Properties of bootstrap tests for N‐of‐1 studies

N‐of‐1 study designs involve the collection and analysis of repeated measures data from an individual not using an intervention and using an intervention. This study explores the use of semi‐parametric and parametric bootstrap tests in the analysis of N‐of‐1 studies under a single time series framework in the presence of autocorrelation. When the Type I error rates of bootstrap tests are compared to Wald tests, our results show that the bootstrap tests have more desirable properties. We compare the results for normally distributed errors with those for contaminated normally distributed errors and find that, except when there is relatively large autocorrelation, there is little difference between the power of the parametric and semi‐parametric bootstrap tests. We also experiment with two intervention designs: ABAB and AB, and show the ABAB design has more power. The results provide guidelines for designing N‐of‐1 studies, in the sense of how many observations and how many intervention changes are needed to achieve a certain level of power and which test should be performed.     

Stress and coping among student teachers at a South African university: An exploratory study

This article reports findings from an exploratory qualitative study on the lived experience of stress among a convenience sample of 14 South African university student teachers (female = 8, black = 7; age range = 22 to 31). The students were participating in training in mindfulness meditation, and completed three interviews over a six-week period on stressors impacting on their personal and professional lives and on how they experienced them and responded. There were additional data from recordings of the mindfulness training sessions and a self-report scale, the Depression, Anxiety and Stress Scale (DASS). Thematic analysis revealed a wide range of stressors experienced by the students and provided insight into sources of resilience in dealing with them. In conclusion, the authors consider whether the extreme experiences of stress foreshadow the discontent among South African students that would fuel the serious unrest and disruption that has been negatively affecting South African universities since.     

The Effect of Maltreatment Type on Adolescent Executive Functioning and Inner Speech

There are indications that different types of maltreatment can lead to different cognitive and behavioural outcomes. This study investigated whether maltreatment type was related to executive functioning (EF) abilities and the use of inner speech. Forty maltreated adolescents and a comparison group of 40 non‐maltreated typically developing adolescents completed a battery of tasks designed to assess both their EF abilities and their vulnerability to disruptions to inner speech. They also completed an IQ test. Multivariate analysis of covariance (MANCOVA) and ANCOVA analyses were carried out to examine potential effects of maltreatment type (abuse alone; neglect alone; abuse/neglect combined and no maltreatment) on EF and use of inner speech. Maltreatment type was related to EF abilities. In particular, abuse only and abuse/neglect combined had a greater negative impact on EF than neglect only. However, the neglect alone group was more vulnerable to disruptions to inner speech than the other two maltreatment groups, suggesting that they may be more reliant on the use of inner speech. These findings provide new insights into the differential impact of maltreatment type on EF and the use of inner speech in adolescence and could be used to improve the educational outcomes of these vulnerable young people. Copyright © 2015 John Wiley & Sons, Ltd.     

Cross‐examination: The Testimony of Children With and Without Intellectual Disabilities

The present study assessed how children with a range of cognitive abilities fared during a mock cross‐examination. Ninety children (aged 4 to 11 years; 18 with intellectual disabilities, 13 with borderline intellectual disabilities and 59 who were typically developing) witnessed a staged event, participated in an initial forensic interview (a few days later) and were cross‐examined by a barrister‐in‐training (10 months later). During cross‐examination, 98% of all children changed at least one response from their initial interview when challenged. However, group differences in performance (total number of changed responses, ‘resistance’ to challenges), controlling for age and memory for event details, were not significant or did not prove reliable at the level of individual group contrasts. Overall, little robust evidence for group differences in performance on cross‐examination could be identified, and memory for event details was the most reliable predictor of performance. Copyright © 2013 John Wiley & Sons, Ltd.     

Comparing competencies of a psychotherapist with those of a psychologist specialising in psychotherapy

This paper contributes to a recent call for dialogue between the different professional groups representing psychotherapy in Europe. At present, two core psychotherapy groups exist in Europe, namely the EAP, representing psychotherapy, and EFPA, representing psychologists specialising in psychotherapy. This article compares and contrasts two competency frameworks representative of these bodies, which capture the skills, knowledge, reasoning and values of the respective professions. The shared and divergent competencies are identified and discussed, followed by suggestions for potential changes in future European competency frameworks. By doing this, we not only respond to the recent call for dialogue but also promote collaboration and discussion between the professional groups representing psychotherapeutic practice both in Europe and beyond.     

