Children's hostile attribution bias is reduced after watching realistic playful fighting, and the effect is mediated by prosocial thoughts

Hostile attribution bias (HAB) has been found to characterize aggressive children. Watching prosocial media has been shown to have positive effects on children, and the general learning model has been used to account for these observations. This study tested the hypotheses derived from this theory that exposure to playful fighting would lead to a reduction in HAB, both immediately and after a 1-day delay, and that this effect would be mediated by positive thoughts. Four studies exposed child participants (N=242) to playful fighting versus neutral behavior primes and then tested their HAB. In two studies, thoughts about playful fighting and about children were assessed and tested as mediators. The main hypotheses were supported. The positive effect of watching playful fighting on HAB was evident immediately but not after 1 day. This effect was mediated by positive thoughts. In line with the general learning model, watching playful fighting reduced HAB in children, and positive thoughts contribute to this effect. This extends the realm of the general learning model and suggests interventions to help children avoid aggression.     

Effects of the KiVa Anti-bullying Program on Adolescents’ Depression, Anxiety, and Perception of Peers

The present study investigated the effects of the KiVa antibullying program on students’ anxiety, depression, and perception of peers in Grades 4–6. Furthermore, it was investigated whether reductions in peer-reported victimization predicted changes in these outcome variables. The study participants included 7,741 students from 78 schools who were randomly assigned to either intervention or control condition, and the program effects were tested with structural equation modeling. A cross-lagged panel model suggested that the KiVa program is effective for reducing students’ internalizing problems and improving their peer-group perceptions. Finally, changes in anxiety, depression, and positive peer perceptions were found to be predicted by reductions in victimization. Implications of the findings and future directions for research are discussed.     

Transdiagnostic Clinical Staging for Childhood Mental Health: An Adjunctive Tool for Classifying Internalizing and Externalizing Syndromes that Emerge in Children Aged 5–11 Years

Clinical Child and Family Psychology Review - Clinical staging is now recognized as a key tool for facilitating innovation in personalized and preventative mental health care. It places a strong...     

Finding theory‐ and evidence‐based alternatives to fear appeals: Intervention Mapping

Fear arousal—vividly showing people the negative health consequences of life‐endangering behaviors—is popular as a method to raise awareness of risk behaviors and to change them into health‐promoting behaviors. However, most data suggest that, under conditions of low efficacy, the resulting reaction will be defensive. Instead of applying fear appeals, health promoters should identify effective alternatives to fear arousal by carefully developing theory‐ and evidence‐based programs. The Intervention Mapping (IM) protocol helps program planners to optimize chances for effectiveness. IM describes the intervention development process in six steps: (1) assessing the problem and community capacities, (2) specifying program objectives, (3) selecting theory‐based intervention methods and practical applications, (4) designing and organizing the program, (5) planning, adoption, and implementation, and (6) developing an evaluation plan. Authors who used IM indicated that it helped in bringing the development of interventions to a higher level.     

Freud

The author explores the evidence-base and selection criteria for a short-term supportive dynamic approach for patients whose psychological mindedness and quality of object relationships is low. Illustrating this approach with a case example he outlines the central features of Supportive Dynamic Therapy. He describes a psychodynamic conceptual and developmental framework that can be used to guide the therapist's interventions and responses, and modulate the patient's anxiety. A dynamic focus presented in the form of a central issue is shown to have a significant function both in containing the patient's anxiety, and in giving shape to the therapist's efforts to support the patient's ego-strengths and adaptive abilities. The therapeutic work can be seen to result in an alteration in the trajectory or reiterating pattern of the patient's life.     

User perceptions of process-outcome linkages in pupil peer counselling for bullying services in the UK

Users of pupil peer counselling for bullying services (n=50) rated their most helpful and their least helpful experiences of these services on five counselling process variables. The aim was to identify which, if any, of these variables differentiated between the two types of experience. Participants gave significantly higher ratings to 'core conditions', 'client openness' and 'maintain positive self-regard', but significantly lower ratings to 'counsellor directiveness', for their most helpful experience than for their least helpful experience. No significant differences emerged for ratings of 'counsellor self-disclosure'. None of these effects were qualified by gender. The implications of these findings for providers of peer counselling for bullying services are discussed.     

Effects of Alternate Modes of Administration on Rorschach Performance of Deaf Adults

This study examined two modes of administering the Rorschach Inkblot Technique to determine which was more appropriate for a college-educated, deaf population. Twenty-four prelingually deaf adults took the Rorschach in sign language and in written English, using a counterbalanced test-retest design, and their sign and written scores were compared to each other and to 1986 norms for Exner's Comprehensive System. Seventeen variables measuring such areas as perceptual accuracy, perceptual complexity, and self-focus were found to vary more than one standard deviation from Exner's norms. Differences between sign and written conditions on several affective variables were found. Written administration can be used by examiners who are informed about deafness and aware of variables that may be underreported by written inquiry.     

Sources of life meaning among South African university students

This study explored the sources of meaning in life among a group of 243 South African university students, using a sequential exploratory mixed methods design. First, data from semi-structured questionnaires (n=40) were subjected to qualitative content analysis; next, from the emerging themes, a quantitative questionnaire was developed and administered to 203 students. Mean scores were computed and compared across gender and cultural groups. Relationships, especially with family, as well as hope, education, achievement and religion were found to be most important sources of meaning, followed by service, creative self-expression, material possessions, hobbies, health and pets. The qualitative analysis revealed that most of these sources were valued more for their perceived instrumental utility than for their intrinsic qualities.