Child and Caregiver Dropout in Child Psychotherapy for Trauma

This study focused on the identification of variables collected at baseline assessments that predict children and caregivers who are at risk for dropout from treatment. A sample of 115 children and their caregivers who received evidence-based treatment for traumatic stress was utilized for this study. Multinomial logistic regression analyses indicated that caregiver and child age, the child's externalizing behaviors, and the child and caregiver's acknowledgment of posttraumatic stress symptoms significantly predicted premature dropout from treatment. Clarification of child and caregiver characteristics that increase the risk of dropout allows for the identification of families in need of additional support to stay in treatment.     

Job performance ratings: The relative importance of mental ability,conscientiousness, and career adaptability

According to career construction theory, continuous adaptation to the work environment is crucial to achieve work and career success. In this study, we examined the relative importance of career adaptability for job performance ratings using an experimental policy-capturing design. Employees (N = 135) from different vocational backgrounds rated the overall job performance of fictitious employees in 40 scenarios based on information about their career adaptability, mental ability, conscientiousness, and job complexity. We used multilevel modeling to investigate the relative importance of each factor. Consistent with expectations, career adaptability positively predicted job performance ratings, and this effect was relatively smaller than the effects of conscientiousness and mental ability. Job complexity did not moderate the effect of career adaptability on job performance ratings, suggesting that career adaptability predicts job performance ratings in high-, medium-, and low-complexity jobs. Consistent with previous research, the effect of mental ability on job performance ratings was stronger in high- compared to low-complexity jobs. Overall, our findings provide initial evidence for the predictive validity of employees' career adaptability with regard to other people's ratings of job performance.     

Just between us: Exclusive communications in online social networks

Social media websites such as Facebook are used for relationship development and maintenance often through self-disclosure and sharing of personal information. However, not all forms of social media communication may be equally suitable for this task. This paper explores users’ norms about the appropriateness of using private vs. public Facebook messages to communicate different kinds of personal information, and the effectiveness of these types of communication in building relationships. Study 1, a survey, revealed that users endorse conflicting expectations about preferences for receiving information publicly or privately. Study 2, a field experiment testing the effects of private versus public Facebook communications on actual relationship development using participants’ own Facebook pages, suggested that private messages lead to greater closeness.     

Examining the effects of frustration on working memory capacity

The present study attempts to expand our understanding of frustration, clinical symptoms, and working memory by examining the unique contribution of attention-deficit/hyperactivity disorder symptoms and frustration to working memory capacity (WMC). A factor-analytic framework was utilized to isolate and examine WMC based on results from three working memory tasks that were administered in counterbalanced order to control for individual differences in baseline WMC. All participants provided subjective ratings of frustration both prior to and after administration of a frustration induction. Results suggest that although we were able to systematically induce subjective frustration for participants in the experimental group relative to the control group, WMC was not associated with induced frustration in the present study. Results also indicated that inattention symptoms predicted baseline frustration levels. This work highlights the need to examine the extent to which storage/rehearsal WMC and additional process-oriented working memory-related performance variables are related to frustration. The data that support the findings of this study are available from the corresponding author upon request.     

Academic promises and family (dis)enchantments: clues for guidance and counselling in higher education

Family has an undeniable influence upon the career construction of higher education (HE) students, since it is a primary source of their socialisation. This article presents a qualitative analysis of 30 interviews conducted with first-year students, aimed at understanding the relationship between family sociocultural status and career choice and the perceived meaning in the family of the enrolment of one of their elements in HE. Results show that HE students came mainly from economic, cultural and social upper classes. It was a ‘logic path’, for who would inherit in the adult age, not only the economic capital, but also the relational capital. The educational and economic resources of the students' families are key factors in the choice to pursue HE studies, rather than the professional world.     

Eyewitness Evidence Obtained with the Self‐Administered Interview© Is Unaffected by Stress

The Self‐Administered Interview© (SAI) serves to elicit eyewitness statements directly after the crime. Witnesses could still experience stress then. Because stress during retrieval produces memory‐impairing effects, this study sought to compare the SAI with free recall under stress. An interaction between stress and interview was expected such that the SAI would elicit more comprehensive accounts than free recall in the control, but not in the stress group. One hundred and twenty‐seven participants underwent a stress or control task. They witnessed a live staged crime and completed an SAI or a free recall. The SAI elicited a higher number of correct verifiable event details and a higher number of correct and incorrect perpetrator details than free recall. Accuracy rates were unaffected. Unexpectedly, despite causing moderate stress‐induced cortisol elevations, stress exposure did not influence memory performance and did not interact with interview type. Hence, the SAI can safely be used, when witnesses are moderately stressed.Copyright © 2015 John Wiley & Sons, Ltd.     

Risk Factors for Internalizing and Externalizing Problems in the Preschool Years: Systematic Literature Review Based on the Child Behavior Checklist 1½–5

Early childhood is a common period for the onset of internalizing and externalizing problems. Many are the risk factors that contribute to the emergence of these types of problems. Literature enhances the importance of viewing the child as part of a system, in order to better understand the origin, the trajectory and the impact of risk factors in child mental health in preschool age. The current systematic literature review aims to examine empirical evidence based on the Child Behavior Checklist 1½–5 for risk factors related to the presence of internalizing and externalizing problems in children aged between 3 and 6 years old. The literature review includes articles published from January 2001 to December 2014. Twenty-eight articles that attend to pre-established inclusion and exclusion criteria were reported throughout the review. In general, results indicate that risk factors for internalizing and externalizing problems in preschool age can be organized into three main groups of risks: environment factors, parental/parenting factors, and child factors. It is clear that frequently more than one risk related to the emergence of internalizing and externalizing problems in preschool age children are reported. It is also possible to note that are few risks factors consistently studied in this age, highlighting the need for further investigation.     

Developing a Model of Advanced Training to Promote Career Advancement for Certified Genetic Counselors: An Investigation of Expanded Skills,Advanced Training Paths,and Professional Opportunities

There are currently multiple paths through which genetic counselors can acquire advanced knowledge and skills. However, outside of continuing education opportunities, there are few formal training programs designed specifically for the advanced training of genetic counselors. In the genetic counseling profession, there is currently considerable debate about the paths that should be available to attain advanced skills, as well as the skills that might be needed for practice in the future. The Association of Genetic Counseling Program Directors (AGCPD) convened a national committee, the Committee on Advanced Training for Certified Genetic Counselors (CATCGC), to investigate varied paths to post-master’s training and career development. The committee began its work by developing three related grids that view career advancement from the viewpoints of the skills needed to advance (skills), ways to obtain these skills (paths), and existing genetic counselor positions that offer career change or advancement (positions). Here we describe previous work related to genetic counselor career advancement, the charge of the CATCGC, our preliminary work in developing a model through which to view genetic counselor advanced training and career advancement opportunities, and our next steps in further developing and disseminating the model.