Scale of Unpredictability Beliefs: Reliability and Validity

Experiencing unpredictability in the environment has a variety of negative outcomes. However, these are difficult to ascertain due to the lack of a psychometrically sound measure of unpredictability beliefs. This article summarizes the development of the Scale of Unpredictability Beliefs (SUB), which assesses perceptions about unpredictability in one's life, in other people, and in the world. In Study I, college students (N = 305) responded to 68 potential items as well as other scales. Exploratory factor analysis yielded three internally consistent subscales (Self, People, and World; 16 items total). Higher SUB scores correlated with more childhood family unpredictability, greater likelihood of parental alcohol abuse, stronger causal uncertainty, and lower self-efficacy. In Study II, a confirmatory factor analysis supported the three-factor solution (N = 186 college students). SUB scores correlated with personality, childhood family unpredictability, and control beliefs. In most instances the SUB predicted family unpredictability and control beliefs beyond existing unpredictability measures. Study III confirmed the factor structure and replicated family unpredictability associations in an adult sample (N = 483). This article provides preliminary support for this new multi-dimensional, self-report assessment of unpredictability beliefs, and ideas for future research are discussed.     

Factor Mixture Modeling of the Insomnia Severity Index among Psychology Clinic Outpatients

Journal of Psychopathology and Behavioral Assessment - Insomnia symptoms are common among individuals with psychiatric disorders, and associated with increased symptom severity. However, the...     

The Role of Sexual Compulsivity,Impulsivity, and Experiential Avoidance in Internet Pornography Use

The Psychological Record - Previous research has found that a significant proportion of individuals who use Internet pornography (IP) report that their use is problematic in some area of...     

The role of sincere amends and perceived partner responsiveness in forgiveness

In a sample of 188 people currently in a romantic relationship, the authors examined the extent to which perceiving a partner as responsive and sincere in making amends relates to participants' forgiveness of a partner after a real‐life hurtful event. Specifically, it was predicted that sincere amends would be associated with greater forgiveness because it conveys that one's partner has understood and validated one's experience of the hurtful event. Results supported this mediational model. Further, exploratory analyses suggested that this meditational model is moderated by event severity and relationship satisfaction. Discussion focuses on understanding how this work might help to inform the dynamic process of forgiveness in couples.     

Acceptability of a brief computerized intervention targeting anxiety sensitivity

Despite the well-documented efficacy of cognitive behavioral treatments for anxiety disorders, the acceptability of these treatments remains an under-researched area. A better understanding of acceptability could help to improve the initiation of, and engagement in, these effective interventions. Recent research has suggested computerized interventions of anxiety-related risk factors may be one way to improve acceptability and overcome several common barriers to treatment. Considering this, the current study tested the acceptability of a computerized, anxiety sensitivity (AS)-focused treatment among a sample of treatment-seeking community participants and military veterans (N = 58). Results indicated that the majority of participants rated the intervention as acceptable, and that drop-out rate was low (ie 5%). Moreover, higher acceptability scores were associated with older age, veteran status, lower income levels, African-American race, and being separated/divorced. Findings suggest that a computerized AS-focused treatment may be an acceptable treatment method, and may have advantages in acceptability for hard to reach populations.     

Jewish Primary Schools in a Multicultural Society: Responding to diversity?

In February 2001 the British government announced its commitment to increase the number of schools run by the churches and other religious groups where there was 'clear local demand from parents and the community'. The decision met with approval in some quarters, but was condemned elsewhere on the grounds that such schools, in a multicultural society, are inevitably divisive. In the course of exploring the response of Jewish primary schools in England to cultural pluralism, this article sheds light on the charge of divisiveness. It describes a study that offers little support to the critics, for it highlights the wide variation in attitudes and practices that characterised the schools with regard to the multicultural dimension of citizenship education.     

Journal Reviews

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The generalizability of story grammar training across setting and tasks

Reading achievement depends in part on children's ability to employ strategies to monitor their comprehension, that is on children's use of metacognitive skills. An experimental intervention program created to foster such skills was evaluated. The story grammar training was designed to increase both strategic reading behavior and explicit, observable comprehension monitoring. Fourth-grade (N = 20) and fifth-grade (N = 16) children were randomly assigned to experimental and control groups. Maintenance was examined using free and probed oral recall, notetaking, and summarization of brief narrative and expository texts. Generalization was assessed through free and probed written recall of a lengthy text, which required both strategic reading and summarization skills for adequate comprehension. Skill acquisition was clearly demonstrated; trained readers were able to recall and summarize passages better than untrained readers. The evidence for generalization was more equivocal: although trained readers' free recall was significantly better than that of untrained readers, their probed recall was not. Provision of metacognitive skills that promote active comprehension monitoring, then, appears to provide children with the tools needed for independent reading. Programs designed to provide such skills may aid efforts to prevent reading failure.     

Social cognition and aggression in delinquent adolescent males

The relationship of aggression to several social cognitive variables in delinquent adolescent males was investigated. Subjects were fifty-eight institutionalized males identified by peers as high-aggressive or low-aggressive. Participants were administered measures of perspective taking, moral judgment, and person perception. The findings indicated that only perspective-taking ability was significantly related to aggressive behavior in delinquents. High-aggressive delinquents were less able to perceive others' viewpoints than were low-aggressive delinquents. These findings are consistent with previous research concerning perspective taking and aggression, but disconfirm research involving other social cognitive variables and aggression. Results further indicate the importance of studying social cognitive variables as they relate to relevant clinical behaviors.