The Relative Importance of Probabilities, Outcomes, and Vagueness in Hazard Risk Decisions

This study investigated the joint effects of vagueness on both the probability and the outcome dimensions of hazard risk, using both pairwise choice and rating response tasks. Seventy-two subjects evaluated risk stimuli (concerning either environmental or health hazards), which varied in the level of probability of loss, the amount of loss, and the precision with which each dimension was specified. We found strong evidence of a consistent individual attitude toward vagueness on both risk dimensions and an almost equal number of vagueness-seeking and precision-seeking subjects. Choices were consistent with a decision rule based on dimension preference, but attitude toward vagueness significantly predicted choice in cases where a dimension preference rule was not appropriate. An asymmetric preference reversal pattern was also demonstrated, with many subjects choosing an option in a pair that they rated as more risky.     

Healing traumatized children: creating illustrated storybooks in family therapy

In this article we describe the therapeutic practice of creating illustrated storybooks in family therapy with traumatized children. Illustrated stories offer a predictable structure to sessions and facilitate engagement and participation of children in therapy. The therapeutic emphasis of storybooks can be adjusted to take into account a child's life story, verbal capacity, level of anxiety, and traumatic hyperarousal. The creation of storybooks is an active process that embraces important aspects of trauma-specific interventions, including expression of trauma-related feelings; clarification of erroneous beliefs about the self, others, or the traumatic event; and externalization of traumatic stimuli into artwork, allowing for exposure and habituation of the arousal response. A focus on visual images together with narrative takes advantage of children's developmental capacities and spontaneous pleasure in the creation of art, thus minimizing anxiety and enhancing feelings of mastery, competence, and hope. The creation of storybooks is compatible with family interventions that foster a safe family context, strengthen attachment relationships, insure appropriate structure and boundaries, and enhance parenting capacity as well as those interactions that facilitate understanding and dialogue between family members.     

A controlled evaluation of group cognitive therapy in the treatment of irritable bowel syndrome

We randomized, at two sites, 210 patients with Rome II diagnosed irritable bowel syndrome (IBS), of at least moderate severity, to one of three conditions: group-based cognitive therapy (CT; n=120), psychoeducational support groups (n=46) as an active control, or intensive symptom and daily stress monitoring (n=44). One hundred eighty-eight participants completed the initial treatment. Those in symptom monitoring were then crossed over to CT. For an intent to treat analysis on a composite GI symptom measure derived from daily symptom diaries, both CT and the psychoeducational support groups were significantly more improved than those in the intensive symptom monitoring condition, but the CT and psychoeducational support group did not differ. Among treatment completers on the same composite measure of GI symptoms, again, both CT and psychoeducational support groups were statistically superior to symptom monitoring but did not differ on the symptom composite, or on any other measure. On individual IBS symptoms, both CT and psychoeducational support were statistically superior to symptom monitoring on reductions in abdominal pain and tenderness and for flatulence. Patient global ratings at the end of treatment showed the two active conditions statistically superior to symptom monitoring on change in Bowel Regularity, with CT superior to symptom monitoring on reduction in overall pain and in improvement in sense of well-being. Three-month follow-up data on 175 patients revealed maintenance of significant improvement or continued significant improvement on all IBS symptoms, including the McGill Pain Questionnaire. Group CT and psychoeducational support groups continued not to differ on any measure. We thus conclude that group CT is not superior to an attention placebo control condition.     

An accumulator model for responses and response times in tests based on the proportional hazards model

Latent trait models for responses and response times in tests often lack a substantial interpretation in terms of a cognitive process model. This is a drawback because process models are helpful in clarifying the meaning of the latent traits. In the present paper, a new model for responses and response times in tests is presented. The model is based on the proportional hazards model for competing risks. Two processes are assumed, one reflecting the increase in knowledge and the second the tendency to discontinue. The processes can be characterized by two proportional hazards models whose baseline hazard functions correspond to the temporary increase in knowledge and discouragement. The model can be calibrated with marginal maximum likelihood estimation and an application of the ECM algorithm. Two tests of model fit are proposed. The amenability of the proposed approaches to model calibration and model evaluation is demonstrated in a simulation study. Finally, the model is used for the analysis of two empirical data sets.     

Developing Dialogic Argumentation Skills: A 3-year Intervention Study

Argumentation is increasingly recognized as a fundamental intellectual skill, but evidence suggests that few adolescents or adults are skilled arguers. This article reports on an extended (3-year, twice weekly) intervention designed to afford dense practice in dialogic argumentation to middle-school students from traditionally academically disadvantaged backgrounds, with the goal of supporting development of argumentation skills. Students collaborated with peers who shared their positions on a series of social issues, both in small-group argument-building and reflective activities and in electronic dialogues with a succession of opposing-side peers. Annual assessments of individual argumentative skills on new topics showed students gaining in argumentative discourse skills across all 3 years of the intervention. Continued gains during the 3rd year, however, were concentrated among students who began with the least skill, highlighting the potentially equalizing role of such an intervention.     

The Effects of Motor and Vocal Response Interruption and Redirection on Vocal Stereotypy and Appropriate Vocalizations

Stereotypy has been defined as repetitive vocal or motor behaviors that are noncontextual with invariant topographies. One intervention to reduce vocal stereotypy and increase appropriate vocalizations is response interruption and redirection (RIRD). Previous research has suggested that RIRD's behavioral mechanism consists of punishment. The purpose of this study was to extend this research by comparing two procedures, namely, vocal and motor RIRD contingent upon the occurrence of vocal stereotypy and to evaluate concomitant increases in appropriate vocalizations. A multiple treatment reversal design was used to compare the effectiveness of both interventions on five children diagnosed with an Autism Spectrum Disorder. Results suggested that both demand topographies were equally effective in reducing vocal stereotypy and increasing appropriate vocalizations. This research replicates previous findings that have suggested that RIRD is a punishment procedure. Copyright © 2015 John Wiley & Sons, Ltd.     

Generality of the practical functional assessment and skill‐based treatment among individuals with autism and mental health disorders

A practical functional assessment format was recently developed that informed a skill‐based treatment for the problem behavior of children diagnosed with autism spectrum disorder. Since its inception there have been multiple replications of the procedures; however, the comprehensive model has rarely been applied to populations with more complex comorbid disorders and severe problem behavior such as those diagnosed with anxiety or depression. We conducted the current study to systematically replicate the entire practical functional assessment and skill‐based treatment model with two participants diagnosed with multiple mental health disorders admitted to a severe behavior outpatient unit. The practical functional assessment identified reinforcers that were provided contingent on increasingly complex forms of communication. Problem behavior remained low for both participants after reinforcement was thinned by increasing a response requirement of completing difficult tasks. Furthermore, the results were socially validated by the parents and teachers and the treatment was extended to the home setting.     

Correlates of Post-traumatic Growth Following a Myocardial Infarction: A Systematic Review

Journal of Clinical Psychology in Medical Settings - Correlates of post-traumatic growth (PTG) have been examined in the area of health psychology previously, with much focus on aspects of...