Resiliency,Risk, and Substance Use Among Hispanic Urban Juvenile Detainees

A study of resiliency was conducted among 236 urban juvenile detainees. Findings reveal that resiliency processes related differently to risk and protective factors, differed among ethnic groups, and varied by age and gender among juvenile detainees.     

Computer- and internet-based psychotherapy interventions

Computers and Internet-based programs have great potential to make psychological assessment and treatment more cost-effective. Computer-assisted therapy appears to be as effective as face-to-face treatment for treating anxiety disorders and depression. Internet support groups also may be effective and have advantages over face-to-face therapy. However, research on this approach remains meager.     

Ministry-Related Burnout and Stress Coping Mechanisms Among <Emphasis Type="Italic">Assemblies of God</Emphasis>-Ordained Clergy in Minnesota

Clergy members suffering from burnout face both personal and professional complications. This study assessed occupational burnout and stress coping mechanisms among ministers affiliated with the Assemblies of God, a denomination that has received little attention in previous burnout-related studies. A cross-sectional design was employed using two instruments with acceptable psychometric properties. Approximately 65 % of those surveyed were either suffering from burnout or on the verge of burnout. Statistical differences in coping mechanism use were found between those who were and were not experiencing some level of burnout. The results of this study add to the existing understanding of occupational burnout among clergy members and ways in which burnout may be alleviated.     

Moral responsibility for actions and omissions: a new challenge to the asymmetry thesis

This paper presents a new challenge to the thesis that moral responsibility for an omission requires the ability to do the omitted action, whereas moral responsibility for an action does not require the ability to do otherwise than that action. Call this the asymmetry thesis. The challenge arises from the possibility of cases in which an omission is identical to an action. In certain of such cases, the asymmetry thesis leads to a contradiction. The challenge is then extended to recent variations of the asymmetry thesis defended by John Martin Fischer and Carolina Sartorio. Finally, a possible objection to the challenge is addressed.     

Initial Psychometric Validation of the Non-Suicidal Self-Injury Scar Cognition Scale

Given the growing literature on the detrimental psychological consequences of NSSI, it is surprising that scarce research has focused on the permanent physical consequences of NSSI, scarring to one’s tissue (Burke et al. Psychiatry Research 228, 416–424, 2015; Lewis The Journal of Nervous and Mental Disease, 204(1), 33–35 2016). Indeed, with recent research suggesting that upwards of half of those with a history of NSSI bear scarring as a result of the behavior (Burke et al. Comprehensive Psychiatry, 65, 79–87 2016), the psychological implications of scarring are important to understand. Given preliminary literature suggesting that the vast majority of individuals who bear NSSI scars ascribe a great deal of meaning to their scarring, and that this meaning varies widely, a psychometrically sound scale is needed to comprehensively and systematically assess NSSI scar-related cognitions. The present study examined the psychometric properties of the Non-Suicidal Self-Injury Scar Cognition Scale (NSSI-SCS). A sample of 110 undergraduates with at least one scar from NSSI completed the NSSI-SCS as well as measures of concurrent and divergent validity. Exploratory Factor Analysis was conducted to determine the factor structure of the NSSI-SCS. Results indicated that a five-factor solution offered the best fit for the data. Psychometric analyses support the validity of the NSSI-SCS given evidence of concurrent validity, divergent validity, and reliability. Future research should examine the test-retest reliability of the NSSI-SCS, as well as its sensitivity to change, particularly in the context of treatment research.     

Between-language repetition priming in antonym generation: evidence that translation-equivalent adjectives have shared conceptual representations across languages

Previous literature has demonstrated conceptual repetition priming across languages in bilinguals. This between-language priming effect is taken as evidence that translation equivalents have shared conceptual representations across languages. However, the vast majority of this research has been conducted using only concrete nouns as stimuli. The present experiment examined conceptual repetition priming within and between languages in adjectives, a part of speech not previously investigated in studies of bilingual conceptual representation. The participants were 100 Spanish-English bilinguals who had regular exposure to both languages. At encoding, participants performed a shallow processing task and a deep-processing task on English and Spanish adjectives. At test, they performed an antonym-generation task in English, in which the target responses were either adjectives presented at encoding or control adjectives not previously presented. The measure of priming was the response time advantage for producing repeated adjectives relative to control adjectives. Significant repetition priming was observed both within and between languages under deep, but not shallow, encoding conditions. The results indicate that the conceptual representations of adjective translation equivalents are shared across languages.     

Semicompatibilism: no ability to do otherwise required

In this paper, I argue that it is open to semicompatibilists to maintain that no ability to do otherwise is required for moral responsibility. This is significant for two reasons. First, it undermines Christopher Evan Franklin’s recent claim that everyone thinks that an ability to do otherwise is necessary for free will and moral responsibility. Second, it reveals an important difference between John Martin Fischer’s semicompatibilism and Kadri Vihvelin’s version of classical compatibilism, which shows that the dispute between them is not merely (or even largely) a verbal dispute. Along the way, I give special attention to the notion of general abilities, and, though I defend the distinctiveness of Fischer’s semicompatibilism against the verbal dispute charge, I also use the discussion of the nature of general abilities to argue for the falsity of a certain claim that Fischer and coauthor Mark Ravizza have made about their account (namely that “reactivity is all of a piece”).     

Resilient teenagers: Explaining the high educational aspirations of visible-minority youth in Canada

While previous studies show that visible minority and immigrant students are disadvantaged within the school system, findings from a national Canadian survey of 15-year old students and their parents indicate that visible-minority immigrant students nevertheless have higher educational aspirations than Canadian-born nonvisible minority students. Using the 2000 Youth in Transition survey, this paper examines sociodemographic, social psychological, and school performance factors that help explain much of the difference in aspirations between these groups. We conclude by identifying areas of future research that could further uncover the family, school, and community processes that shape aspirations and the relationships between aspirations and future educational and occupational attainment.     

The effect of overlearning on long‐term retention

Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long‐term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions (Experiment 2). The degree of learning was manipulated and measured via multiple test‐with‐feedback trials, and participants returned for a final cued recall test between 1 and 9 weeks later. The overlearners recalled far more than the low learners at the 1‐week test, but this difference decreased dramatically thereafter. These data suggest that overlearning (and its concomitant demand for additional study time) is an inefficient strategy for learning material for meaningfully long periods of time. Copyright © 2004 John Wiley & Sons, Ltd.