindfulness training of the caregivers and further decreases following the completion of training. Our data provide preliminary evidence of transfer of mindfulness training from caregiving to parent–child interactions. We speculate as to why this may occur in mindfulness training.     

Leader responsiveness, equity sensitivity, and employee attitudes and behavior

This study investigated the relationships between leader responsiveness to employee requests and employee attitudes and behaviors in a sample of managers and their subordinates. Additionally, the study investigated the moderating effect of an individual difference variable (equity sensitivity), on the relationships between leader responsiveness and employee attitudes and behaviors. Leader responsiveness related significantly with job satisfaction, organizational commitment, and organizational citizenship behavior. Furthermore, equity sensitivity moderated the relationships between leader responsiveness and job satisfaction. Entitleds reported lower job satisfaction when manager fulfillment of employee requests was low than did Benevolents, whereas differences were minimal when manager request fulfillment was high. Implications of the findings were discussed.     

Equality: Putting the Theory into Action

We outline our central reasons for pursuing the project of equality studies and some of the thinking we have done within an equality studies framework. We try to show that a multi-dimensional conceptual framework, applied to a set of key social contexts and articulating the concerns of subordinate social groups, can be a fruitful way of putting the idea of equality into practice. Finally, we address some central questions about how to bring about egalitarian social change. Editors’ note. John Baker et al’s article below condenses the key themes and arguments of their book, Equality: From Theory to Action. In the next issue of Res Publica, four writers will respond to these arguments, and there will be a reply from the book’s authors. We are grateful to Jurgen De Wispelaere for organising the original workshop on which the article and replies are based, and for his work in putting together this symposium.     

Judging Up the Corporate Ladder: Understanding the Social Conduct of Workers

The purpose of this research was to examine the social conduct of workers toward managers following a negative work event involving their managers. Three studies were conducted to examine the relationships among attributions, judgments of responsibility, anger and sympathy, and antisocial and prosocial behaviors. In Study 1, we manipulated ability and effort attributions with scenarios in order to examine the cognitive, affective, and behavioral outcomes of hypothetical workplace events. In Studies 2 and 3, we replicated these results using a retrospective, critical-incidents methodology and further explored the mediational relationships between cognitive, affective, and behavioral responses. Findings from the 3 studies supported hypotheses derived from Weiner's (1995) theory of social conduct.     

The lost object and the act of creation

The aim of this article is to discuss the idea of the lost object and to throw light on its relation to creativity. The main thesis is that what is called the original or primary object cannot be considered lost in an absolute meaning. The original object is according to this author not lost, for the simple reason that it never was. In the beginning was only an encounter and so the lost object can only be said to be lost after the fact or afterwards. From this statement the author takes up the question of what this implies for a discussion of creativity and ask the question, what it is the artist creates or re-creates in his work of art, and how the idea of the lost object may throw light on the act of creation. The chosen example for illustration is Freud’s study of Leonardo da Vinci’s Mona Lisa.     

Cognitive and Interpersonal Vulnerabilities to Adolescent Depression: Classification of Risk Profiles for a Personalized Prevention Approach

Despite interest in psychosocial vulnerabilities to depression, little is known about reliable and valid individualized risk profiles that can be used to match individuals to evidence-based interventions for depression. This study investigated well-established cognitive and interpersonal vulnerabilities to depression among youth to discern an evidence-based risk classification approach which is being used in a personalized depression prevention randomized clinical trial. Data were drawn from a general community sample of adolescents (N?=?467; ages 10–16, mean 13.14, SD?=?1.62; 57% females) who were followed prospectively for 3 years. Youth completed measures of cognitive (negative cognitive style, dysfunctional attitudes, rumination) and interpersonal (support and conflict with peers and parents, excessive reassurance seeking, social competence, co-rumination) risks to depression, and then were followed longitudinally for onset of depression. Principal axis factor analyses showed that three latent factors--cognitive vulnerability, interpersonal support, and interpersonal conflict--optimally represented the structure of these risk factors. Clinically practical and meaningful cutoffs, based on tertile cut-off scores on cognitive and interpersonal risk measures, were used to categorize youth into relatively balanced high and low cognitive and interpersonal risk groups. These risk classification groups exhibited validity (AUC?>?0.70) by predicting prospective onsets of depressive episodes at 18-months follow-ups. These findings demonstrate a reliable and valid approach to synthesize psychosocial vulnerabilities to depression, specifically cognitive and interpersonal risks. Results are discussed in terms of using these risk classifications profiles to test personalized prevention of depression during adolescence.     

The development of the use of long-term knowledge to assist short-term recall

The influence of item familiarity upon memory span was examined in adults and children aged 5, 7, and 10 years by comparing the recall of words and nonwords. Using a probed recall task, both item recall and position recall were tested. The effect of familiarity upon item recall was found to develop with age, from no effects in the 5-year-olds to significant effects in the older children and adults. By contrast, no effect of familiarity was found at any age when recall of position was required. Dissociations between word length effects and familiarity effects supported the conclusion that the familiarity effect does not result from rehearsal. Several explanations for the source of the familiarity effect were examined, and the familiarity effect was attributed to a strategic redintegration or reconstruction process, which is necessary for item recall but not for position recall.     

Screening for and Preventing Perinatal Depression

New York City (NYC) public hospitals recently mandated that all pregnant women be screened for depression, but no funds were allocated for screening or care coordination/treatment, and research suggests that unfunded mandates are not likely to be successful. To address this, we implemented an on-site depression prevention intervention (NYC ROSE) for positive depression screens among pregnant, mostly Black and Hispanic, lower-income women in one public hospital. In this paper, we used Aarons’ implementation model to describe the successes and challenges of screening and intervention. Patient tracking sheets and electronic medical records were abstracted. Key informant interviews and an informal focus group were conducted, and staff observations were reviewed; common implementation themes were identified and fit into Aarons’ model. We found that a lack of funding and staff training, which led to minimal psychoeducation for patients, were outer context factors that may have made depression screening difficult, screening results unreliable, and NYC ROSE enrollment challenging. Although leadership agreed to implement NYC ROSE, early involvement of all levels of staff and patients would have better informed important inner context factors, like workflow and logistical/practical challenges. There was also a mismatch between the treatment model and the population being served; patients often lived too far away to receive additional services on site, and economic issues were often a higher priority than mental health services. Screening and interventions for perinatal depression are essential for optimal family health, and a detailed, thoughtful and funded approach can help ensure effectiveness of such efforts.