Reflection and reflexivity during life-design interventions: Comments on Career Construction Counseling

The 8 articles in the Symposium advanced understanding of “Reflexivity in Life-Design Interventions”. This discussion highlights distinctions between reflection and reflexivity, as well as their relation to first-order and second-order change. Then the contributions of the Symposium authors are organized using four phases of narrative counseling: symbolic representation, reflective self-examination, reflexive new realizations, and revisioning career identity. The discussion concludes by organizing the diverse terms the authors used to name these four phases into a uniform format.     

Applying Bifactor Statistical Indices in the Evaluation of Psychological Measures

The purpose of this study was to apply a set of rarely reported psychometric indices that, nevertheless, are important to consider when evaluating psychological measures. All can be derived from a standardized loading matrix in a confirmatory bifactor model: omega reliability coefficients, factor determinacy, construct replicability, explained common variance, and percentage of uncontaminated correlations. We calculated these indices and extended the findings of 50 recent bifactor model estimation studies published in psychopathology, personality, and assessment journals. These bifactor derived indices (most not presented in the articles) provided a clearer and more complete picture of the psychometric properties of the assessment instruments. We reached 2 firm conclusions. First, although all measures had been tagged “multidimensional,” unit-weighted total scores overwhelmingly reflected variance due to a single latent variable. Second, unit-weighted subscale scores often have ambiguous interpretations because their variance mostly reflects the general, not the specific, trait. Finally, we review the implications of our evaluations and consider the limits of inferences drawn from a bifactor modeling approach.     

Evaluation of multiple schedules with naturally occurring and therapist‐arranged discriminative stimuli following functional communication training

Many studies have shown that (a) functional communication training (FCT) is effective for reducing problem behavior, and (b) multiple schedules can facilitate reinforcer schedule thinning during FCT. Most studies tha have used multiple schedules with FCT have included therapist‐arranged stimuli (e.g., colored cards) as the discriminative stimuli (S^Ds), but recently, researchers have evaluated similar multiple‐schedule training procedures with naturally occurring S^Ds (e.g., overt therapist behavior). The purposes of the current study were to compare the effects of arranged and naturally occurring S^Ds directly during (a) acquisition of discriminated functional communication responses (FCRs) and (b) generalization of discriminated FCRs when we introduced the multiple schedules in novel contexts in which the naturally occurring stimuli were either relatively easy or difficult to discriminate. Results showed that (a) 2 of 3 participants acquired discriminated responding of the FCR more rapidly with arranged than with naturally occurring stimuli, (b) 2 of 3 participants showed resurgence of problem behavior , and (c) 2 of 3 participants showed greater generalization of discriminated responding to novel contexts with arranged stimuli than with naturally occurring stimuli. We discuss these results relative to the conditions under which naturally occurring and arranged S^Ds may promote rapid and generalized treatment gains.     

The Cracks Are Where the Light Comes in

The sensitivity of psychotherapists in understanding others is connected to a deep capacity for both intimacy and vulnerability. The three papers by Lauren Levine, Deborah Dowd, and Sharon Ziv Beiman present clinical experiences with women patients that touch deep areas of openness for patient and analyst alike. Through their generous and evocative material, and the invitation of a male discussant, all parties are drawn into a powerful sense of mutual vulnerability. Painful mis-attunements occur and are courageously addressed by the writers. The discussion uses the poetic allusion, to the cracks in everything, as the necessary basis for the light of analytic relatedness and love to come into being.     

The Contribution of Ideational Behavior to Creative Extracurricular Activities

The prediction of creative performance from ideation has shown promise, but questions remain. In this study, the relationship of ideational behavior and the creative performance of elementary school children (N = 255) was examined across 6 domains of creative performance: science, mathematics, technology, fine arts, music, and writing. Importantly, the potential confounding of grade and gender were controlled and creative self-efficacy tested as a moderator. Results indicated that ideational behavior explained a unique portion of variance in creative performance, above and beyond the potential confounding factors. The moderating effect of creative self-efficacy was confirmed, but only in the domain of science. Interestingly, ideation was more strongly related to creative activity than was creative self-efficacy in every domain except art and writing. Limitations and future research are discussed.     

How Couple- and Parenting-Focused Programs Affect Child Behavioral Problems: A Randomized Controlled Trial

The significance of enhancing parenting skills to reduce child maladjustment is well-established and supports the important role of evidence-based parenting programs. However, the notion that parenting should be the exclusive focus for enhancing child behavior is necessarily limiting. Evidence is growing that relationship-oriented treatments may be another powerful approach to improve child adjustment, albeit the underlying effects in couple- versus parenting-focused programs have been subject to limited study. The aim of this RCT was to compare the treatment effects of (1) a couple-focused program (the Couples Coping Enhancement Training) to (2) a parenting training (Triple P) and (3) a control group on children’s behavioral problems in 150 couples. The parents’ perceptions of relationship quality, parenting behavior, and child’s behavioral problems were assessed by means of questionnaires completed prior to and 2 weeks after the end of the treatment. Multi-group path analyses revealed that in mothers’ perception the couple-focused program reduced child behavioral problems by enhancing the relationship quality whereas improved parenting mediated the benefits in the parenting training. In fathers’ evaluations the couple-focused program reduced dysfunctional parenting which largely accounted for the benefits in child adjustment. The dearth of research on child outcomes in couple-focused intervention studies is a striking gap that should be overcome. It is a promising field because of its evident potential to foster the health of many children.     

Children’s Maternal Support-Seeking: Relations to Maternal Emotion Socialization Responses and Children’s Emotion Management

The present study examined children’s support-seeking of mothers (SSM) as a moderator of the association between maternal emotion socialization responses and children’s emotion management. Participants included 119 mother–child dyads (63 boys, M age = 9.61 years, 73.1 % Caucasian). Maternal emotion socialization was assessed via observed mother–child interactions and child report. Analyses indicated several main effects such that child-reported maternal reward responses were associated with stronger child emotion management, whereas perceived maternal punishment and neglect were associated with poorer child emotion management. Regarding the significant interactions, observed maternal general unsupportive socialization responses were negatively associated with emotion management. Additionally, for children low in SSM, child-reported maternal overriding of children’s emotions was positively associated with better emotion management. Support-seeking of mothers may mitigate the risk of some unsupportive maternal socialization responses and may be an adaptive strategy in middle childhood in particular contexts.     

Psychometric Evaluation of the Rage Outbursts and Anger Rating Scale in an Outpatient Psychiatric Sample

The primary objective of this study was to examine the psychometric properties of a measure of anger/rage attacks—the Rage Outburst and Anger Rating Scale (ROARS)—in a sample of youth (n = 81, ages 7–17 years, 72.8 % male) receiving treatment at an outpatient pediatric psychiatric clinic. A trained rater completed the ROARS and Clinical Global Impression-Rage (CGI-Rage). Children completed the Spence Children’s Anxiety Scale for Children and Center for Epidemiological Studies Depression Scale. Parents completed the Spence Children’s Anxiety Scale for Parents. Internal consistency (α = .89), inter-rater reliability (κ = .94) and 1-week test–retest reliability (r = .72) were calculated for the ROARS. The ROARS was correlated with CGI-Rage (r = .68, ρ < .001), although not with parent- and child-rated anxiety symptoms or with child-rated depressive symptoms. Implications regarding clinical utility of the ROARS and directions for future research are discussed.