Ethnic Match and Treatment Outcomes for Child and Adolescent Mental Health Center Clients

This study investigated the effects of client ethnicity and client‐counselor ethnic match on treatment outcomes (i.e., GAF‐difference [from the Global Assessment of Functioning Axis V rating of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, American Psychiatric Association, 1994] and client visitation) of 1,946 child and adolescent community mental health center clients. After controlling for 7 other variables, no differences were observed after adjustment among client ethnicities, age groups, or ethnic match on the GAF‐difference dependent measure. Ethnically matched African American child and adolescent clients had fewer mental health visits than did their nonmatched counterparts. Implications of these findings are discussed.     

A Multivariate Associative Finite Growth Mixture Modeling Approach Examining Adolescent Alcohol and Marijuana Use

Theoretical and empirical substance use development research suggests that adolescent populations are not homogenous and can often be separated into subpopulations characterized by qualitatively different patterns of substance use development. This paper demonstrates the application of a multivariate associative finite latent growth mixture modelling approach to examine heterogeneity in patterns of adolescent alcohol and marijuana use and the influence of age, gender, parent, and peer substance use. Substance use problem outcomes were also examined. Participants were male and female adolescents (N = 1,044) ranging in age from 11 to 17 years at the first assessment (Mean age = 14.47; SD = 1.95). Individuals were 45% female and 82% Caucasian. Using growth mixture methodology, a 7-class model captured distinct simultaneous alcohol and marijuana use patterns over a 3-year period. Findings highlight the importance of examining subgroups of adolescent substance use, rather than focusing only on single samples.     

Behavior Ratings and Observations of Externalizing Symptoms in Girls: The Role of Child Popularity with Adults

This study examined staff ratings and live observations of externalizing behavior in 149 girls with and without attention-deficit/hyperactivity disorder (ADHD), who participated in all-female naturalistic research camps. Girls' popularity with adult camp staff was hypothesized to explain discrepancies between ratings and observations. Compared to behavior observations, staff ratings overestimated the externalizing behavior of girls who were disliked by staff. In contrast, ratings and observations were consistent for girls who were liked by staff. Among girls who were disliked by staff, unpopularity with peers predicted a larger discrepancy between staff ratings and observations, but peer status made little difference in rating–observation discrepancies of girls liked by staff. All results held after controlling for the participants' ADHD versus comparison status. Results suggest that staff ratings may be biased by personal feelings about children and that direct observations may be more immune to such bias.     

Riddles in serial murder: A synthesis

This article blends the conclusions of four former law enforcement personnel who have investigated and apprehended serial killers, with pertinent principles derived primarily from the field of psychoanalysis. The four—John Douglas, Roy Hazelwood, Robert Keppel, and Robert Ressler—have written extensively about their investigations of serial killers. In their writings, they have answered many questions about the personality development of serial killers while leaving other questions only partially answered. This article expands the answers to three fundamental questions: What is the origin of the dynamics of serial killing? Why is the aggressive drive so singularly powerful and persistent in serial killers? Why is it that serial killers often reveal their identities to the police? In answering these three riddles, the contributions of four emotional pillars in the personality of killers are emphasized. The pillars include emotional hunger, anxiety and aggression, eroticism, and conscience structure. At times, these pillars merge and drive murderous behavior but the pillars lack the integration needed for healthy personality development. This synthesis offers a fuller understanding of the psychodynamics involved in serial killings.     

Are low‐literate and high‐literate consumers different? Applying resource‐matching theory to ad processing across literacy levels

This research investigates whether low-literate consumers process written advertisements differently than high-literate consumers do. Consistent with resource-matching theory (RMT), the first experiment reveals that, unlike high-literate processors, when low-literate processors read ads of moderate complexity, involvement with the ad does not affect processing. The second experiment extends RMT's applicability to both low- and high-literate consumers by demonstrating that low-literate processors' reading outcomes mirror those of high-literate processors when ads are written to reflect their reading capability.     

