Mediators of a Culturally-Sensitive Intervention for Suicidal African American Women

This study explored intervention outcomes and mechanisms that could help explain why low-income, African American women with a history of intimate partner abuse and suicide attempt improve in response to a culturally-informed intervention, the Grady Nia Project. Specifically, the investigation examined whether or not the intervention had effects on the women and whether or not spiritual well-being and coping mediated the effects of the intervention on suicidal ideation and depressive symptoms. In this randomized controlled clinical trial, data from 89 women who completed both pre- and post-intervention assessments were analyzed. During the post-intervention follow-up, women in the active intervention group reported lower levels of suicidal ideation and depressive symptoms and higher levels of existential well-being and adaptive coping skills than those women randomized to the treatment as usual group. However, only existential well-being was found to mediate treatment effects on suicidal ideation and depressive symptoms. Religious well-being, as well as adaptive and maladaptive coping, did not serve a mediational function. These findings highlight the importance of designing and implementing culturally-sensitive and evidence-based strategies that enhance existential well-being in this population.     

Intrinsic and extrinsic contributions to heavy tails in visual foraging

Eyes move over visual scenes to gather visual information. Studies have found heavy-tailed distributions in measures of eye movements during visual search, which raises questions about whether these distributions are pervasive to eye movements, and whether they arise from intrinsic or extrinsic factors. Three different measures of eye movement trajectories were examined during visual foraging of complex images, and all three were found to exhibit heavy tails: Spatial clustering of eye movements followed a power law distribution, saccade length distributions were lognormally distributed, and the speeds of slow, small amplitude movements occurring during fixations followed a 1/f spectral power law relation. Images were varied to test whether the spatial clustering of visual scene information is responsible for heavy tails in eye movements. Spatial clustering of eye movements and saccade length distributions were found to vary with image type and task demands, but no such effects were found for eye movement speeds during fixations. Results showed that heavy-tailed distributions are general and intrinsic to visual foraging, but some of them become aligned with visual stimuli when required by task demands. The potentially adaptive value of heavy-tailed distributions in visual foraging is discussed.     

Atypical updating of face representations with experience in children with autism

Face identity aftereffects are significantly diminished in children with autism relative to typical children, which may reflect reduced perceptual updating with experience. Here, we investigated whether this atypicality also extends to non‐face stimulus categories, which might signal a pervasive visual processing difference in individuals with autism. We used a figural aftereffect task to measure directly perceptual updating following exposure to distorted upright faces, inverted faces and cars, in typical children and children with autism. A size‐change between study and test stimuli limited the likelihood that any processing atypicalities reflected group differences in adaptation to low‐level features of the stimuli. Results indicated that, relative to typical children, figural aftereffects for upright faces, but not inverted faces or cars, were significantly attenuated in children with autism. Moreover, the group difference was amplified when we isolated the ‘face‐selective’ component of the aftereffect, by partialling out the mid‐level shape adaptation common to upright and inverted face stimuli. Notably, the aftereffects of typical children were disproportionately larger for upright faces than for inverted faces and cars, but the magnitude of aftereffects of autistic children was not similarly modulated according to stimulus category. These findings are inconsistent with a pervasive adaptive coding atypicality relative to typical children, and suggest that reduced perceptual updating may constitute a high‐level, and possibly face‐selective, visual processing difference in children with autism.     

Youth Initiated Mentoring: Investigating a New Approach to Working with Vulnerable Adolescents

This study examines youth initiated mentoring (YIM), a new approach to mentoring in which youth nominate mentors from among the non-parental adults within their existing social networks (e.g., teachers, family friends, extended family members). YIM is currently being implemented through the National Guard Youth ChalleNGe Program (NGYCP), an intensive residential intervention program for youth ages 16–18 who have dropped out or been expelled from high school. This study employed a mixed methods explanatory design, drawing on quantitative data from a national longitudinal evaluation of NGYCP (N = 1,173) and qualitative data from a subsample of participants (N = 30) in the evaluation. Results indicated that more enduring mentoring relationships were associated with increased retention of educational, vocational, and behavioral outcomes 3 years following entry into the study. Qualitative data suggested that, when relationships endured, mentors contributed to improvements in participants’ educational and occupational success, quality of relationships with parents, peers, and others, and self-concept by providing social-emotional support, instrumental support, and guidance. Results also revealed that relationships were more likely to endure when youth chose their mentors on their own (rather than receiving help from parents or program staff) and when mentors were of the same race as youth. Implications for research and practice are discussed.     

Preschool Ontology: The Role of Beliefs About Category Boundaries in Early Categorization

These studies examined the role of ontological beliefs about category boundaries in early categorization. Study 1 found that preschool-age children (N = 48, aged 3–4 years old) have domain-specific beliefs about the meaning of category boundaries; children judged the boundaries of natural kind categories (animal species, human gender) as discrete and strict, but they judged the boundaries of other categories (artifact categories, human race) as more flexible. Study 2 demonstrated that these domain-specific ontological intuitions guide children's learning of new categories; children (N = 28, 3-year-olds) assumed that the boundaries of novel animal categories would be narrower and more strictly defined than novel artifact categories. These data demonstrate that abstract beliefs about the meaning of category boundaries shape early conceptual development.     

The Effects of Maternal Disaster Exposure on Adolescent Mental Health 12 Years Later

Research on Child and Adolescent Psychopathology - Natural disasters adversely impact children’s mental health, with increased parent or child exposure and subsequent parental distress...     

Relationships between cognition and literacy in children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis

Evidence suggests that cognitive and literacy difficulties are common for children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current systematic review and meta-analysis investigated the relationship between cognition and literacy in children with ADHD. Ten thousand and thirty-eight articles were screened against the inclusion criteria and six eligible studies were retained for final review. Where two or more studies used comparable measures of cognition and literacy, a meta-analysis of the relationship between these measures was undertaken. A narrative synthesis of all included studies was also completed. There were medium effect sizes between working memory and aspects of reading, and small effect sizes between processing speed and reading. Inhibition and attention had differential relationships with aspects of literacy with varying effect sizes. This systematic review demonstrates differential relationships between aspects of literacy and cognition in children with ADHD. Further examination of these relationships is warranted to support intervention development.     

A Pilot Study of a Method for Teaching Clinical Psychology Trainees to Conceptualise and Manage Countertransference

There is evidence that therapists' countertransference responses can affect the therapeutic relationship. There is also evidence that trainee therapists can experience difficulty understanding and managing countertransference. This evidence suggests the need for greater focus on countertransference in the training of professionals, such as psychologists, for whom therapy is a core activity. However, little is currently known about the best way of providing such training or the impact of such training on recipients. This pilot study examined clinical psychology trainees' responses to a teaching and learning method for conceptualising and managing countertransference. The method was designed to be accessible to a range of psychology trainees including those in cognitive behavioural therapy programmes. This article outlines the method and its pilot evaluation. An anonymous online questionnaire was completed by 55 trainees pre‐intervention and 40 post‐intervention. Qualitative methods were used to examine changes in trainees' analyses of countertransference pre‐ and post‐intervention, and their reports of understanding and managing countertransference. Trainees also rated the intervention. The majority of participants who completed the post‐intervention questionnaire reported that training increased awareness of or the ability to conceptualise countertransference. They reported strategies for managing countertransference, although they were less confident in this area.