Brief Behavioral Therapy for Pediatric Anxiety and Depression: Piloting an Integrated Treatment Approach

Mood and anxiety disorders in youth are disabling, distressing, and prevalent. Furthermore, depression and anxiety frequently co-exist, may share several etiological factors, and respond to similar interventions. In this paper, we report preliminary results from a treatment adaptation project designed to condense existing cognitive behavioral therapy protocols for anxiety and depression to their core components and combine them into a brief, integrated treatment suitable for the broad population of internalizing youth seen in primary care. Specifically, we discuss: (a) the rationale for targeting anxiety and depression in pediatric primary care and the deployment-focused treatment development model; (b) the content of our behaviorally based treatment program; and (c) clinical outcomes of 2 sample cases with comorbid depression and anxiety.     

Computational models for the combination of advice and individual learning

Decision making often takes place in social environments where other actors influence individuals' decisions. The present article examines how advice affects individual learning. Five social learning models combining advice and individual learning-four based on reinforcement learning and one on Bayesian learning-and one individual learning model are tested against each other. In two experiments, some participants received good or bad advice prior to a repeated multioption choice task. Receivers of advice adhered to the advice, so that good advice improved performance. The social learning models described the observed learning processes better than the individual learning model. Of the models tested, the best social learning model assumes that outcomes from recommended options are more positively evaluated than outcomes from nonrecommended options. This model correctly predicted that receivers first adhere to advice, then explore other options, and finally return to the recommended option. The model also predicted accurately that good advice has a stronger impact on learning than bad advice. One-time advice can have a long-lasting influence on learning by changing the subjective evaluation of outcomes of recommended options.     

The challenge of measuring immigrant origin and immigration-related ethnicity in Europe

Different European nation-states use the most diverse statistical constructions of foreign origin or ethnic minority populations. Several countries traditionally even shun from producing such data. This makes international comparison a very difficult endeavour. Anyone wanting to perform comparative research on immigrants or (immigrant origin) ethnic minorities in Europe is unavoidably confronted with the most diverse types of national statistical data and has to opt for ad hoc solutions. Attempts at international comparison can thus be very tricky due to data characteristics. It is important that researchers are aware of these problems and do not simply accept data (especially in comparisons) at face value. In this article we embark on a comparative explorative study of the way in which immigrant background and immigration related ethnicity is taken stock of by national statistical institutes in a set of European nation-states.     

Delivering Parent-Teen Therapy for ADHD through Videoconferencing: a Preliminary Investigation

Adolescents with ADHD demonstrate notoriously poor treatment utilization. Barriers to access have been partially addressed through tailored therapy content and therapist delivery style; yet, additional challenges to engaging this population remain. To leverage modern technology in support of this aim, the current study investigates parent-teen therapy for ADHD delivered over a videoconferencing format. In this preliminary feasibility study, teens and parents (N = 20) received an empirically supported dyadic therapy that incorporates skills-based modules with motivational interviewing. The videoconferencing interface was deemed feasible with nearly all families completing treatment. Acceptable therapeutic alliance was reported and key mechanisms of change were engaged (i.e., adolescent motivation to meet goals, parent strategy implementation). Families reported high satisfaction, despite minor disturbances associated with delivering therapy via videoconferencing. Treatment integrity and fidelity were acceptable, though slightly reduced compared to clinic-based trials of the same protocol. Therapists perceived that videoconferencing enhanced treatment for 50% of families. Reductions in participant ADHD symptoms and organization, time management, and planning problems from baseline to post-treatment were noted by parents and teachers. However, open trial results of this study should be interpreted with caution due to their uncontrolled and preliminary nature.     

Arguing about tobacco and its effects on social representations

This study analysed the influence of social debate (group discussion) on previously held antagonistic social representations about tobacco. In the first phase of our study, we contacted 130 subjects in order to know what type of social representations they held. Two representations were found: a ‘psychopathological’ representation and a ‘critical’ one. After obtaining these results, and in a second phase, we randomly divided 100 subjects into 10 discussion groups, whilst another 30 subjects were assigned to the control condition (non-discussion group). The group discussion (social debate) led to a convergence of previously held representations. Debate emerged as a mechanism which could reduce the distance between groups who hold previously opposing representations.     

