Family therapy and systemic interventions for child‐focused problems: the current evidence base

This review updates previous similar papers published in JFT in 2000, 2009 and 2014. It presents evidence from meta‐analyses, systematic literature reviews, narrative literature reviews and controlled trials for the effectiveness of systemic interventions for families of children and adolescents with common mental health problems and other difficulties. In this context, systemic interventions include both family therapy and other family‐based approaches such as parent training, or parent implemented behavioural programmes. The evidence supports the effectiveness of systemic interventions either alone or as part of multimodal programmes for sleep, feeding and attachment problems in infancy; recovery from child abuse and neglect; conduct problems, emotional problems, eating disorders, somatic problems, and first episode psychosis.     

Understanding HIV Prevention With College‐Going Black Women: An NIMH‐Funded Pilot Study

Black women are disproportionately affected by HIV. Limited research has examined race and gender as psychological variables of influence. In this National Institute of Mental Health pilot study, the authors used semistructured interviews to explore the heterogeneity of identity within race and gender and possible interactions with sexual risk perceptions and behavior in a sample of Black women attending college in an urban city. The article presents emergent themes, recommendations, and questions for future research. El VIH afecta a las mujeres negras de forma desproporcionada. Un número limitado de investigaciones ha examinado la raza y el sexo como variables psicológicas de influencia. En este estudio piloto del Instituto Nacional de Salud Mental, los autores usaron entrevistas semiestructuradas para explorar la heterogeneidad de la identidad dentro de la raza y el sexo, así como posibles interacciones con las percepciones de riesgo y comportamiento sexual en una muestra de mujeres negras cursando estudios universitarios en una ciudad urbana. El artículo presenta temas emergentes, recomendaciones y preguntas para futuras investigaciones.     

Using Liberation Psychology and Dialectical Humanism to Understand Latinx Adolescents’ Life Satisfaction and Depressive Symptoms

The authors conducted a study to examine how the presence of meaning in life, search for meaning in life, hope, family importance, and enculturation influenced Latinx adolescent students’ depressive symptoms and life satisfaction. Two regression models revealed there was a statistically significant relationship between predictor variables, life satisfaction, and depression. The article concludes with a discussion regarding the importance of these findings and recommendations for practice and research. Los autores llevaron a cabo un estudio para examinar cómo la presencia de sentido en la vida, la búsqueda de sentido en la vida, la esperanza, la importancia de la familia y la enculturación influyeron en los síntomas depresivos y satisfacción vital de estudiantes adolescentes Latinx. Dos modelos de regresión revelaron que existe una relación estadísticamente significativa entre las variables de predicción, la satisfacción vital y la depresión. Este artículo concluye con una discusión en torno a la importancia de estos hallazgos, así como recomendaciones para la práctica y la investigación.     

Measuring Anxiety and Depression in Ghanaian and U.S. College Students

Differences between Ghanaian (n = 465) and U.S. (n = 425) college students on the Hopkins Symptom Checklist‐25 (HSCL‐25; Mollica, Wyshak, de Marneffe, Khuon, & Lavelle, 1987 ) were examined. Compared with their U.S. counterparts, Ghanaians reported less general distress related to anxiety and depression, more anxiety‐specific distress, and no differences in depression‐specific distress. A multidimensional approach may be most appropriate in HSCL‐25 screening for symptoms of anxiety and depression. Se examinaron las diferencias entre estudiantes universitarios ghaneses (n = 465) y estadounidenses (n = 425) en el Listado de Síntomas de Hopkins‐25 (HSCL‐25, por sus siglas en inglés; Mollica, Wyshak, de Marneffe, Khuon, & Lavelle, 1987 ). Comparados con sus homólogos estadounidenses, los ghaneses comunicaron un menor sufrimiento general relacionado con la ansiedad y depresión, un mayor sufrimiento específico relacionado con la ansiedad, y no hubo diferencias en el sufrimiento específico relacionado con la depresión. Un enfoque multidimensional puede ser el más apropiado en el chequeo de HSCL‐25 para síntomas de ansiedad y depresión.     

