The transitional impact scale: Assessing the material and psychological impact of life transitions

The Transitional Impact Scale (TIS) advances the measurement of event cognition into the real world. The TIS was created to provide a measure of change for important life transitions, including an index of their transitional properties and magnitude. Pilot work prior to Study 1 led to the creation of a 95-item version (TIS-95). A principal components analysis of TIS-95 (n = 215) resulted in two dimensions that we rotated to a Varimax criterion and interpreted as (1) material change (e.g., “This event changed where I live”) and (2) psychological change (e.g., “This event changed the way I think about things”). TIS-95 was reduced to 25 items. In Study 2, the structure of TIS-25 was replicated (n = 531) using the same method. The best 12 items were retained. TIS-12 was evaluated in two random split-half samples (n = 557 and n = 553). These samples produced essentially identical results, as assessed through factor comparison. The cumulative scales formed from items constituting each factor demonstrated good internal consistency (Cronbach’s alpha ranged from .79 to .86).     

Neural and behavioral effects of regulating emotional responses to errors during an implicit racial bias task

Affect regulation plays a key role in several theories of racial bias reduction. Here, we tested whether engaging in emotion regulation strategies while performing an implicit racial bias task (Weapons Identification Task; WIT) would alter neural and behavioral manifestations of bias. Participants either suppressed or reappraised in a positive light the distress associated with making errors during the WIT, while an electroencephalogram (EEG) was recorded. We hypothesized that engaging in emotion regulation strategies would reduce the distress associated with making errors indicative of bias, resulting in smaller error-related negativity (ERN) amplitude during errors and increased expression of racial bias. Results of within-subjects comparisons (Experiment 1) generally supported these predictions. However, when emotion regulation strategies were manipulated between subjects (Experiment 2) there was no effect of suppression or reappraisal on bias expression. Across both experiments, engaging in emotion regulation led to larger ERNs for errors occurring on Black- relative to White-primed trials. In addition, a number of significant order effects were observed, indicating important differences in the effects of engaging in emotion regulation strategies when those strategies are attempted in participants’ first versus second block of trials. No such order effects were evident when a second trial block was completed with no emotion regulation instructions. Findings are discussed in terms of the need for greater specificity in experimental tests of emotion regulation on error processing and cognitive performance.     

The Impact of a Recess-Based Leadership Program on Urban Elementary School Students

The purpose of this study was to examine the impact of a peer-leadership training program on youth from a low-income urban school district. The methodological approach was grounded in community-based participatory research, in which a multicomponent school-based recess and physical activity program was examined. Data included 15 focus groups conducted with 77 fourth- and fifth-grade participants and semistructured interviews with 13 adult leaders. Results of a thematic content analysis suggest that decisions to join the program, role expectations, and training received impacted leadership development, personal development, and transfer of skills to other domains.     

The Effectiveness of Collaborative/Therapeutic Assessment for Psychotherapy Consultation: A Pragmatic Replicated Single-Case Study

This pragmatic study evaluated the effectiveness of a collaborative assessment intervention as an approach to midtherapy consultation, which has yet to be empirically tested. Ten adult participants in ongoing psychotherapy with a variety of presenting concerns, primarily consisting of general mood and adjustment issues, received a brief assessment-based intervention based on Finn's (2007) Therapeutic Assessment model. Following the collection of assessment questions and the administration of a multimethod assessment battery, clients and therapists participated in a joint feedback session with the assessor. Clients were then followed as their psychotherapy continued. The results of idiographic and aggregate analytic approaches revealed significant reductions in client-reported symptomatic distress, as evidenced by a medium effect size (d = –.50) and a significant change in the trajectory of distress. Client reports of the process of psychotherapy revealed a significant increase in the clients’ ratings of the working alliance. The findings suggest that a midtherapy consultation using collaborative/therapeutic assessment methods is beneficial but that further rigorous investigation is needed.