Predictors of Partner Engagement in PTSD Treatment

A telephone survey was conducted to identify predictors of treatment engagement in 83 cohabitating female partners of 83 Vietnam theater veterans with combat-related post-traumatic stress disorder (PTSD). The survey assessed veterans for their trauma history and PTSD symptoms. Partners were assessed for caregiver burden, patient–partner involvement, PTSD treatment engagement, self-efficacy relating to PTSD, beliefs about benefits of PTSD treatment, and PTSD treatment barriers. Significant predictors of partner PTSD treatment engagement were the couple’s income, patient–partner involvement, and partner caregiver burden. These findings have implications for family interventions that may increase partner PTSD treatment engagement and improve PTSD treatment outcome.     

360 Degree Feedback and Developmental Outcomes: The Role of Feedback Characteristics,Self‐Efficacy and Importance of Feedback Dimensions to Focal Managers' Current Role

This longitudinal study investigates whether developmental changes following 360 degree feedback are predicted by the favourability of ratings received, and moderated by focal individuals' self‐efficacy and perceived importance of feedback. Five developmental criteria are investigated longitudinally: (i) self‐assessments, (ii) line managers' ratings, (iii) amount of developmental activity, (iv) global self‐efficacy and (iv) self‐efficacy for development. Feedback ratings from certain rater groups predicted changes in ratings, but not changes in self‐efficacy or amount of developmental activity. Self‐efficacy significantly moderated the feedback–performance association for certain rater groups, but feedback importance did not. Contrary to expectations, the focal individual's initial self‐assessment predicted changes in self‐efficacy, over the favourability of ratings received. The implications of these findings for organizations using 360 degree feedback for developmental purposes are discussed.     

Parents, children, and trauma: Parent role perceptions and behaviors related to the 9/11 tragedy

The trauma associated with 9/11 affected and continues to influence children, families, and other groups of people. While research is cataloging the various coping difficulties experienced, few studies specifically address issues related to parenting perceptions and related activities or behaviors. We examined individuals employed in close proximity to Ground Zero and considered these individuals’ perspectives regarding their parenting perceptions and behaviors. In addition to capturing parenting subsequent to 9/11, the researchers also asked participants about their parenting beliefs and behaviors prior to and immediately after 9/11. Additional variables, such as directly viewing 9/11 and participating in the evacuation, parent age and gender, child age and gender, and ethnicity, were considered in light of parenting beliefs and practices. The retrospective questions, while not ideal methodologically, reveal that some parent characteristics and behaviors changed immediately following 9/11 and subsequently returned to pre-9/11 levels, others changed and remain altered, while others stayed relatively stable over time. Implications of this research for further study as well as mental health practice related to children and families are presented.     

Acknowledging One's Physical Disability in the Interview: Does “When” Make a Difference?

The current research investigates acknowledgments that physically disabled individuals make in an interview setting, and examines whether the timing of an acknowledgment makes a difference to the impressions that evaluators form. A total of 137 participants watched an interview of a disabled applicant who (a) made no acknowledgment about the disability; or who acknowledged the disability at the (b) beginning, (c) middle, or (d) end of a job interview. Applicants who did not acknowledge or who acknowledged at the end of the interview were perceived less favorably than were those who disclosed earlier in the interview. Furthermore, participants' perceptions of the applicant's psychological well-being mediated the effect of acknowledgment timing on hiring-related outcomes. Results are discussed in terms of self-presentational strategies that physically disabled individuals might adopt and the importance of establishing one's psychological well-being early in the impression-formation process.     

Inferring Learners' Knowledge From Their Actions

Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real‐time feedback and to model data from an existing educational game.     

Optimierung expositionsbasierter Therapie

Exposure is an effective approach for treating anxiety disorders, although a substantial number of individuals fail to benefit or experience a return of fear. Research results suggest that anxious individuals show deficits in the mechanisms underlying exposure therapy, such as inhibitory learning. Targeting these processes may help improve the efficacy of exposure; however, there has been little discussion of how to implement this model in clinical practice. The primary aim of this paper is to provide examples to clinicians for how to apply this model to optimize exposure therapy, in ways that distinguish it from a fear habituation approach and a belief disconfirmation approach. Optimization strategies include (1) expectancy violation, (2) deepened extinction, (3) occasional reinforced extinction, (4) removal of safety signals, (5) variability, (6) retrieval cues, (7) multiple contexts and (8) affect labeling. Case studies illustrate methods of applying these techniques with a variety of anxiety disorders.