Speech-sounds perception test: long- and short-forms reliability adjusted for item difficulty

The internal consistency reliability of the Speech-Sounds Perception Test was computed for the long form (.9159), short form (.8410), and the six series (.6109 to .7310). The total sample (N= 632) consisted of normal, diffusely brain-damaged, and undiagnosed patients referred for assessment.     

Recognition,ideology, and the case of “invisible suffering”

The purpose of this paper is to expose, and provide a possible solution to, an internal inconsistency in Axel Honneth's critical theory of recognition. 1 Honneth requires a way of making his claim that misrecognition causes subjective suffering, with the potential to cognitively disclose injustice, consistent with his account of ideological recognition as a form of misrecognition that engenders compliance with an oppressive social order. Only by reconciling these claims—that is, by showing how ideological recognition can engender an acceptance of domination whilst at the same time causing subjective suffering—can Honneth's theory of recognition retain the kind of critical capacities he desires. As a means of achieving this reconciliation, I propose the notion of “invisible suffering.” In the case of ideological recognition, I suggest that the suffering caused by misrecognition has its disclosive power blocked by the faux‐affirmation that the ideology discursively accords, and this renders the experience of suffering, qua painful indicator of social injustice, invisible to the subject. Drawing on insights from medical sociology, I show how the need to supplement Honneth's theory of recognition with the idea of invisible suffering is revelatory of the kind of critical theoretical stance demanded by his ontological commitments.     

Discrepancy scores of reliabilities of the WAIS-III.

Internal consistency reliabilities for the WAIS-III IQ, Index, and subtest discrepancy scores are provided. The reliabilities range from .44 to .88.     

Mindfulness-based cognitive therapy as a treatment for chronic depression: A preliminary study

This pilot study investigated the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT), a treatment combining mindfulness meditation and interventions taken from cognitive therapy, in patients suffering from chronic-recurrent depression. Currently symptomatic patients with at least three previous episodes of depression and a history of suicidal ideation were randomly allocated to receive either MBCT delivered in addition to treatment-as-usual (TAU; N = 14 completers) or TAU alone (N = 14 completers). Depressive symptoms and diagnostic status were assessed before and after treatment phase. Self-reported symptoms of depression decreased from severe to mild levels in the MBCT group while there was no significant change in the TAU group. Similarly, numbers of patients meeting full criteria for depression decreased significantly more in the MBCT group than in the TAU group. Results are consistent with previous uncontrolled studies. Although based on a small sample and, therefore, limited in their generalizability, they provide further preliminary evidence that MBCT can be used to successfully reduce current symptoms in patients suffering from a protracted course of the disorder.     

Gender differences in children's problem behaviours in competitive play with friends

Disruptive behaviour disorders are much more common in boys than girls ( Office of National Statistics, 1999 ); in contrast, gender differences in normative problem behaviours are poorly understood. To address this issue, 228 6‐year‐olds (134 boys, 94 girls) were each observed playing a board game with a same‐gender friend. Ratings of aggression, disruption, arousal and negativity were used to index problem behaviours. Multiple‐groups confirmatory factor analyses demonstrated that the latent factor had the same metric for boys and girls, but a mean that was approximately half a standard deviation higher for boys than girls. In addition, the association between the latent factor and teachers’ ratings of total difficulties was significantly stronger for boys than girls.     

Dialogue Police,Decision Making,and the Management of Public Order During Protest Crowd Events

Following the major riots within England in August 2011, the efficacy of public order police decision making was brought into a sharp focus. None the less, the reform of this mode of policing within the UK was already underway with a strong emphasis upon policing through consent and the need to facilitate peaceful protest through dialogue and communication. This paper reports upon a critical ‘test case’ for this ‘new approach’ by analysing the policing of a series of protests against Government policy across 3 days that surrounded a Government party conference in Sheffield, a large city in the north of England. This paper draws out lessons to be learned from what proved to be a highly successful dialogue‐based approach to policing protests. We contend that dialogue and liaison were effective because they allowed for an ongoing dynamic risk assessment that improved command‐level decision making and enhanced police proportionality. The subsequent impact upon crowd dynamics allowed for an improved capacity for proactive public order management, encouraged ‘self‐regulation’ in the crowd, and avoided the unnecessary police use of force at moments of tension. The implications of the analysis for theory and practice are discussed. Copyright © 2012 John Wiley & Sons, Ltd.     

Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age

Building on an existing latent variable analysis of executive function (EF) in children (N = 191, 57% boys and 43% girls) making the transition to school (Hughes et al. (2010), Developmental Neuropsychology, vol. 35, pp. 20-36), the current study both documented average developmental improvements from 4 to 6 years of age and examined individual differences in EF growth in relation to latent factors for two sets of child outcome measures at 6 years: (a) first-grade teachers’ ratings of emotional symptoms, hyperactivity, and conduct/peer problems and (b) children’s self-perceived academic and social competencies. With effects of concurrent verbal ability and EF controlled, variation in EF slopes across the transition to school predicted variation in latent constructs for (a) all four problem behavior subscales and (b) children’s self-reported academic (but not social) competence. These findings underscore the clinical and educational significance of early individual differences in EF and highlight the value of adopting a developmental perspective.     

‘Sometimes,it's not just about the food': The social identity dynamics of foodbank helping transactions

Food insecurity in developed countries has increased rapidly. Research has suggested that stigma may inhibit food-aid help-seeking, but has failed to determine how such barriers might be overcome. Adopting a social identity perspective, this study explored the processes involved in food-aid helping transactions and sought to identify conditions that facilitate positive helping outcomes. Interviews were conducted with 18 clients and 12 volunteers at two English foodbanks, and a theoretically guided thematic analysis was conducted. Two primary themes were identified: ‘Here to Help’ and ‘The Legitimate Recipient’. This article offers a distinct and novel contribution by applying a social identity perspective to foodbank helping transactions, thereby demonstrating how group dynamics and behaviours are integral to these interactions, and by moving beyond the typical ‘Social Curse’ focus on barriers to help-seeking to explore how such obstacles may be overcome. Suggestions for addressing stigma-laden helping transactions and promoting successful delivery of aid are provided.