An Initial Investigation of Individual Instructors’ Self‐Perceived Competence and Incorporation of Disability Content Into CACREP‐Accredited Programs: Rethinking Training in Counselor Education

Given the prevalence of children and families who experience disabilities, this study examined how 141 instructors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs cover disability‐related content in their curriculum. The study also examined the influence self‐perceived disability‐related competencies have on whether and how instructors infuse disability‐related content into counselor pedagogy. Limitations and implications for counselor educators are presented. Dada la prevalencia de niños y familias que experimentan discapacidades, este estudio examinó cómo 141 docentes de programas acreditados por el Consejo de Acreditación en Consejería y Programas Educativos Relacionados (CACREP, por sus siglas en inglés) presentan los contenidos relacionados con la discapacidad en sus currículums. El estudio también examinó la influencia que tienen las competencias autopercibidas relacionadas con la discapacidad sobre si los docentes incluyen contenidos relacionados con la discapacidad en la pedagogía de consejeros y de qué forma lo hacen. Se presentan las limitaciones e implicaciones para educadores de consejeros.     

Student's metamemory knowledge about the impact of stereoscopic three‐dimensional presentations of science content

We investigated students' knowledge and beliefs about the impact of using three‐dimensional (3D) multimedia presentations. Students listened to a lecture about the ventricular system, which was presented alone (Experiment 1 only) or with a 3D or a 2D video illustrating the system. Afterwards, students judged how well they would perform on a criterion test. In Experiment 1, students judged that the 3D presentation would be superior to listening to the lecture alone (d = 0.81). Mean judgments were higher for the 3D than 2D presentation (d = 0.24), but this difference was not significant, so we estimated the effect size again. In Experiment 2, judgments were significantly higher after the 3D than 2D presentations (d = 0.40). Test performance was not significantly greater after the 3D than 2D presentations. A survey study again revealed that students believe 3D presentations are superior, and most students reported preferring them to 2D presentations.     

3~4岁儿童规则因果推理能力的训练研究

学前期是儿童多种推理能力产生和发展的重要时期。本研究(以64名3岁儿童为被试,采用Frye和Zelazo等所设计的“二进二出”装置,通过对3岁儿童的规则因果推理能力进行训练,从而探索儿童规则因果推理的内在机制。在本研究条件下,结果发现:1.年龄与训练的交互效应不显著,各年龄组儿童经过训练后,成绩的提高没有显著差异;2.规则与训练的交互效应显著,竖直规则下,儿童通过训练后提高的成绩不显著,但在交叉规则下前测后测成绩差异极其显著;3.训练效应显著,暴露因果机制,给予及时反馈和阐述规则时附加手势这些信息能促进年幼儿童对高级规则的掌握。     

The Moderating Effects of Justice on the Relationship Between Organizational Politics and Workplace Attitudes

Research suggests that perceptions of organizational politics consistently result in negative outcomes for individuals. In the current study, distributive and procedural justice are explored for their effects on the relationships between perceptions of organizational politics and turnover intentions and job satisfaction. We tested these relationships in a sample of 311 employees of a water management district. Results indicated the politics––turnover intentions and politics––job satisfaction relationships were weaker when perceptions of both forms of justice are high. Further, and potentially more interestingly, politics mattered the most when the distribution of outcomes was unfair (distributive justice) as opposed to when procedures were unfair (procedural justice). Implications for future research and management practice are discussed.     

Considerations for evaluating universal screening assessments

Universal screening is a critical prerequisite to providing early school-based prevention and intervention services for students at risk for or with academic, behavioral, or emotional difficulties. Although use of academic and behavioral screening has become more prevalent, criteria for making informed decisions about appropriate screening tools are not readily available to those who work in educational settings. The purpose of this article is to (a) highlight several considerations about the appropriateness, technical adequacy, and usability of academic or behavioral screeners and (b) provide a general assessment of the current state of science pertaining to universal screening. The article concludes with considerations for policy and practice. The framework presented may be useful in guiding those interested in evaluating, selecting, and researching school-based universal screening assessments.