Sexually abused children and post-traumatic stress disorder

Sexually abused children often develop post-traumatic stress disorder, a distressing and debilitating condition that is typically unresponsive to non-directive counselling. Empirically supported abuse-confronting, structured interventions are urgently required for use by counselling psychologists responsible for the management of this challenging clinical population. Given the success of cognitive-behavioural interventions with adult trauma victims, it has been suggested that this treatment approach be applied to sexually abused children. This paper presents a cognitive-behavioural treatment framework comprising two levels of intervention: child therapy and parent training. We selectively review emerging empirical support for the efficacy and acceptability of this treatment approach.     

Evidence for age-related equivalence in the directed forgetting paradigm

The directed forgetting paradigm involves, under particular experimental circumstances, inhibitory mechanisms, which operate to the successful forgetting of irrelevant words. The item-by-item cueing method (e.g., Basden & Basden, 1996) was used to investigate the directed forgetting effect in young and old adults. Processing of the experimental words was manipulated between subjects by asking participants to perform either a deep or a shallow orienting task on each word of the study list before the occurrence of the cue (to remember of to forget). Results indicated that the instruction to process deeply both to-be-remembered and to-be-forgotten words led to equivalent directed forgetting effects in young and old adults. These results are discussed with respect to the implications they have for the Inhibitory Deficit theory (e.g., Hasher & Zacks, 1988), which suggests that cognitive aging is mainly characterized by a reduction in the efficiency of inhibitory processes.     

Non-pharmacologic Interventions for CFS: A Randomized Trial

Non-pharmacological behavioral treatments for CFS have been suggested as promising. These trials have tested protocols composed of behavioral, cognitive and cognitive–behavioral interventions but there have been few efforts to differentially evaluate their outcomes. The primary purpose of the current study was to evaluate the effectiveness of nurse delivered non-pharmacologic interventions. In the present study, 114 participants diagnosed with CFS were randomly assigned to four 6-month interventions. The interventions were: cognitive–behavior therapy, cognitive therapy, anaerobic activity, and a relaxation control group. The study found that these interventions led to increases in several areas of functioning, with more consistent changes occurring among those participants in the cognitive condition. For the 25 variables in this study, significant change occurred for 28%, 20%, 16%, and 12% of the variables for the cognitive, cognitive behavior therapy, anaerobic activity, and relaxation conditions, respectively. However, the majority of participants continued to be diagnosed with CFS following the treatment trial. Implications of these findings are discussed.     

The interaction of perfectionism, perceived weight status, and self-esteem to predict bulimic symptoms: the role of 'benign' perfectionism

The present study sought to replicate an interactive model of global perfectionism, perceived weight status, and self-esteem in predicting bulimic symptom development in a sample of young women [Bardone-Cone, et al. (2006). Predicting bulimic symptoms: An interactive model of self-efficacy, perfectionism, and perceived weight status. Behaviour Research and Therapy, 44, 27-42; Vohs, K. D., et al. (1999). Perfectionism, perceived weight status, and self-esteem interact to predict bulimic symptoms: A model of bulimic symptom development. Journal of Abnormal Psychology, 108, 695-700; Vohs, K. D., et al. (2001). Perfectionism, body dissatisfaction, and self-esteem: An interactive model of bulimic symptom development. Journal of Social and Clinical Psychology, 20, 476-497]. The aim was to investigate the role of 'problematic' and 'benign' perfectionism within this model, using data from 95 female university students over a 3-month period. Contrary to hypotheses, multivariate analyses revealed a significant three-way interaction only between 'benign' perfectionism, perceived weight status and self-esteem in predicting change in bulimic symptoms over a 3-month period. The predictive effect of the interaction between 'benign' perfectionism and perceived weight status on bulimic symptoms was strongest for women with high self-esteem, for whom feeling overweight and having perfectionistic attitudes preceded increased bulimic symptoms. These findings suggest that high self-esteem is insufficient to protect against the development of bulimic symptoms when both the perception of oneself as being overweight, and high levels of perfectionistic standards, are present. It would appear that the role of perfectionism within the context of disordered eating is complex.     

A Psychometric Review of the Personality Inventory for DSM–5 (PID–5): Current Status and Future Directions

The paradigm of personality psychopathology is shifting from one that is purely categorical in nature to one grounded in dimensional individual differences. Section III (Emerging Measures and Models) of the Diagnostic and Statistical Manual of Mental Disorders (5th ed. [DSM–5]; American Psychiatric Association, 2013), for example, includes a hybrid categorical/dimensional model of personality disorder classification. To inform the hybrid model, the DSM–5 Personality and Personality Disorders Work Group developed a self-report instrument to assess pathological personality traits—the Personality Inventory for the DSM–5 (PID–5). Since its recent introduction, 30 papers (39 samples) have been published examining various aspects of its psychometric properties. In this article, we review the psychometric characteristics of the PID–5 using the Standards for Educational and Psychological Testing as our framework. The PID–5 demonstrates adequate psychometric properties, including a replicable factor structure, convergence with existing personality instruments, and expected associations with broadly conceptualized clinical constructs. More research is needed with specific consideration to clinical utility, additional forms of reliability and validity, relations with psychopathological personality traits using clinical samples, alternative methods of criterion validation, effective employment of cut scores, and the inclusion of validity scales to propel this movement forward.     