Infants of depressed mothers show less “depressed” behavior with their nursery teachers

This study investigated whether infants' “depressed” behavior (i.e., less positive affect and lower activity levels) noted during their interactions with their depressed mothers generalized to their interactions with their nondepressed nursery teachers. Field et al. (1988) reported that infants of depressed mothers also show “depressed behavior” when interacting with nondepressed female adults, suggesting that the infants develop a generalized “depressed mood style” of interaction. However, in that study the adults were also strangers to the infants, confounding the results. In the present study, eighteen 3-month-old infants interacted with their depressed mothers and also with their nondepressed familiar teachers in 3-minute episodes. The infants' behavior ratings improved when they interacted with their familiar teachers compared to their interactions with their mothers. The infants' low activity levels and negative affect were specific to their interactions with their depressed mothers. Thus, the data suggest that the infants respond differentially to depressed and nondepressed adults who are familiar.     

The Relationship Between Organizational Practices and Values with Burnout and Engagement

Organizational practices and values have the potential to reduce burnout and increase feelings of job engagement. The aim of the present study was to assess the relationship between organizational practices and values with burnout and engagement among a sample of nurses. Specifically, practices and values were operationalised as support, goals, innovation and rules. A cross-sectional study of 214 Nurses (response rate = 71.3%) working both inside a hospital and community health centers in the North of Greece was conducted. Participants did not differ in the examined variables with regard to gender, age, tenure or educational level. Analyses indicated that nurses working inside the hospital reported significantly higher scores on emotional exhaustion and depersonalization, and lower scores on dedication. Controlling for organizational practices, organizational values was negatively associated with emotional exhaustion, and positively associated with dedication. Consistent with the Job-Demands Resource (JD-R) model, both practices and values were significant resources for nurses. As predicted, organizational values were more significantly associated with burnout and engagement. The practical implications for practitioners are that interventions that are based on changing values have the potential to ameliorate feelings of exhaustion and buffer feelings of dedication. Organizational culture is established as an important element of work behaviors. The present study was to first to assess practices and values among a sample of Greek healthcare professionals. The research provides evidence that in healthcare values are more important than practices with regard to well-being.     

Evaluation of students’ social ability: Greek version of checklists for aggressive behaviour and social insecurity in elementary education

The school environment plays an important role in children’s socialization. The present report was concerned with the study of aggressive behaviour and social insecurity among elementary school students in Greece. For this purpose, Petermann and Petermann’s (2001; 2003) checklists for structured observation of aggressive behaviour (Checklist of Aggressive Behaviour; CAB) and social insecurity (Checklist of Social Insecure Behaviour; CSIB) were used. The primary aim was to examine the psychometric characteristics of the Greek versions of CAB and CSIB. Overall, 500 Greek elementary school students (M _age  = 9.46  ±  1.7) participated in the study. Students’ social behaviour was evaluated by their teachers. Confirmatory factor analysis results showed adequate factorial structure for both checklists, the χ² was significant, and absolute and incremental fit indices were at acceptable levels. Internal consistency coefficients were also at satisfactory and acceptable levels. The analysis of correlation provided evidence on the construct validity of the checklists. No gender differences were found in all aspects of aggressive and socially insecure behaviours. The findings of the study provide initial evidence on the validity and reliability of the checklists and imply that they are valuable instruments for the assessment of aggression and social insecurity in the school context.

Integrating early parent-infant psychosocial support into neighborhood health clinics: An ecological intervention

A program of early psychosocial support for low-income parents and infants was established at an inner-city family health center. Such a program meets many of the criteria of successful early psychological intervention by (1) beginning during the prenatal period and extending through the first 3 years of life, (2) providing professional and peer support to the parent-infant system, (3) responding to the social as well as psychological needs of low-income parents, and (4) embedding preventive intervention into an accessible neighborhood setting.