Extending the challenge-hindrance model of occupational stress: The role of appraisal

Interest regarding the challenge-hindrance occupational stress model has increased in recent years, however its theoretical foundation has not been tested. Drawing from the transactional theory of stress, this study tests the assumptions made in past research (1) that workload and responsibility are appraised as challenges and role ambiguity and role conflict are appraised as hindrances, and (2) that these appraisals mediate the relationship between these stressors and outcomes (i.e., strains, job dissatisfaction, and turnover intentions). For a sample of 479 employees, we found that although workload, role ambiguity, and role conflict could be appraised primarily as challenges or hindrances, they could also simultaneously be perceived as being both to varying degrees. Support was also found for a model in which primary appraisal partially mediated the stressor-outcome relationship.     

The relationship of parental warm responsiveness and negativity to emerging behavior problems following traumatic brain injury in young children

Parenting behaviors play a critical role in the child's behavioral development, particularly for children with neurological deficits. This study examined the relationship of parental warm responsiveness and negativity to changes in behavior following traumatic brain injury (TBI) in young children relative to an age-matched cohort of children with orthopedic injuries (OI). It was hypothesized that responsive parenting would buffer the adverse effects of TBI on child behavior, whereas parental negativity would exacerbate these effects. Children, ages 3-7 years, hospitalized for TBI (n = 80) or OI (n = 113), were seen acutely and again 6 months later. Parent-child dyads were videotaped during free play. Parents completed behavior ratings (Child Behavior Checklist; T. M. Achenbach & L. A. Rescorla, 2001) at both visits, with baseline ratings reflecting preinjury behavior. Hypotheses were tested using multiple regression, with preinjury behavior ratings, race, income, child IQ, family functioning, and acute parental distress serving as covariates. Parental responsiveness and negativity had stronger associations with emerging externalizing behaviors and attention-deficit/hyperactivity disorder symptoms among children with severe TBI. Findings suggest that parenting quality may facilitate or impede behavioral recovery following early TBI. Interventions that increase positive parenting may partially ameliorate emerging behavior problems.     

Functional analysis and treatment of human-directed undesirable behavior exhibited by a captive chimpanzee

A functional analysis identified the reinforcer maintaining feces throwing and spitting exhibited by a captive adult chimpanzee (Pan troglodytes). The implementation of a function-based treatment combining extinction with differential reinforcement of an alternate behavior decreased levels of inappropriate behavior. These findings further demonstrate the utility of function-based approaches to assess and treat behavior problems exhibited by captive animals.     

A Brief Experimental Analysis of Reinforcer and Response Dimensions Related to Self-Control in an Outpatient Clinic

We conducted an assessment of self-control and impulsivity with 9 children referred to an outpatient clinic for impulsive, inattentive, and hyperactive behaviors. Each condition of the assessment consisted of a choice between 2 concurrently presented math or writing tasks, with 1 alternative reflecting impulsive responding and 1 alternative reflecting self-control. For the participants who demonstrated impulsive responding in 1 of 2 baseline conditions, we systematically varied reinforcer quality, delay to reinforcement, and response effort to evaluate the effects of these dimensions on the participants’ choices. Results of the assessment revealed that 3 participants displayed self-control responding, and 6 participants displayed impulsive responding during baseline conditions. Of the participants who displayed initial impulsivity, all showed self-control when 1 or more response or reinforcement dimensions were modified to bias responding within a brief multielement design. Results provide a unique application of concurrent schedules for conducting a brief assessment of impulsive responding in an outpatient clinical setting.     

The challenge of becoming an integrative counsellor: The trainee's perspective

Aim: Integrative therapeutic practice is commonplace within the UK. Counsellors and psychotherapists increasingly report working in this way and numerous training courses have developed which advocate such practice. Despite its popularity, researchers have paid little attention to the impact that such training has upon students. This study therefore explores newly qualified counsellors' reflections of undertaking professional training in integrative counselling. Design: Newly qualified counsellors were invited to take part in a focus group to discuss their training experiences. Two groups were held involving a total of seven people. The data generated was analysed using Grounded Theory. Findings: The core-category ‘The challenge of becoming an integrative counsellor’ was identified. Embedded within this were four sub-categories: (1) ‘training issues’, (2) ‘applied issues’, (3) ‘the development of an integrative theory and identity’, and (4) ‘the impact of integrative training post qualification’. Key findings include the willingness of trainees to tolerate theoretical ambiguity and the discomfort that surrounded not belonging to a pure paradigm community. Discussion: Recommendations are made that trainers and practice supervisors are mindful of the distinct struggles that integrative trainees encounter. Additionally, in response to the isolation that some trainees report, greater use of peer support networks is encouraged.