Creating a Mentally Healthy Community Through the Use of Behavioral Health Indicators

Recent decades have seen the development of robust systems of community health indicators, but those indicator sets tend to have few indicators related to behavioral health. Gauging community behavioral health can be complex, but given the interconnectedness of health and behavioral health and the high social and financial cost of unaddressed behavioral health needs, it is essential to develop meaningful indicators. A community-based participatory research project in Austin, Texas developed behavioral health indicators based on a review of social indicators movements across the globe, existing sets of proposed key indicators of mental health and mental illness, and ongoing community initiatives in Austin relevant to behavioral health. The community behavioral health indicators have been refined through the challenging process of implementing them in the face of competing efforts and imprecise communication about their use. While indicators should always be adapted to suit local conditions, this indicator set should provide a good starting point for researchers and communities to assess and improve the behavioral health of their community.     

Let me count the ways in which I respect thee: does competence compensate or compromise lack of liking from the group?

Two studies examined the effects of competence‐based respect in relation to liking‐based respect from ingroup members. First, a pilot study confirmed the impact of competence feedback from ingroup members on affective and emotional reactions (membership esteem, feelings of pride and shame). The main studies orthogonally manipulated both liking‐ and competence‐based respect from other ingroup members in order to examine whether (high) competence‐based respect compensates for lack of liking, or compromises the subjective position in the group, on affective and emotional reactions to the feedback. Using a scenario methodology Study 1 produced no evidence for compensation, and indicated that liking was primary in this context. Study 2, using experimental groups, provided further evidence that those who were disliked by their fellow group members felt compromised by a favourable evaluation of their competence, while remaining committed to the group. These effects are related to the different properties and implications of competence and liking dimensions in group interaction. Copyright © 2005 John Wiley & Sons, Ltd.     

When organizational justice and the self-concept meet: Consequences for the organization and its members

In two studies, we examined the joint effects of employed participants’ self-concept levels and perceptions of fairness on organizational attitudes and citizenship behavior intentions. We examined the effects of chronic self-concept activation in Study 1, whereas we primed the working self-concept in Study 2. Combining the results of both studies, we found support for our hypotheses that particular self-concept levels and organizational justice dimensions interact to predict various work-related outcomes. Specifically, we observed interactions between the relational self-concept and interactional justice, and between the collective self-concept and procedural justice, such that the justice–outcome relationships were stronger for those experiencing higher activation on the relevant self-concept level. Thus, as hypothesized, justice information is weighted differently depending on the particular level of self-concept that is active. In addition, interesting direct effects of employees’ self-concepts were also observed. We discuss the implications of these findings and the importance of considering the self-concept in conjunction with organizational justice.     

Mand acquisition across different teaching methodologies

Many children diagnosed with an autism spectrum disorder lack functional independent communication. The current study used a combined multiple‐baseline and alternating‐treatments design to evaluate whether the presence or absence of a verbal prompt (asking a question) during teaching affected independent verbal manding. Two teaching procedures were used to teach specific responses (two per teaching condition) and evaluate if the acquired response, once trained, occurred independently (in the absence of stimuli or supplemental prompts). One student learned more rapidly under the mand training condition whereas the other learned at a similar rate under both conditions. The assessment methodology presented may be beneficial in future practice to determine if one teaching procedure is more effective than the other for a learner.     

Sexual Minority Youth,Social Change,and Health: A Developmental Collision

Few societal attitudes and opinions have changed as quickly as those regarding sexual minority people and rights. In the context of dramatic social change, there have been multiple policy changes toward social inclusion and rights for lesbian, gay, and bisexual (LGB) people, and perceptions that the sociocultural context for LGB people—perhaps particularly for youth—has improved. Yet recent evidence from the developmental sciences points to paradoxical findings: in many cases there have been growing rather than shrinking health disparities. The authors suggest that there is a developmental collision between normative adolescent developmental processes and sexual minority youth identities and visibility.     

Do community and autonomy moral violations elicit different emotions?

According to one important set of theories, different domains of immorality are linked to different discrete emotions—panculturally. Violations against the community elicit contempt, whereas violations against an individual elicit anger. To test this theory, American, Indian and Japanese participants (N = 480) indicated contempt and anger reactions (with verbal rating and face selection) to both the types of immorality. To remedy method problems in previous research, community and autonomy violations were created for the same story‐frame, by varying the target to be either the community or an individual. Community and autonomy violations did not differ significantly in the emotion elicited: overall, both types of violations elicited more anger than contempt (and more negative emotion of any kind than positive emotion). By verbal rating, Americans and Indians reported more anger than contempt for both types of violation, whereas Japanese reported more contempt than anger for both types. By face selection, the three cultural groups selected anger more than contempt for both types of violation. The results speak against defining distinct domains of morality by their association with distinct emotions.     

A Genesis of Speculative Empiricisms: Whitehead and Deleuze Read Hume

Deleuze's “transcendental empiricism” and the “empirical side” of Whitehead's metaphysics are paradoxical unless placed in the context of their unorthodox readings of empiricism. I explore this context focusing on their engagements with Hume. Both subvert presumptions of a categorical gap between external nature and internal human experience and open possibilities for a speculative empiricism that is nonreductive while still affirming experience as source for philosophical thinking. Deleuze and Whitehead follow Hume in beginning with events of sensation as primary but do not presume the logic of (human) subjects and objects (of nature) as necessary structuring polarities for their interpretation. This challenges a basic distinction (between inner and outer or between self and world) that seems inherent in the ordinary concept of experience, thus earning the moniker speculative. The speculative empiricist studies how these abstractions arise from events of experience prior to their consolidation in representation. This includes a critical component: to what extent do unexamined assumptions about conceptual abstraction hinder, block, or prefigure experiential attention? This critical component has existential implications for how we attend to the affective, intuitive, and preconceptual.