Levels of Emotional Awareness: a model for conceptualizing and measuring emotion-centered structural change

The need to establish the efficacy of psychoanalytic long-term treatments has promoted efforts to operationalize psychic structure and structural change as key elements of psychoanalytic treatments and their outcomes. Current, promising measures of structural change, however, require extensive interviews and rater training. The purpose of this paper is to present the theory and measurement of Levels of Emotional Awareness (LEA) and to illustrate its use based on clinical case vignettes. The LEA model lays out a developmental trajectory of affective processing, akin to Piaget's theory of sensory-cognitive development, from implicit to explicit processing. Unlike other current assessments of psychic structure (Scales of Psychological Capacities, Reflective Functioning, Operationalized Psychodynamic Diagnostics) requiring intensive rater and interviewer training, it is easily assessed based on a self-report performance test. The LEA model conceptualizes a basic psychological capacity, affect processing. As we will illustrate using two case vignettes, by operationalizing implicit and explicit modes of affect processing, it provides a clinical measure of emotional awareness that is highly pertinent to the ongoing psychoanalytic debate on the nature and mechanisms of structural change.     

Observant, nonaggressive temperament predicts theory of mind development

Temperament dimensions influence children's approach to and participation in social interactive experiences which reflect and impact children's social understandings. Therefore, temperament differences might substantially impact theory of mind development in early childhood. Using longitudinal data, we report that certain early temperament characteristics (at age 3)--lack of aggressiveness, a shy-withdrawn stance to social interaction, and social-perceptual sensitivity--predict children's more advanced theory-of-mind understanding two years later. The findings contribute to our understanding of how theory of mind develops in the formative preschool period; they may also inform debates as to the evolutionary origins of theory of mind.     

Obstacles to research in residential juvenile justice facilities: recommendations for researchers

Federal, state, and local initiatives to improve the treatment and outcomes for young people in the juvenile justice system prompt the need for additional research. Despite the call for empirical data, researchers encounter numerous obstacles when initiating and conducting studies in detention and post-adjudication facilities. These obstacles are often only briefly mentioned in publications, but they can interfere with researchers' desires and abilities to conduct studies in these settings. This paper reviews legal, ethical, and methodological challenges to successfully conducting research in detention and residential post-adjudication placements, including selecting and accessing appropriate facilities, obtaining institutional review board approval, seeking parental permission and youth assent, reporting child abuse and neglect, responding to participants' threats to harm self or others, working effectively with facilities, juvenile justice system-related attrition, and the dissemination of research findings. Recommendations are presented to help investigators anticipate obstacles when designing and executing research protocols to prevent interference and to encourage ethical responses and successful study completion.     

The Social Context of Infant Intention Understanding

Traditional looking-time paradigms are often used to assess infants' attention to sociocognitive phenomena, but the link between these laboratory scenarios and real-world interactions is unclear. The current study investigated hypothesized relations between traditional social-cognitive looking-time paradigms and their real-world counterparts in caregiver–infant social interaction. Seventy-five 10- to 12-month-old infants participated in a structured play session with their caregiver, as well as a traditional looking-time paradigm targeting intentional action. Infants' ability to quickly parse intentional displays correlated with several key qualities of their everyday interactions. In particular, caregiver and infant interaction quality, maternal supportiveness, caregiver and infant joint engagement skill, and social attentiveness in infants correlated with faster habituation to looking-time displays. These results support a linkage between social-cognitive looking-time laboratory paradigms and more naturalistic partner interaction, at this key age. The data provide external validation for the large body of social-cognitive findings emerging from laboratory looking-time paradigms and contribute to a growing literature tracking the developmental trajectory of infants' understanding of people during the first 2 years.     

A comprehensive and systematic approach to parent education

Abstract

This paper emphasizes the importance of parent education, particularly in our current rapidly changing society. The history of parent education is briefly reviewed and a new program called STEP, Systematic Training for Effective Parenting is discussed in detail.     

Anxiety symptom interpretation in high-anxious,defensive high-anxious,low-anxious and repressor sport performers

Abstract

For the first time in a sport setting this study examined the intensity and direction of the competitive state anxiety response in collegiate athletes as a function of four different coping styles: high-anxious, defensive high-anxious, low-anxious and repressors. Specifically, the study predicted that repressors would interpret competitive state anxiety symptoms as more facilitative compared to high-anxious, defensive high-anxious, and low-anxious performers. Separate Multivariate Analyses of Variance (MANOVA) were performed on the intensity and direction subscales of the modified Competitive State Anxiety Inventory-2 (CSAI-2). A significant main effect was identified for trait worry revealing that low trait anxious athletes reported lower intensities of cognitive and somatic anxiety and higher self-confidence and interpreted these as more facilitative than high trait anxious athletes. The prediction that performers with a repressive coping style would interpret state anxiety symptoms as more facilitative than performers with non-repressive coping styles was not supported.     

Development of the Juvenile Justice Anger Management Treatment for Girls

Female juvenile offenders exhibit high levels of anger, relational aggression, and physical aggression, but the population has long been ignored in research and practice. No anger management treatments have been developed specifically for this population, and no established anger management treatments are empirically supported for use with delinquent girls. Thus, to alleviate anger and reduce the frequency and severity of aggressive behaviors in this underserved population, we developed the gender-specific, Juvenile Justice Anger Management (JJAM) Treatment for Girls. This cognitive-behavioral intervention was adapted from the Coping Power Program (Lochman & Wells, 2002), a school-based anger management treatment for younger children that has established efficacy and effectiveness findings with its target populations. This paper describes how the content of JJAM was developed to meet the unique needs of adolescent girls in residential juvenile justice placements. It also traces the process of developing a manualized treatment and the steps taken to enhance efficacy and clinical utility. An overview of the treatment, a session-by-session outline, an example session activity, and an example homework assignment are provided. A randomized controlled trial is currently being conducted to evaluate the efficacy of the JJAM Treatment for Girls.