Elevated responding to safe conditions as a specific risk factor for anxiety versus depressive disorders: evidence from a longitudinal investigation

The current study evaluated the degree to which startle reflexes (SRs) in safe conditions versus danger conditions were predictive of the onset of anxiety disorders. Specificity of these effects to anxiety disorders was evaluated in comparison to unipolar depressive disorders and with consideration of level of neuroticism. A startle paradigm was administered at baseline to 132 nondisordered adolescents as part of a longitudinal study examining risk factors for emotional disorders. Participants underwent a repetition of eight safe-danger sequences and were told that delivery of an aversive stimulus leading to a muscle contraction of the arm would occur only in the late part of danger conditions. One aversive stimulus occurred midway in the safe-danger sequences. Participants were assessed for the onset of anxiety and unipolar depressive disorders annually over the next 3 to 4 years. Larger SR magnitude during safe conditions following delivery of the aversive stimulus predicted the subsequent first onset of anxiety disorders. Moreover, prediction of the onset of anxiety disorders remained significant above and beyond the effects of comorbid unipolar depression, neuroticism, and subjective ratings of intensity of the aversive stimulus. In sum, elevated responding to safe conditions following an aversive stimulus appears to be a specific, prospective risk factor for the first onset of anxiety disorders.     

Validation of a Buddhist Coping Measure Among Primarily Non‐Asian Buddhists in the United States

Researchers have developed scales to measure religious coping among Christians, Jews, Muslims, and Hindus. However, there is no quantitative measure of religious coping for Buddhists. The present study describes the development and initial validation of a scale of Buddhist coping (BCOPE). Eight hundred sixty participants in the United States completed the BCOPE along with demographic information and scales of adjustment to stress. Construct validity of the BCOPE is demonstrated through exploratory and confirmatory factor analyses, which reveals 14 types of Buddhist coping. BCOPE subscales exhibited criterion validity through significant correlations with outcome measures. The BCOPE has incremental validity, predicting adjustment over and above demographic and global religious measures. The research and practical implications of the BCOPE are discussed.     

Discrimination against facially stigmatized applicants in interviews: an eye-tracking and face-to-face investigation

Drawing from theory and research on perceived stigma (Pryor, Reeder, Yeadon, & Hesson-McInnis, 2004), attentional processes (Rinck & Becker, 2006), working memory (Baddeley & Hitch, 1974), and regulatory resources (Muraven & Baumeister, 2000), the authors examined discrimination against facially stigmatized applicants and the processes involved. In Study 1, 171 participants viewed a computer-mediated interview of an applicant who was facially stigmatized or not and who either did or did not acknowledge the stigma. The authors recorded participants' (a) time spent looking at the stigma (using eye tracker technology), (b) ratings of the applicant, (c) memory recall about the applicant, and (d) self-regulatory depletion. Results revealed that the participants with facially stigmatized applicants attended more to the cheek (i.e., where the stigma was placed), which led participants to recall fewer interview facts, which in turn led to lower applicant ratings. In addition, the participants with the stigmatized (vs. nonstigmatized) applicant depleted more regulatory resources. In Study 2, 38 managers conducted face-to-face interviews with either a facially stigmatized or nonstigmatized applicant, and then rated the applicant. Results revealed that managers who interviewed a facially stigmatized applicant (vs. a nonstigmatized applicant) rated the applicant lower, recalled less information about the interview, and depleted more self-regulatory resources.     

When local processing increases the appeal of healthy options

People often encounter self-control challenges in complex everyday environments in which objects that promote a given goal (e.g., to eat healthily) are mixed together with objects that obstruct that goal. For example, healthy and unhealthy food choices are often mixed together in restaurant menus. Because local processing facilitates attention to low-level details, we expect that it may play an important role in these complex situations. In the present studies, we test the hypothesis that local processing supports self-control when goal items and temptations are contextually paired. As predicted, our findings revealed that local processing (relative to global processing) increased evaluations of healthy items when those items were presented together with unhealthy items. As hypothesized, this effect of local processing only occurred when healthy and unhealthy foods were presented as complementary – not competing – options, suggesting that local processing may increase evaluations of healthy options by decreasing the extent to which individuals accept environmental cues that healthy and unhealthy foods belong together. These findings support recent research demonstrating that despite strong evidence of the advantages of global processing for self-control, local processing may also support self-control efforts in some important everyday situations.     

Selectively friending: Racial stereotypicality and social rejection

Three studies show that people whose physical features are seen as more (versus less) racially stereotypical are more vulnerable to social rejection and exclusion from those outside their group. In Study 1, which used an online social networking site, Blacks perceived as more physically stereotypical were found to have fewer non-Black friends, compared to less-stereotypical Blacks. In Study 2, which used an experimental paradigm, requests for friendship made to non-Blacks by more-stereotypical Blacks were more likely to be rejected than those made by less-stereotypical Blacks. Finally, in a college dormitory, people judged to have more (vs. less) racially stereotypical physical features were found to interact less often with outgroup members. This work substantiates a growing body of research demonstrating that people who are perceived as more physically stereotypical of their racial group are particularly vulnerable to discriminatory treatment by outgroup members across a variety of life domains.     

