Negative self-evaluations and the relation to performance level in socially anxious children and adolescents

The current study investigated whether negatively biased self-evaluations of nervousness and social skills are related to how well an individual actually performs, that is performance level. Sixty-eight high socially anxious and 68 control participants (age range 9–17 years) gave a 5 min speech in front of a pre-recorded audience of same age peers and a teacher. Participants' evaluations immediately after the task were measured on a number of performance dimensions. Three independent observers also evaluated recordings of the speech performances. Participants were further divided into good and bad performers based on their actual performance level as judged by the observers. Self-evaluations of the high socially anxious participants were negatively biased for nervous appearance regardless of how well they actually performed. In contrast, a negative bias for social skills only occurred in the high anxious participants with a good performance. The social skill evaluations of the poor performers appear warranted. Taking actual performance level into account may help to clarify the exact nature of a negative bias in socially anxious youth and has clear implications for the choice of treatment approach.     

Managing Job Stress in the Netherlands

Compared with other countries, in the Netherlands work pressure and sickness absenteeism and work incapacitation rates due to work-related mental health problems are quite high. About a decade ago a new Working Conditions Act (WCA) was introduced that had far-reaching consequences for the way job stress is dealt with in organizations. The WCA emphasizes the central role to be played by commercially operating Occupational Health and Safety Services (OHSSs), and it defines a new kind of professional—the Work & Organizational Expert—who is primarily responsible for the assessment and prevention of job stress. Recently, a number of instruments have been developed for psychosocial risk assessment that are now widely used on a regular basis in a way prescribed by the WCA. Preventive measures are increasingly taken by organizations in order to reduce job stress and sickness absenteeism. Based on the Dutch approach some lessons may be learned. Recommendations pertain to (1) the role of government, (2) legal recognition of psychosocial work factors, (3) the privatization of the occupational health and safety sector, and (4) evaluation of job stress prevention programs.     

The representation of Takeuti's\begin{array}{*{20}c} \parallel \\ \_ \\ \end{array} -operator

Gaisi Takeuti has recently proposed a new operation on orthomodular latticesL, \(\begin{array}{*{20}c} \parallel \\ \_ \\ \end{array} \) :P(L)»L. The properties of \(\begin{array}{*{20}c} \parallel \\ \_ \\ \end{array} \) suggest that the value of \(\begin{array}{*{20}c} \parallel \\ \_ \\ \end{array} \) (A) (A) \( \subseteq \) L) corresponds to the degree in which the elements ofA behave classically. To make this idea precise, we investigate the connection between structural properties of orthomodular latticesL and the existence of two-valued homomorphisms onL.     

Negative Social Cognitions in Socially Anxious Youth: Distorted Reality or a Kernel of Truth?

We review studies that investigate negative social cognitions of socially anxious youth in relation to two specific domains: interpretation of ambiguous social situations and self-evaluation of social performance, including social skills and nervous behaviors. In this review, we address the question whether socially anxious youth’s negative perceptions are distortions of reality or reflect a kernel of truth as compared to other sources of information including independent adult observers and age peers. Studies key to this question are those that investigate not only the social perceptions themselves but also the social behavior of socially anxious youth. Hence the selection of studies for the review was based on this criterion. From the relevant literature it is, as yet, unclear whether the negative interpretations of ambiguous social situations shown by socially anxious youth are distorted or a reflection of reality. Socially anxious youth’s self-evaluations of social skills appear partly distorted and partly true, depending on the person judging the social skills. In contrast, self-evaluations of nervous behaviors appear distorted. The studies reviewed indicate that research would benefit from including a wider range of perceptions from persons relevant to the socially anxious youth’s daily social environment, not only parents and teachers but also their age peers.     

Logic in the study of psychiatric disorders: executive function and rule-following

Executive function has become an important concept in explanations of psychiatric disorders, but we currently lack comprehensive models of normal executive function and of its malfunctions. Here we illustrate how defeasible logical analysis can aid progress in this area. We illustrate using autism and attention deficit hyperactivity disorder (ADHD) as example disorders, and show how logical analysis reveals commonalities between linguistic and non-linguistic behaviours within each disorder, and how contrasting sub-components of executive function are involved across disorders. This analysis reveals how logical analysis is as applicable to fast, automatic and unconscious reasoning as it is to slow deliberate cogitation.

