Tactile Prompting and Weekly Performance Feedback for Increasing Teachers’ Behavior-Specific Praise

The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers’ implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test the effects of a tactile prompting and weekly performance feedback consultation procedure for increasing teachers’ behavior-specific praise. Additionally, this study included data for teachers’ rate of reprimands and their classrooms’ appropriately engaged behavior and disruptive behavior. Results indicated that tactile prompting and weekly performance feedback increased behavior-specific praise for all three teachers. However, a functional relation between tactile prompting and weekly performance feedback and changes in teachers’ reprimands and their classrooms’ appropriately engaged and disruptive behavior was not established. Implications for applied practice, and limitations and directions for future research are discussed.     

Negative emotional processing induced by spoken scenarios modulates corticospinal excitability

Emotion is assumed to facilitate the preparation of behavioral responses to environmental stimuli. In the present study, we examined whether emotional processing induced by spoken scenarios of positive and negative content, related to the self or to other people, modulates corticospinal excitability. Motor evoked potentials (MEPs) elicited by transcranial magnetic stimulation (TMS) in 20 volunteers indicated that processing of negative emotional content increased MEP amplitude, regardless of the perspective taken in the scenario. By contrast, positive emotional processing did not reliably alter MEP amplitude. These results provide the first TMS evidence that the auditory processing of emotionally negative information triggers action preparation.     

Critical consciousness: current status and future directions

In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society--and one's status within it--using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, which makes these ideas especially relevant to the structural injustice faced by marginalized youth. From their review of these ideas, the authors derive three core CC components: critical reflection, political efficacy, and critical action. They highlight promising research related to these constructs and innovative applied work including youth action-research methodology. Their conclusion offers ideas for closing some of the critical gaps in CC theory and research.     

Seeing faces as objects: no face inversion effect with geometrical discrimination

Inversion dramatically impairs face perception, recognition, and discrimination. Yet it does not interfere with the ability to make precise estimates of facial feature distances. To investigate this discontinuity between facial feature distance estimation and general perception and recognition, we assessed the effect of inversion on the discrimination of differences in facial compression and elongation or expansion using geometrically distorted faces. The results clearly showed that geometrical face discrimination is not subject to the traditional face inversion effect and did not show a benefit for natural faces. Although discrimination thresholds were not affected by inversion, response times to the distance judgments were faster with inversion, especially when the inverted faces contained natural configurations. Based on these counterintuitive results, we suggest that participants used analytical processing to do the discrimination task. Moreover, we suggest that the depth with which a face is holistically encoded depends on the nature of the task, face orientation, and similarity between a face and the prototypical face template.     

Direct versus indirect tests of memory: Directed forgetting meets the generation effect

Subjects read 20 words and generated 20 others from definitions during a 40-item study phase. Production of each word was followed by an instruction to remember or to forget that word. In free recall, a direct test of memory, words that had been generated were recalled much better than words that had been read. The remember-forget instructional manipulation affected read words but not generated words. In speeded word reading, an indirect test of memory, all studied words showed priming, but read words showed more priming than generated words. Here, the effect of remember versus forget instructions appeared only for generated words. These dissociations of a direct and an indirect test indicate that two powerful encoding manipulations affect separable processes to which these tests are differentially sensitive.     

High-performance work systems and occupational safety

Two studies were conducted investigating the relationship between high-performance work systems (HPWS) and occupational safety. In Study 1, data were obtained from company human resource and safety directors across 138 organizations. LISREL VIII results showed that an HPWS was positively related to occupational safety at the organizational level. Study 2 used data from 189 front-line employees in 2 organizations. Trust in management and perceived safety climate were found to mediate the relationship between an HPWS and safety performance measured in terms of personal-safety orientation (i.e., safety knowledge, safety motivation, safety compliance, and safety initiative) and safety incidents (i.e., injuries requiring first aid and near misses). These 2 studies provide confirmation of the important role organizational factors play in ensuring worker safety.     

Differential effects of manual assisted cognitive behavior therapy in the treatment of recurrent deliberate self-harm and personality disturbance: the POPMACT study

A total of 480 patients were treated in a large, multicenter randomized trial of a brief form of cognitive therapy, manual-assisted cognitive behavior therapy (MACT) versus treatment as usual (TAU) for recurrent deliberate self-harm. Each patient was randomized after a self-harm episode assessed at an accident and emergency center and followed up over 1 year. The main hypothesis tested was that those allocated to MACT would have a lower proportion of self-harm episodes in the succeeding year. A total of 60% of those allocated to MACT had face-to-face treatment and 430 (90%) of all patients had self-harm data recorded after 1 year. Although the results showed no significant difference between those repeating self-harm in the MACT group (39%) compared with the TAU group (46%) (P = 0.20), the treatment was cost effective (10% cheaper than TAU) and the frequency of self-harm episodes was fewer (50%) in the MACT group. A total of nine of 10 patients had some personality disturbance (42% of these with disorder), and for those where information on parasuicide events was collected, the proportion having a repeat episode ranged from 33% to 63% for different personality disorders. Those with BPD were most likely to repeat episodes quickly (mean 89 days for 25% to repeat) with dissocial personality disorder (equivalent mean 384 days) the slowest to repeat. Total costs were significantly greater in those with personality disorder and were reduced in those allocated to MACT; this saving was reversed in those with borderline disorder. On average, MACT appeared to increase the cost of those patients with BPD (BPD) and reduce the cost of those with other personality disorders. It is concluded that MACT has value in preventing self-harm cost effectively but this appears to be confined mainly to those who do not have BPD.     

Magic and science in the modern western tradition of the i ching

At various periods throughout the roughly two and a half millennia of its history in China, the I Ching or Book of Changes, while generally remaining grounded in a fundamentally spiritual world‐view, served as a foundational text for both magical and scientific thinking. This bivalence is reflected in some of the responses which this divinatory and philosophical system has received following its introduction to the West in the present century. The present paper looks at two such related, but contrasting responses, one emphasizing the more conspicuously magical dimension of the I Ching, the other emphasizing some of its suggested scientific implications. Both approaches take their primary inspiration from the psychological theories of C. G. Jung who was deeply engaged with the I Ching. It is suggested that part of the contemporary appeal of the I Ching in the West may derive from its serving as a symbol for the integration of scientific, magical, and spiritual thinking.