The unconscious pursuit of emotion regulation: Implications for psychological health

Because of the central involvement of emotion regulation in psychological health and the role that implicit (largely unconscious) processes appear to play in emotion regulation, implicit emotion-regulatory processes should play a vital role in psychological health. We hypothesised that implicitly valuing emotion regulation translates into better psychological health in individuals who use adaptive emotion-regulation strategies. A community sample of 222 individuals (56% women) who had recently experienced a stressful life event completed an implicit measure of emotion regulation valuing (ER-IAT) and reported on their habitual use of an important adaptive emotion-regulation strategy: cognitive reappraisal. We measured three domains of psychological health: well-being, depressive symptoms, and social adjustment. As hypothesised, individuals who implicitly valued emotion regulation exhibited greater levels of psychological health, but only when they were high in cognitive reappraisal use. These findings suggest that salutary effects of unconscious emotion-regulation processes depend on its interplay with conscious emotion-regulation processes.     

The success of Taiwanese fathers in guiding adolescents

The purpose of this study was to examine similarities and differences in Taiwanese fathers' and adolescents' perceptions of paternal competencies. A multi-source (fathers (n = 176) and 10- 14-year-old adolescent children (n = 176), single-method (both generations completed the Parent Success Indicator) investigation was employed. Generational assessments were compared, and effects of independent variables were examined. Impressions from both generations were significantly different by child school grades and the amount of time fathers spent talking to and doing things with their adolescents.     

Learning and performance effects of accurate and erroneous knowledge of results on time perception

Performance feedback (also known as knowledge of results or KR) has both performance and learning effects on many tasks. Earlier studies have demonstrated performance but not learning effects on time perception tasks. In this experiment, we dissociate and identify these two phenomena on two different time perception tasks. Participants were presented with either accurate (100%) or erroneous (80% or 120% of actual performance) KR on either a reproduction or a numerical estimation time perception task. Accurate (100%) KR reduced the group variability and increased the accuracy of response magnitude but left individual variability unchanged. Erroneous (80% or 120%) KR also reduced the group variability while leaving individual variation unchanged, but decreased the true accuracy of the response, with response magnitudes increasing for the 80% KR group and decreasing for the 120% group. Thus external KR that is in conflict with internal time cues overrides these internal cues and dictates response magnitude on these two tasks. Thus KR provides guidance for these behaviors. KR did not reduce the variability (dispersion) of participants' responses, but centered each participant's responses closer to the targeted performance. This decreased group response variability reflected a performance enhancing effect of KR because group response variability increased after KR was withdrawn. In contrast, response magnitudes remained changed for the duration of the post-KR period, indicating that KR also induced a learned response. Thus individual response variability, group response variability and response magnitude represent dissociable features of performance on these time perception tasks.     

Research ethics for mental health science involving ethnic minority children and youths

In response to U.S. Public Health Service projects promoting attention to disparities in the outcomes of mental health treatments, in July 2001, the American Psychological Association, the National Institute of Mental Health, and the Fordham University Center for Ethics Education convened a group of national leaders in bioethics, multicultural research, and ethnic minority mental health to produce a living document to guide ethical decision making for mental health research involving ethnic minority children and youths. This report summarizes the key recommendations distilled from these discussions.     

Focal distraction: spatial shifts of attentional focus are not required for contingent capture

Contingent capture occurs when distractors that share the target's defining attribute capture attention and slow down target identification. This slowdown has been attributed to an involuntary attentional shift to the location of a pertinent distractor. The present study examined an additional source of delay: the time spent in processing pertinent distractors. In 7 experiments, distractors were presented at fixation, and targets were presented either at fixation or peripherally. Contingent capture invariably occurred when a salient distractor was presented within about 600 ms before the target, even when spatial shifts in attentional focus were ruled out. A 2-stage model is proposed in which stimuli must pass an input filter tuned to the target's defining attribute before gaining access to a high-level stage that is unavailable while a distractor is being processed.     

Understanding Risk and Protective Factors for Maternal Maltreatment: A Population-Based Comparative Analysis

Journal of Child and Family Studies - This prospective population-based study explored whether mothers who maltreat had different risk and protective factors than mothers who don’t including...     

Family Therapy in Outdoor Behavioral Healthcare: Current Practices and Future Possibilities

This paper highlights the role of the family in the treatment of youth who attend Outdoor Behavioral Healthcare (OBH) programs. It discusses the history of OBH, provides a critical overview of the research on the impact of OBH programs on family functioning, and discusses the importance of increased intentional integration of family therapy into OBH settings. To show this integration, this study presents a case study that highlights the role of the family, as well as the home family therapist throughout the phase of OBH treatment. Areas for future esearch are provided as well as suggestions for the increased utilization of adventure activities with families.     

T1 difficulty and the attentional blink: expectancy versus backward masking

According to bottleneck models of the attentional blink (AB), first-target (T1) processing difficulty should be related to AB magnitude. Tests of this prediction that have varied T1 difficulty in the context of a standard AB paradigm, however, have yielded mixed results. The present work examines two factors that may mediate the relationship between T1 difficulty and the AB: observer expectancy and backward masking of T1. In two experiments, omission of the backward mask consistently yielded the predicted relationship between T1 difficulty and the AB. In contrast, observer expectancy influenced target identification accuracy but did not mediate the relationship between T1 difficulty and the AB.     

Adolescent perception of mothers' parenting strengths and needs: a cross-cultural approach to curriculum development for parent education

Black, Hispanic, and White American early adolescents (N = 573) were administered the Parent Success Indicator. The performance of their mothers was rated for 60 items, included within six subscales, that consider Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Each racial group described favorable attributes of mothers and noted realms of learning where further growth seemed warranted. Statistically significant main effects for race, time spent together, and presence of an adult at home when the adolescent returned from school were reported. No significant main effects for child gender were reported. Based on perceptions of the participants, topics were identified for a common parent curriculum that can serve mothers of each racial group. Additional topics, based on the ratings within each race, were recommended to meet the distinctive learning needs of Black, Hispanic, and White mothers of early adolescents.