The impact of artistic awakening and education on the young

Art is both a motor for the development of children, and an extraordinary means of communication. More time must be given to art in schools, through the increased training of teachers and by rebalancing the pace of teaching.     

CONSIDERATION OF THE ROLE OF PSYCHOTHERAPY IN REDUCING THE RISK OF SUICIDE IN AFFECTIVE DISORDERS – A CASE STUDY

In this paper material is presented from a patient with a diagnosis of a recurrent affective disorder and exhibiting resistance to engaging in the work of therapy alongside the emergence of active suicidal intent. Supervision can help in containing intensely disturbing feelings in the therapist and aid in identifying the underlying psychosis. Through exploration of the counter‐transference feelings, the therapist can become attuned to a playing down of the psychosis by the patient and alert other involved professionals. Technically, the challenge remains one of how to make an impact in the sessions through converting a psychotic monologue into a dialogue.     

Less is more: The availability heuristic in early childhood

This study examined whether young children are influenced by the subjective experience associated with an easy or difficult recall when making memory decisions. Seventy‐one children, aged 4, 6, and 8 years, were asked to generate either a small (easy condition) or large (hard condition) number of first names. Statistical analyses revealed that participants in the hard condition were more likely to infer that they did not know many names than participants in the easy condition, contrary to what would be expected if children based their memory judgement on the objective number of recalled items. Overall, our results support the hypothesis that children as young as 4 years old rely on the subjective experience of ease to regulate their decision‐making processes. Theoretical implications of these findings are discussed.     

Identifying and Referring Youths at Risk for Suicide Following Participation in School‐Based Gatekeeper Training

Gatekeeper training is a core strategy of the Garrett Lee Smith Memorial Suicide Prevention Act of 2004. Using data gathered from school‐based gatekeeper trainings implemented by GLS grantees, this analysis examines training and gatekeeper factors associated with (1) identification and referral patterns and (2) services at‐risk youths receive. Time spent interacting with youths was positively correlated with the number of gatekeeper identifications and knowledge about service receipt. Gatekeepers who participated in longer trainings identified proportionately more at‐risk youths than participants in shorter trainings. Most gatekeeper trainees referred the identified youths to services regardless of training type.     

Inspection times and the selection task: What do eye-movements reveal about relevance effects?

Three experiments are reported that used eye-movement tracking to investigate the inspection-time effect predicted by Evans' (1996) heuristic-analytic account of the Wason selection task. Evans' account proposes that card selections are based on the operation of relevance-determining heuristics, whilst analytic processing only rationalizes selections. As such, longer inspection times should be associated with selected cards (which are subjected to rationalization) than with rejected cards. Evidence for this effect has been provided by Evans (1996) using computer- presented selection tasks and instructions for participants to indicate (with a mouse pointer) cards under consideration. Roberts (1998b) has argued that mouse pointing gives rise to artefactual support for Evans' predictions because of biases associated with the task format and the use of mouse pointing. We eradicated all sources of artefact by combining careful task constructions with eye-movement tracking to measure directly on-line attentional processing. All three experiments produced good evidence for the robustness of the inspection-time effect, supporting the predictions of the heuristic-analytic account.