Curriculum and training reform in clinical psychology: Improving the integration of science and practice

Current graduate curricula do not fully grapple with and take advantage of the dialectical interplay of science and practice that is at the core of the scientist—practitioner (Boulder) model. This article addresses factors that interfere with the realization of the Boulder model and offers suggestions for curriculum reform. It emphasizes the importance of both science and practice, as well as the merit of both nomothetic and idiographic approaches to clinical training. The article discusses how academic politics often interfere with the incorporation of empirically supported treatments or assessment methods into training programs. Even when evidence-based approaches are a part of the curriculum, the challenges continue. Because empirically supported treatments are almost always associated with treatment manuals that rely on categorically defined diagnostic categories, they may inadvertently discourage idiographic functional analyses and the appreciation of underlying change principles. In addition, in light of the fact that many, if not most, students eventually pursue applied careers and because science-based interventions and assessment methods are currently underused by clinicians in the field, it is argued that clinical training should receive more recognition in scientist—practitioner programs. Programs should be mindful of the need to prepare a certain subset of interested students for scientifically based careers in applied settings. This article also highlights the importance of educating and training students in communicating and disseminating science-based clinical psychology to nonacademic psychologists and health professionals from other disciplines.     

Breaching the contract? Using social contract theory to explain individuals’ online behavior to safeguard privacy

ABSTRACT

This study applies social contract theory to examine whether perceptions of a social contract explains adaptive behavior to safeguard online privacy. We (1) identify and (2) estimate the prevalence of subgroups that differ in their perceived “social contract” (based on privacy concerns, trust, and risk), and (3) measure how this perceived social contract affects adaptive online behavior. Using a representative two-wave panel survey (N = 1,222), we distinguished five subgroups of internet users; the highly-concerned, wary, ambivalent, neutral (the largest group), and carefree users. The former three were more likely to adapt their behavior than the latter two subgroups. We argue that the implied social contract represents an important construct that helps to identify whether individuals engage in privacy protection behavior.     

Mediators of the Daily Hassles–Suicidal Ideation Link in African American Women

Depressive symptoms and hopelessness as mediators of the daily hassles–suicidal ideation link in low‐income African American women exposed to intimate partner violence (n = 100) were investigated. As hypothesized, daily hassles, depressive symptoms, and hopelessness were each significantly and positively associated with suicidal ideation. Moreover, the relation between daily hassles and suicidal ideation was, in part, accounted for by depressive symptoms and hopelessness. This study demonstrates the importance of assessing for the presence of these risk factors when determining the likelihood that an abused African American woman will consider suicide. The findings further highlight the value of designing and implementing interventions that target the reduction in depressive symptoms and hopelessness in abused African American women exposed to daily hassles to reduce their suicide risk.     

Daniel has fallen into a muddy puddle – Schadenfreude or sympathy?

The present study investigated the experience of schadenfreude among children. Participants were 4‐ to 8‐year‐old children (n = 100) who were told stories of another child experiencing a misfortune while pursuing a morally positive versus morally negative goal. Schadenfreude, sympathy, and helping behaviour towards the suffering child were assessed. Results showed that beginning at the age of 4, emotional and behavioural reactions towards a misfortune of another child were predicted by the moral valence of the other child's goal. Furthermore, morally negative goals decreased helping behaviour and morally positive goals increased helping behaviour. Multilevel mediation analysis revealed that the relation between goal valence and helping behaviour was mediated by both schadenfreude and sympathy. However, those effects were especially pronounced in older children.     

Perceptual prioritization of self-associated voices

Information associated with the self is prioritized relative to information associated with others and is therefore processed more quickly and accurately. Across three experiments, we examined whether a new externally-generated voice could become associated with the self and thus be prioritized in perception. In the first experiment, participants learned associations between three unfamiliar voices and three identities (self, friend, stranger). Participants then made speeded judgements of whether voice-identity pairs were correctly matched, or not. A clear self-prioritization effect was found, with participants showing quicker and more accurate responses to the newly self-associated voice relative to either the friend- or stranger- voice. In two further experiments, we tested whether this prioritization effect increased if the self-voice was gender-matched to the identity of the participant (Experiment 2) or if the self-voice was chosen by the participant (Experiment 3). Gender-matching did not significantly influence prioritization; the self-voice was similarly prioritized when it matched the gender identity of the listener as when it did not. However, we observed that choosing the self-voice did interact with prioritization (Experiment 3); the self-voice became more prominent, via lesser prioritization of the other identities, when the self-voice was chosen relative to when it was not. Our findings have implications for the design and selection of individuated synthetic voices used for assistive communication devices, suggesting that agency in choosing a new vocal identity may modulate the distinctiveness of that voice relative to others.     

Effects of ageing on visual discrimination learning in Drosophila melanogaster

Two experiments examined conditioned suppression of the Proboscis Extension Response (PER), unconditionally released by sucrose stimulation of gustatory tarsal receptors, in young (7-day-old), middle-aged (30-day-old) and old (50-day-old) Drosophila melanogaster males, reared at 25°C. Individual flies were trained in a differential conditioning procedure in which a white stimulus signalled a quinine reinforcer, whereas a black stimulus was non-reinforced. When trained from the outset with the discriminative procedure, flies of all ages acquired the discrimination, although the acquisition of PER suppression to the white stimulus was retarded in middle-aged and old flies. The retardation of the acquisition of PER suppression in middle-aged and old flies was replicated in a second study in which the flies received simple conditioning to the white stimulus prior to discrimination training.