Primary care counsellors’ experiences of working with treatment resistant depression: A qualitative pilot study

Treatment resistant depression (TRD) is a severe and enduring form of depression that does not respond fully to medication. Although the evidence base for effective psychological treatments is not yet established, it is inevitable that counsellors working in primary care will encounter patients with this presentation. This pilot study explores the experience of four primary care counsellors with this patient group using Interpretative Phenomenological Analysis (IPA) and considers the implications for training and practice.     

Why Do People Engage in Collective Action? Revisiting the Role of Perceived Effectiveness

Research has shown limited support for the notion that perceived effectiveness of collective action is a predictor of intentions to engage in collective action. One reason may be that effectiveness has been in terms of whether the action will influence key decision makers. We argue that the effectiveness of collective action might be judged by other criteria, such as whether it influences third parties, builds an oppositional movement, and expresses values. Two hundred and thirty one attendees at a rally rated the effectiveness of the rally and their intentions to engage in future collective action. For those participants who were not members of an organization, intentions were linked to the perceived effectiveness of the rally in expressing values and influencing the public. For those who were members of an organization, intentions were linked only to the effectiveness of the rally in building an oppositional movement.     

Aggressive behavior among girls and boys during middle childhood: predictors and sequelae of trajectory group membership

Using longitudinal data spanning early elementary through middle school, aggression behavior trajectory groups were identified for boys and girls. Early elementary school predictors of trajectory group membership were examined as well as whether trajectory group predicted physical aggression, covert delinquency, and substance use in 9th grade. Semiparametric group modeling identified aggression behavior trajectory groups. We identified four aggression trajectory groups for both genders described as “not involved,” “low,” “moderate,” and “high.” Attention problems, family conflict, and low school commitment and attachment were predictors of membership in higher aggression groups for both boys and girls. Low family involvement and low parental education predicted membership in higher aggression groups for boys; while depression, low‐income status, and having a single parent predicted higher aggression group membership for girls. For both boys and girls, few risk predictors distinguished between the moderate and high aggression trajectories except that low school commitment and having a teen mother were significant predictors of being in the high group for girls, and low parental education and income were significant predictors of being in the high group for boys. Membership in the higher aggression trajectory groups predicted involvement in violent behaviors, covert delinquency, and substance use in 9th grade. Findings suggest that children who display an early trajectory of high levels of aggressive behavior are more likely to continue involvement in later problem behaviors. Second‐grade predictors suggest commonality of risk across genders and provide evidence of modifiable targets for preventive interventions. Aggr. Behav. 32:1–15. 2006. © 2006 Wiley‐Liss, Inc.     

Gender and priming differences in speed of processing of information relating to social structure

Previous research has shown that women and men’s different interactional contexts result in selective differences in retention of information (e.g., Gabriel & Gardner, 1999). This study tested the hypothesis that there should be broad gender-related differences in latencies of retrieval of information focused on groups or dyads, with women processing the latter more rapidly, and men processing the former more rapidly. Participants were given a diary reading task with explicit recall instructions. Results showed that although no difference was found in overall retention of items, women responded more rapidly to items referring to dyads, while men responded more rapidly to items referring to groups. In addition, a strong effect of the gender of the protagonist of the diary was found. Participants of both gender responded more rapidly to dyadic items when the protagonist was female but responded more rapidly to group items when the protagonist was male. These results indicate that gender differences in social structure result in differences in encoding and retrieval of broad classes of information that are not accountable for by selective retention.     

Culture, self-construal, and affective reactions to successful and unsuccessful others

Three studies examined whether cultural background and self-construal predict affective reactions to successful and unsuccessful others. Asian-Canadians and those with more interdependent self-construals had less positive affective reactions to an unsuccessful than a successful other, and less positive affective reactions to an unsuccessful other than did European-Canadians and those with less interdependent self-construals (Study 1). Priming self-construal in a sample of European-Canadians mimicked these cultural differences (Study 2), and this priming effect was moderated by cultural background (Study 3). Asian-Canadians primed with interdependence (but not independence) had less positive affective reactions to an unsuccessful than a successful target, whereas European-Canadians primed with independence (but not interdependence) had more positive affective reactions to an unsuccessful than a successful target.     

Causal attribution from covariation information: the evidential evaluation model

It is hypothesized that causal attributions are made by transforming covariation information into evidence according to notions of evidential value, and that causal judgement is a function of the proportion of instances that are evaluated as confirmatory for the causal hypothesis under test: this is called the evidential evaluation model. An experiment was designed to test the judgemental rule in this model by setting up problems presenting consensus, distinctiveness, and consistency information in which the proportion of confirmatory instances varied but the objective contingency did not. It was found that judgements tended to vary with the proportion of confirmatory instances. Several other current models of causal judgement or causal attribution fail to account for this result. Similar findings have been obtained in studies of causal judgement from contingency information, so the present findings support an argument that the evidential evaluation model provides a unified account of judgement in both domains. Copyright © 2002 John Wiley & Sons, Ltd.     

Advocacy for Counseling and Counselors: A Professional Imperative

Although advocacy both for clients and for the profession is essential for the future of counseling and counselors, advocacy for the profession has received little systematic attention. A national plan for advocacy is needed, the effectiveness of which depends on achieving consensus concerning professional identity, promoting a positive public image, establishing effective intraprofessional and interprofessional collaboration, and obtaining the participation of each counselor in advocacy activities. Specific professional advocacy skills and techniques are described.     

Psychophysics of Remembering: The Discrimination Hypothesis

In a psychophysical approach to remembering, the events to be remembered are discriminated from other possibilities at the time of remembering, and not at the time of encoding or learning. The discrimination is specific to the retention interval at which remembering occurs, as shown by experiments demonstrating that discriminability and response bias are delay–specific. This article discusses a discrimination model for remembering that emphasizes the individual's history of learning about reward payoffs in similar experiences in the past. This model predicts the two characteristics of forgetting functions, initial discriminability and rate of forgetting.     

On Guessing: An Alternative Adjusted Positive Learning Estimator and Comparing Probability Misspecification With Monte Carlo Simulations

Practitioners in the sciences have used the “flow” of knowledge (post-test score minus pre-test score) to measure learning in the classroom for the past 50 years. Walstad and Wagner, and Smith and Wagner moved this practice forward by disaggregating the flow of knowledge and accounting for student guessing. These estimates are sensitive to misspecification of the probability of guessing correct. This work provides guidance to practitioners and researchers facing this problem. We introduce a transformed measure of true positive learning that under some knowable conditions performs better when students’ ability to guess correctly is misspecified and converges to Hake’s normalized learning gain estimator under certain conditions. We then use simulations to compare the accuracy of two estimation techniques under various violations of the assumptions of those techniques. Using recursive partitioning trees fitted to our simulation results, we provide the practitioner concrete guidance based on a set of yes/no questions.