Philip Potter: Faith and Action

This article reviews the role of Philip Potter as general secretary of the World Council of Churches (1972–1984), highlighting his background in the Caribbean, his involvement in mission, and his support for the Programme to Combat Racism. In doing so, it considers those issues to which Potter was deeply committed, including the fundamental unity of Christian witness and service, the correlation of faith and action, and the inseparable connection between the personal spiritual life of Christian believers and their obedient action in the world.     

The Factor Structure of the Forms of Self-Criticising/Attacking & Self-Reassuring Scale in Thirteen Distinct Populations

There is considerable evidence that self-criticism plays a major role in the vulnerability to and recovery from psychopathology. Methods to measure this process, and its change over time, are therefore important for research in psychopathology and well-being. This study examined the factor structure of a widely used measure, the Forms of Self-Criticising/Attacking & Self-Reassuring Scale in thirteen nonclinical samples (N?=?7510) from twelve different countries: Australia (N?= 319), Canada (N?= 383), Switzerland (N?= 230), Israel (N?=?476), Italy (N?=?389), Japan (N?=?264), the Netherlands (N?=?360), Portugal (N?=?764), Slovakia (N?=?1326), Taiwan (N?=?417), the United Kingdom 1 (N?=?1570), the United Kingdom 2 (N?=?883), and USA (N?=?331). This study used more advanced analyses than prior reports: a bifactor item-response theory model, a two-tier item-response theory model, and a non-parametric item-response theory (Mokken) scale analysis. Although the original three-factor solution for the FSCRS (distinguishing between Inadequate-Self, Hated-Self, and Reassured-Self) had an acceptable fit, two-tier models, with two general factors (Self-criticism and Self-reassurance) demonstrated the best fit across all samples. This study provides preliminary evidence suggesting that this two-factor structure can be used in a range of nonclinical contexts across countries and cultures. Inadequate-Self and Hated-Self might not by distinct factors in nonclinical samples. Future work may benefit from distinguishing between self-correction versus shame-based self-criticism.     

The Emergence of Clinical Research Ethics Consultation: Insights From a National Collaborative

The increasing complexity of human subjects research and its oversight has prompted researchers, as well as institutional review boards (IRBs), to have a forum in which to discuss challenging or novel ethical issues not fully addressed by regulations. Research ethics consultation (REC) services provide such a forum. In this article, we rely on the experiences of a national Research Ethics Consultation Collaborative that collected more than 350 research ethics consultations in a repository and published 18 challenging cases with accompanying ethical commentaries to highlight four contexts in which REC can be a valuable resource. REC assists: 1) investigators before and after the regulatory review; 2) investigators, IRBs, and other research administrators facing challenging and novel ethical issues; 3) IRBs and investigators with the increasing challenges of informed consent and risk/benefit analysis; and 4) in providing flexible and collaborative assistance to overcome study hurdles, mediate conflicts within a team, or directly engage with research participants. Institutions that have established, or plan to establish, REC services should work to raise the visibility of their service and engage in open communication with existing clinical ethics consult services as well as the IRB. While the IRB system remains the foundation for the ethical review of research, REC can be a valuable service for investigators, regulators, and research participants aligned with the goal of supporting ethical research.     

Transmission: From Experience to Awareness: Jewish Children Hidden in France and Their Children

The purpose of this research was to attempt to understand how the experience of having been a Jewish child hidden in France during the Occupation was transmitted to offspring. This analysis is based on research carried out among former hidden Jewish children, and the therapeutic follow-up provided in the setting of our clinical activities. The psychopathology of the first generation plays a role in the transmission process. The transmission of their history is also a source of ambivalence. This study shows how important it is to consider the complexity of personal histories and the distortions attendant on the transmission of these histories.     