Exploring the construct validity of the social cognition and object relations scale in a clinical sample

The Social Cognition and Object Relations Scale-Global rating method (SCORS-G; Stein, Hilsenroth, Slavin-Mulford, & Pinsker, 2011; Westen, 1995) measures the quality of object relations in narrative material. This study employed a multimethod approach to explore the structure and construct validity of the SCORS-G. The Thematic Apperception Test (TAT; Murray, 1943) was administered to 59 patients referred for psychological assessment at a large Northeastern U.S. hospital. The resulting 301 TAT narratives were rated using the SCORS-G method. The 8 SCORS variables were found to have high interrater reliability and good internal consistency. Principal components analysis revealed a 3-component solution with components tapping emotions/affect regulation in relationships, self-image, and aspects of cognition. Next, the construct validity of the SCORS-G components was explored using measures of intellectual and executive functioning, psychopathology, and normal personality. The 3 SCORS-G components showed unique and theoretically meaningful relationships across these broad and diverse psychological measures. This study demonstrates the value of using a standardized scoring method, like the SCORS-G, to reveal the rich and complex nature of narrative material.     

The Interprofessional Collaborative Practice: Clergypersons and Mental Health Professionals

The purpose of this study is to examine the relationships among variables identified in research literature as obstacles and benefits to interprofessional collaboration-- academic education, interprofessional education, teamwork and communication skills, and trust---as it relates to the participation of clergypersons in interprofessional collaborative practice. The sample consisted of ordained Christian clergypersons in Florida who voluntarily completed a survey questionnaire. Standard and stepwise multiple regression was applied to analyze the data. The model accounts for 25% of the variation of interprofessional collaborative practice. Results also revealed that the education variables explained significantly 20% of the variance of interprofessional collaborative practice.     

Initial development of a brief measure of psychological distress

This paper addresses the preliminary development, construct validity, and psychometric properties of a brief self-report measure of psychological distress. 40 items were originally generated by doctoral level psychologists for use in the preliminary clinical sample. Inpatients from a psychiatric unit (N = 125) completed the items, and a principal-components analysis with a direct oblimin rotation was used to evaluate construct validity. The study indicated a four-factor solution, using the constructs of Depression, Hopelessness, Anxiety, and Anger, with good estimates of reliability. After evaluation of factor structure, item analyses, and reliability estimates, a redacted 19-item scale was identified.     

Improving Working Memory in Children with Attention-Deficit/Hyperactivity Disorder: The Separate and Combined Effects of Incentives and Stimulant Medication

Working memory (WM) is considered a core deficit in Attention-Deficit/ Hyperactivity Disorder (ADHD), with numerous studies demonstrating impaired WM among children with ADHD. We tested the degree to which WM in children with ADHD was improved by performance-based incentives, an analog of behavioral intervention. In two studies, WM performance was assessed using a visuo-spatial n-back task. Study 1 compared children (ages 9-12?years) with ADHD-Combined type (n?=?24) to a group of typically developing (TD) children (n?=?32). Study 1 replicated WM deficits among children with ADHD. Incentives improved WM, particularly among children with ADHD. The provision of incentives reduced the ADHD-control group difference by approximately half but did not normalize WM. Study 2 examined the separate and combined effects of incentives and stimulant medication among 17 children with ADHD-Combined type. Both incentives and a moderate dose of long-acting methylphenidate (MPH; ~0.3?mg/kg t.i.d. equivalent) robustly improved WM relative to the no-incentive, placebo condition. The combination of incentives and medication improved WM significantly more than either incentives or MPH alone. These studies indicate that contingencies markedly improve WM among children with ADHD-Combined type, with effect sizes comparable to a moderate dose of stimulant medication. More broadly, this work calls attention to the role of motivation in studying cognitive deficits in ADHD and in testing multifactorial models of ADHD.     

Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement

ADHD is associated with academic underachievement, but it remains unclear what mechanism accounts for this association. Semantic language is an underexplored mechanism that provides a developmental explanation for this association. The present study will examine whether semantic language deficits explain the association between ADHD and reading and mathematics underachievement, taking into account alternative explanations for associations, including verbal working memory (WM) impairments, as well as specificity of effects to inattentive and hyperactive-impulsive ADHD symptom domains. Participants in this cross-sectional study were 546 children (54?% male) ages six to twelve (M?=?9.77, SD?=?1.49). ADHD symptoms were measured via maternal and teacher report during structured interviews and on standardized rating forms. Children completed standardized semantic language, verbal WM, and academic testing. Semantic language fully mediated the ADHD-reading achievement association and partially mediated the ADHD-mathematics achievement association. Verbal WM also partially mediated the ADHD-mathematics association but did not mediate the ADHD-reading achievement association. Results generalized across inattentive and hyperactive-impulsive ADHD symptom domains. Semantic language explained the association between ADHD and reading underachievement and partially explained the association between ADHD and mathematics underachievement. Together, language impairment and WM fully explained the association between ADHD and reading underachievement, in line with developmental models suggesting that language and WM conjointly influence the development of attention and subsequent academic achievement. This work has implication for the development of tailored interventions for academic underachievement in children with ADHD.