Beyond Compliance: Mother–Child Joint Action During a “Do” Task

Much of the literature on parent-toddler interactions does not account for the lack of independence in data. This investigation used a theory and method appropriate for examining the moment-to-moment patterns of joint actions between mothers and toddlers during a “do” task. Using contextual action theory to guide a mixture of methods, we observed and described the joint goal-directed series of actions of mothers and their toddlers as well as mothers’ intentions, meanings, and emotions they ascribed to their actions. Additionally, the associations between the patterns of joint mother-toddler actions and children’s negative emotionality were examined. Thirty mothers and their children participated in the study. Data collection included video-recorded activity, video recall interviews, and self-report questionnaires. Quantitative and qualitative analysis of the data revealed that (a) children were mostly engaged in the task alongside with their mothers’ on-going involvement; (b) mothers attributed a range of meanings to their interactions with their children; and (c) mothers’ perceptions of their toddlers’ dimensions of emotional negativity were associated with the organization of dyads’ joint goal directed actions—both when children were engaged in the task or self-focused.     

The Difficulties in Emotion Regulation Scale Short Form (DERS-SF): Validation and Replication in Adolescent and Adult Samples

Emotion dysregulation often emerges early in development and is a core feature of many psychological conditions. The Difficulties in Emotion Regulation Scale (DERS) is a well validated and widely used self-report measure for assessing emotion regulation problems among adolescents and adults. The DERS has six subscales with five to eight items each (36 total), suggesting multiple questions may assess similar underlying constructs. In an effort to reduce respondent burden and streamline this widely-used instrument, we created a short-form version of the DERS (DERS-SF) using confirmatory factor analysis on data from three adolescent (n?=?257) and two adult samples (n?=?797). Scores on the DERS-SF yielded similar correlation patterns relative to the full measure, ranging from .90 to .98 and reflecting 81–96 % shared variance. This instrument maintains the excellent psychometric properties and retains the total and subscale scores of the original measure with half the items.     

Effects of Public Posting and Goal Setting on Team Performance in a Residential Setting

Treatment integrity has been shown to be of critical importance in behavioral programming. The extent to which tasks are completed as designed often has a direct effect on the quality of care provided to clients. Most research on treatment integrity has focused on implementation of interventions. The current study used a multiple baseline design across behaviors to evaluate the effects of public posting of team performance data and goal setting on data collection by direct‐care staff. Results of the current study suggest that public posting and goal setting may be effective strategies to improve staff data collection. Copyright © 2016 John Wiley & Sons, Ltd.     

Correction to: Unique Contributions of Maternal Prenatal and Postnatal Emotion Dysregulation on Infant Respiratory Sinus Arrhythmia

Research on Child and Adolescent Psychopathology -     

Unique Contributions of Maternal Prenatal and Postnatal Emotion Dysregulation on Infant Respiratory Sinus Arrhythmia

Research on Child and Adolescent Psychopathology - Prenatal intrauterine exposures and postnatal caregiving environments may both shape the development of infant parasympathetic nervous system...     

Student Learning Outcomes for Biblical Studies in the Liberal Arts

What is the role of biblical studies in a liberal arts curriculum? At the 2009 North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of “coverage” (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement.     

Developing research‐informed practitioners – an organisational perspective

Background: Two current trends are making it increasingly important for counsellors and psychotherapists to be more engaged with research. Evidence of effectiveness is being increasingly demanded by those who fund our therapies and also by our clients. Meanwhile therapy research is offering practicable ways for therapists to improve their practice. Therapy organisations have an opportunity, perhaps even a duty, to meet the research needs of their members. Methods: This paper reports on a survey conducted by the UK Council for Psychotherapy (UKCP) to help it plan the activities of its Research Faculty. Findings: Key findings from the survey were that the most common ways of UKCP practitioners engaging with research were through reading, discussions with colleagues and doing research. Engaging with research collaboratively with other therapists, having more time, and access to user‐friendly web‐based research resources and updates, were the factors most commonly cited as supporting practitioner engagement with research. Conversely, lack of time, difficulties accessing resources and materials and feeling not competent were the major barriers to practitioner engagement with research. Discussion: Implications for therapists, for training, and for therapy organisations are considered.     

Cognitive processes in psychological adaptation to miscarriage: A preliminary report

Abstract

Twenty-two women who wished to continue their pregnancies were interviewed several months after their first miscarriage. Levels of anxiety and depression showed an extremely high degree of variability. Cognitive processes in the form of a search for meaning, mastery and self-enhancement hypothesised to be important in adaptation to negative events were assessed. Having an explanation for the miscarriage and the experience leading to a general reappraisal of values were associated with lower levels of intrusive thoughts. A belief in a medical cause was linked to lower anxiety. Women believed that neither they themselves nor their doctors could exert much influence over the outcome of future pregnancies. Stronger belief in personal control was associated with higher anxiety levels. There is a need to consider not only the emotional consequences of miscarriage but also the cognitive mediators influencing such responses and although based upon a small sample this study initiates that process.     

Perceived Perpetration During Traumatic Events: Clinical Suggestions From Experts in Prolonged Exposure Therapy

Prolonged exposure therapy (PE) is a treatment that has proven effectiveness in reducing the symptoms of posttraumatic stress disorder (PTSD) and related psychopathology. Providing PE to trauma survivors with PTSD, particularly related to combat trauma, often involves addressing guilt or shame related to their contextually appropriate use of violence and lethal force. In this paper, we present 4 clinical case vignettes in order to define the concept of perceived perpetration, and offer clinical suggestions for assessment and treatment with PE. Specifically, we examined issues such as identifying what type of traumatic events are appropriate for the use of PE, how to approach issues surrounding actions that could be perceived as perpetration, and attending to trauma-related guilt or shame.     

Sensing the presence of the deceased: A narrative review

Researchers have reported that bereaved people often continue to sense the presence of the deceased. A particular collection of such experiences can be identified as instilling a perception that the deceased person is in some manner present in the company of the bereaved person. The aim of the current review was to synthesise the results on this topic to provide a comprehensive over-view for practitioners working with bereaved people who report these experiences. The studies were reviewed in terms of the nature of the experiences described, the provision of explanatory models to understand the significance of these experiences, describing any culturally specific aspects of these experiences, discussion of the personal impact of having the experiences, and for recommendations of how people who have these experiences can be supported.