Developmentally Sensitive Cognitive Behavioral Therapy for Adolescent School Refusal: Rationale and Case Illustration

School refusal can be difficult to treat and the poorest treatment response is observed among older school refusers. This poor response may be explained, in part, by the impact of developmental transitions and tasks upon the young person, their family, and the treatment process. This paper describes and illustrates the @school program, a cognitive behavioral therapy (CBT) designed to promote developmental sensitivity when planning and delivering treatment for adolescent school refusal. Treatment is modularized and it incorporates progress reviews, fostering a planned yet flexible approach to CBT. The treatment is illustrated in the case of Allison, a 16-year-old female presenting with major depressive disorder and generalized anxiety disorder. A case formulation guided the selection, sequencing, and pacing of modules targeting predisposing, precipitating, perpetuating, and protective factors. Treatment comprised 16 sessions with Allison (interventions addressing depression, anxiety, and school attendance) and 15 concurrent sessions with her mother (strategies to facilitate an adolescent’s school attendance), including two sessions with Allison and mother together (family communication and problem solving to reduce parent–adolescent conflict). Two treatment-related consultations were also conducted with Allison’s homeroom teacher. Allison’s school attendance improved during the course of treatment. By post-treatment, there was a decrease in internalizing behavior, an increase in self-efficacy, and remission of depressive disorder and anxiety disorder. Clinically significant treatment gains were maintained at 2-month follow-up. Factors influencing outcome may include those inherent to the @school program together with less specific factors. Special consideration is given to parents’ use of both authoritative and autonomy-granting approaches when helping an adolescent to attend school.     

Autonomy support and motivational responses across training and competition in individual and team sports

This study examined: (a) whether athletes’ (N = 348) perceived autonomy support (i.e., showing interest in athletes’ input and praising autonomous behavior) differs across contexts (training vs. competition) and sport types (individual vs. team sports), and (b) whether the relationships between autonomy support and effort, enjoyment, and anxiety are affected by context and sport type. Perceived autonomy support did not vary across contexts, but interest in athletes’ input was higher in individual than in team sports. Praise for autonomous behavior was associated positively with effort only when interest in input was high, and this effect was stronger in training than in competition. Finally, praise for autonomous behavior was also positively related to enjoyment in training, while interest in input was positively associated with anxiety in individual sports.     

Workplace violence and the changing nature of work in Europe: Trends and risk groups

Incidence rates of third party workplace violence in Europe have increased, but little is known about the causes thereof. It has been suggested that the growth of the service sector and the intensification of work could be responsible for the increase. This study aimed to identify trends in the prevalence of physical workplace violence across Europe, as well as to uncover factors explaining these trends. Three cross-sectional waves (1995, 2000, and 2005) of the European Working Conditions Survey were used, involving 58,520 workers and covering 15 European member states. Logistic regression analyses were performed to investigate associations between work characteristics and violence prevalence. Workplace violence increased significantly during the study interval. Although violence was clearly related to specific characteristics of the labour market (gender, age, sector, etc.) and the work environment (client contact frequency, time pressure, control, and computer work), recent changes in the European labour market composition and work environment could not explain the increase in violence. In jobs characterized by high levels of computer work in particular, violence appears to be an emerging risk. Our results suggest that the nature (and perhaps quality) of client contact is changing, leading to higher violence risks.     

From outcome prediction to action selection: developmental change in the role of action–effect bindings

Ideomotor theory considers bidirectional action–effect associations to be the fundamental building blocks for intentional action. The present study employed a novel pupillometric and oculomotor paradigm to study developmental changes in the role of action‐effects in the acquisition of voluntary action. Our findings suggest that both 7‐ and 12‐month‐olds (and adults) can use acquired action–effect bindings to predict action outcomes but only 12‐month‐olds (and adults) showed evidence for employing action‐effects to select actions. This dissociation supports the idea that infants acquire action–effect knowledge before they have developed the cognitive machinery necessary to make use of that knowledge to perform intentional actions.     

Why Are Protestants More Prosocial Than Catholics? A Comparative Study Among Orthodox Dutch Believers

The present study sheds light on the contentious relation between religions and prosociality by comparing self-reported altruistic and prosocial behavior among a group of Catholic and Protestant believers. We found that denomination was strongly related to strength of religious beliefs, afterlife beliefs, free-will beliefs, and self-reported prosocial behavior. Denominational differences between Catholics and Protestants in self-reported prosociality were mediated by a stronger endorsement of religious beliefs and belief in predestination but were not related to motivational measures of self-esteem. We also found that the perceived prosociality (i.e., the extent to which others were perceived as being prosocial) was higher for one’s religious ingroup than one’s outgroup, and this effect was stronger for Catholics than Protestants. These novel findings provide an integrated perspective on how religious denominations shape prosocial attitudes and behavior.