School Counselors’ General Self-Efficacy,Ethical and Legal Self-Efficacy,and Ethical and Legal Knowledge

School counselors encounter ethical and legal situations that necessitate the knowledge and confidence to apply decision-making skills. We report the findings from a correlational investigation that examines practicing school counselors’ (N = 287) ethical and legal self-efficacy, ethical and legal knowledge, and general self-efficacy. Higher ethical and legal self-efficacy was associated with higher general self-efficacy and ethical and legal knowledge. The implications of these findings are discussed.     

Young emerging adults’ graduateness and career adaptability: Exploring the moderating role of self-esteem

This study investigated the moderating role of self-esteem on young emerging adults’ in their school-to-work transition phase of graduateness skills and career adaptability. A non-probability convenience sample (n=332) of undergraduate black (98.5%) and female (62%) young emerging adults (18–29 years) at a Further Education and Training (FET) college in South Africa participated in the study. Participants completed the Culture Free Self-esteem Inventory for Adults (CFSEI 2-AD, Battle, 1992 Battle, J. (1992). Culture-free self-esteem inventories for children and adults. Texas: Pro-Ed. [Google Scholar]), the Graduateness Skills and Attributes Scale (GSAS, Coetzee, 2010 Coetzee, M. (2010). Exploratory Factor Analyses of the Graduateness Scale and the Employability Attributes Scale. Pretoria: Unpublished research report. University of South Africa. [Google Scholar]) and the Career Adapt-abilities Scale (CAAS, Savickas &; Porfeli, 2012 Savickas, M. L., &; Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 674–679. doi: 10.1016/j.jvb.2012.01.011[Crossref], [Web of Science ®] , [Google Scholar]). Hierarchical moderated regression analysis indicated significant interaction effects between self-esteem and overall graduateness, lifelong learning and global/moral citizenship skills and attributes in moderating overall career adaptability. The relationship between the participants’ graduateness skills and attributes (overall graduateness, global/moral citizenship, and lifelong learning) and their career adaptability was significantly stronger when their self-esteem was high than when their self-esteem was low. The finding suggests self-esteem to influence self-perceived graduateness skills and career adaptability in emerging adults.     

Identity and Intimacy Development,Humor Styles,and Psychological Well-Being

This study explored how humor may be involved in the identity and intimacy stages of Erikson’s psychosocial model and also bear on psychological well-being. Participants completed measures of identity and intimacy development, several humor styles, and psychological well-being. Findings revealed that greater identity development was associated with more self-enhancing and affiliative humor use and less self-defeating humor use. Greater intimacy, in turn, was associated with higher affiliative humor and lower self-defeating humor use. Additional findings indicated that the prediction of psychological well-being was significantly enhanced when identity, intimacy, and humor styles were all taken into account. These findings were then considered in terms of specifying the underlying processes that may account for the observed links between identity, intimacy, humor styles, and well-being.     

Students’ Responses to Improve Environmental Sustainability Through Recycling: Quantitatively Improving Qualitative Model

This study attempts to contemplate the respondents’ behaviors regarding recycling, with the purpose of identifying the factors that influence their behaviors. The study is based on a survey that was conducted with 230 nationwide university students and guidelines borrowed from the Theory of Planned Behavior and The Theory of Reasoned action. The data collected was evaluated by applying the Structure Equation Modelling technique. The study concluded that peoples’ attitudes are largely subject to the moral values and general norms of their own society. Additionally, an individual’s response towards recycling is greatly determined by the extent of his/her awareness towards the environment, as well as his/her personal knowledge. Another conclusion was that an individual’s past experience towards recycling contributes to his/her attitude (willingness or apprehension about recycling) in the future. Furthermore, although the convenience and cost of recycling were found to be reasonably significant determinants about one’s recycling behavior, it was determined that time commitment is the most decisive factor that influences an individual’s willingness to or not to recycle. The study’s findings have not only established the authority of Theory of Planned Behaviour and Theory of Reasoned Action, but it has also presented propositions and recommendations for future research. The inferences were based on the study’s respondents, hence, so their validity can be applied to various scenarios involving local educational institutions or government structures. The goal of the study is to encourage people to engage in positive recycling behavior.