The Depression Anxiety Stress Scale-21: Spanish Translation and Validation with a Hispanic Sample

The English-language version of the Depression Anxiety Stress Scale-21 (DASS-21) was professionally translated into Spanish and field-tested among 98 bilingual Hispanic adults. Participants who were diagnosed with an anxiety disorder on the Anxiety Disorders Interview Schedule-IV completed the DASS-21, the Beck Depression Inventory-II, and the Beck Anxiety Inventory. Results indicated strong indices of internal consistency and expected patterns of discriminant, convergent, and structural validity. A confirmatory factor analysis compared a model fit of a first order 1-factor model, a first order 3-factor model, and a second order factor model. The latter 2 models were significantly better than the 1-factor model. Psychometric data were comparable to those of an English version. Clinicians and researchers in need of a brief, Spanish-language, screening measure of general psychopathology may want to consider this newly translated DASS-21.     

Enforcing Social Conformity: A Theory of Authoritarianism

Fifty years after the publication of The Authoritarian Personality, the empirical literature on authoritarianism continues to grow even though there is no widely accepted theory to account for the phenomenon. The absence of a secure theoretical grounding severely limits our understanding of authoritarianism. This paper offers a new conceptualization in which authoritarian predispositions originate in the conflict between the values of social conformity and personal autonomy. Prejudice and intolerance should be observed among those who value social conformity and perceive a threat to social cohesion. These hypotheses were tested with a sample of undergraduate students; the questionnaire included new measures of the dimension of social conformity–autonomy as well as items from Altemeyer's RWA (right–wing authoritarianism) scale.     

Self-Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Grounded in Bandura’s (1997) self-efficacy theory and Savickas’s (2011) career construction theory, this study examined school counselors’ beliefs about whether they can perform specific tasks related to supporting students’ career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self-Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh-Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented.     

I—Jennifer Hornsby

ABSTRACT The central claim is that the semantic knowledge exercised by people when they speak is practical knowledge. The relevant idea of practical knowledge is explicated, applied to the case of speaking, and connected with an idea of agents'knowledge. Some defence of the claim is provided.