Child physical punishment,parenting, and school readiness

This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada‐wide representative data, 5,513 children were followed over a 2‐year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary practices) when children were 2–3 years old, whereas school readiness was measured at 4–5 years using interviewer‐administered tests of number competence and receptive vocabulary skills. Analyses controlled for PP use at 4–5 years, child externalizing behaviours, and various sociodemographics. Results indicated that PP does not directly predict school readiness; however, the effect of PP was moderated by other parenting approaches. Children's receptive vocabulary was weaker if caregivers used PP together with less frequent explaining/teaching regarding problem behaviour, or PP with less frequent engagement in literacy and learning activities. Children had weaker number competence when PP co‐occurred with more frequent psychological aggression (e.g., yelling/scolding). Results suggest that PP hinders children's school readiness when used alongside other parenting approaches, which reflects the reality of parenting (i.e., PP does not occur in isolation). Findings support early education efforts aimed at promoting early learning and literacy opportunities, as well as positive disciplinary strategies that do not involve PP.

Highlights

• We explored how physical punishment and other parenting approaches may predict school readiness outcomes using Canada‐wide data.
• Results provided little evidence of positive effects of physical punishment on school readiness across a range of parenting and disciplinary contexts.
• To promote school readiness, early education efforts should promote early learning opportunities and positive disciplinary strategies that do not involve physical punishment.

     

Experience of Norwegian Female BRCA1 and BRCA2 Mutation-Carrying Participants in Educational Support Groups: a Qualitative Study

Women identified as BRCA1 and BRCA2 mutation carriers are advised to manage their cancer risk through intensive screening programs and/or by undergoing risk-reducing surgery. The aim of this study was to explore and describe the experiences of female BRCA1/2 mutation carriers living with cancer risk and their experiences with participation in educational support groups (ESG). This qualitative study enrolled 17 (10 + 7) ESG participants in two different ESGs. The focus group interviews were performed immediately prior to and following two ESGs. The data were analyzed using John Knodel’s (1993) practical approach. Three main themes were identified; the women’s expectation and experience with ESG, the feeling of loneliness and isolation, and the feelings of living with “something else.” In this paper we have focused on one of the main themes- the women’s expectation and experience with ESG. This main theme presents four subthemes: the women’s need for unambiguous, clear and unified information from health professionals, the need for social support, the important role of the patient representative, and increased knowledge potentially raising concern. Participation in an ESG for women with BRCA1 and BRCA2 mutations can provide relevant information and support in the decision-making process related to risk-reducing surgery.     

Professional Decision-Making in Research (PDR): The Validity of a New Measure

In this paper, we report on the development and validity of the Professional Decision-Making in Research (PDR) measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability (alpha = .84) and parallel form correlation (r = .70). As hypothesized, the PDR was significantly negatively correlated with narcissism, cynicism, moral disengagement, and compliance disengagement; it was not correlated with socially desirable responding. In regression analysis, the strongest predictors of higher PDR scores were low compliance disengagement, speaking English as a native language, conducting clinical research with human subjects, and low levels of narcissism. Given that the PDR was written at an eighth grade reading level to be suitable for use with English as a second language participants and that only one-fourth of items focused on clinical research, further research into the possible roles of culture and research ethics training across specialties is warranted. This initial validity study demonstrates the potential usefulness of the PDR as an educational outcome assessment measure and a research instrument for studies on professionalism and integrity in research.     

Suicide risk assessment: Clinicians’ confidence in their professional judgment

Suicide risk assessment is a critical component of mental health practice for which the stakes are high and the outcomes uncertain. This research examines the consistency with which clinicians make determinations of suicide risk and factors influencing clinical confidence. Seventy-one social workers interviewed two standardized patients performing in scenarios depicting suicidal ideation, judged whether the patient required hospitalization, and completed standardized suicide risk assessment measures. Self-ratings and qualitative interviews explored participants’ confidence in their judgment of risk. Participants had highly divergent views regarding whether or not the risk of suicide was sufficiently high to require hospitalization. However, regardless of the ultimate decision reached, participants were equally confident when recommending either clinical course of action. The variation in risk assessment appraisals in this study, despite at times high rates of confidence in risk appraisals, speaks to the need for ongoing training, consultation, and increased decision support strategies.