Emotion Regulation in Adolescent Well-Being and Positive Education

Emotion regulation (ER) becomes increasingly important across adolescent development, and promotes psychological flexibility, resilience and well-being in youth. Positive education programs (PEPs) combine academic training with positive psychology interventions (PPIs) to increase well-being and reduce mental ill-health. Despite considerable overlap between PPIs and ER models, the role and relevance of ER to PEPs remains unclear. This review aimed to evaluate the relationship of ER to PEPs targeting adolescents. First, to evaluate the relationship of ER to domains of well-being targeted by school-based PPIs. Second, to examine whether school-based PPIs can improve adolescents’ ER capacity. Third, to evaluate the role of ER in well-being outcomes of PEPs. Results support the relevance of ER to domains of well-being outlined by the revised PERMA model, including positive emotions, engagement, relationships, meaning, and health. ER can influence the degree to which students benefit from PEP participation. It remains to be determined whether ER capacity is improved as a result of exposure to positive education programs. Findings are limited by the small and heterogeneous group of interventions examined, and the use of inconsistent ER measures. Further research of the role of ER in positive education may contribute to greater understanding of the mechanisms underlying their effectiveness and further promote the psychological well-being of adolescents.     

Supporting child witnesses during identification lineups: Exploring the effectiveness of registered intermediaries

Performance at identification lineup was assessed in eighty‐five 6‐ to 11‐year‐old typically developing children. Children viewed a live staged event involving 2 male actors, and were asked to identify the perpetrators from 2 separate lineups (one perpetrator‐present lineup and one perpetrator‐absent lineup). Half the children took part in lineups adapted by a registered intermediary (an impartial, trained professional who facilitates understanding and communication between vulnerable witnesses and members of the justice system), and half took part in “best‐practice” lineups, according to the current guidance for eyewitness identification in England and Wales. Children receiving assistance from a registered intermediary (relative to children who received best‐practice lineups) were more accurate in their identifications for perpetrator‐present lineups, and there was some evidence that they were also more accurate for perpetrator‐absent lineups. This provides the first empirical evidence for the effectiveness of registered intermediary support during identification lineups.     

The Influence of Function,Topography, and Setting on Noncontingent Reinforcement Effect Sizes for Reduction in Problem Behavior: A Meta-analysis of Single-Case Experimental Design Data

Richman et al. (J Appl Behav Anal 48:131–152, 2015) completed a meta-analytic analysis of single-case experimental design data on noncontingent reinforcement (NCR) for the treatment of problem behavior exhibited by individuals with developmental disabilities. Results showed that (1) NCR produced very large effect sizes for reduction in problem behavior, (2) NCR implemented with the functional reinforcer resulted in a slightly larger effect size compared to NCR using nonfunctional reinforcers, and (3) schedule thinning for the delivery of reinforcers typically produced temporary and modest increases in levels of problem behavior. The purpose of the current study was to conduct follow-up analyses to determine whether treatment implementation setting, topography, or the function of problem behavior influenced the treatment effect size for problem behavior exhibited by individuals with developmental disabilities. Follow-up analyses showed that NCR effect sizes were very similar across inpatient and outpatient settings and across aggression and property destruction versus self-injurious behaviors. Results showed that NCR effect size for treatment of problem behavior maintained by a form of social reinforcement was slightly greater than problem behavior maintained by automatic reinforcement. Results are discussed in terms of applying NCR in school settings as an initial treatment for problem behaviors that can interfere with academic, adaptive, and vocational skill acquisition for students with developmental disabilities.     

Mindfulness and emotion regulation: promoting well-being during the transition to college

Background and Objectives: Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind–body practices, which may promote mindfulness and positive adjustment.

Design: Online surveys were administered to 158 undergraduates near the beginning and end of their first semester.

Methods: Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind–body practices.

Results: Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind–body practices, but just 1% reported current use.

Conclusions: Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.     

Why We Need Skepticism in Argument: Skeptical Engagement as a Requirement for Epistemic Justice

The Argumentative Adversariality debate is over the question of whether argument must be adversarial. A particular locus of this debate is on skeptical challenges in critical dialogue. The Default Skeptical Stance (DSS) in argument is a practical manifestation of argumentative adversariality. Views about the on-the-ground value of the DSS vary. On one hand, in “The Social & Political Limitations of Philosophy” (2012), Phyllis Rooney argues that the DSS leads to epistemic injustice. On the other, Allan Hazlett in his recent piece “Critical Injustice” (2020) argues for the virtues of the skeptical stance in terms of epistemic justice. Both Rooney and Hazlett are concerned with the role skeptical engagement plays in argument, but they assign opposite values to it. In this essay, I review Rooney and Hazlett’s examples and (i) show that the epistemic dysfunction in the two scholar’s going cases is one and the same, and (ii) argue that the cause of both is a lack of proper skeptical engagement. Skeptical engagement is a requirement for epistemic justice. Together (i) and (ii) constitute an initial defense of the Adversarialist position against objections regarding the social epistemic risk of the skeptical stance.