Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching?

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. Results indicated that relatively low percentages of respondents were familiar with the EBIs included on the survey, exposure to EBIs occurred more frequently in coursework than practical experiences, and EBIs were rated as either somewhat important or important. Lack of time was rated as the most serious challenge to EBI training and a high percentage of directors reported students were taught to apply the criteria developed by professional organizations in psychology and education when evaluating outcome research.     

The Development and Evaluation of a Statewide Training Center for Home Visitors and Supervisors

This paper informs practice in community‐based home visiting workforce development by describing the development and evaluation of a university‐based training certificate program for home visitors and supervisors. The Interactive Systems Framework for Dissemination and Implementation (ISF; Wandersman et al., 2008) guides our conceptualization and paper organization. The ISF describes the components involved in translating research findings into effective implementation of prevention programs. We describe implementation and lessons learned from seven development activities: (a) review of the literature, (b) survey of other training initiatives across the country, (c) focus groups with home visitors and supervisors, (d) consultation with individual home visitors, (e) creation of a state advisory board of home visiting providers and stakeholders, (f) evaluation of two pilot trainings, and (g) video development. We then present evaluation data from 49 home visitors and 23 supervisors who completed the training certificate program after the pilot trainings. Both home visitors and supervisors rated training satisfaction highly, reported significant increases in self‐efficacy related to the training topics, and reported extensive use of motivational communication techniques, which are the foundational skills of the training content. These and other favorable results reflect the benefits of building on advances in theory and science‐based practice and of involving providers and stakeholders repeatedly throughout the development process.     

Applying an active lumbopelvic control strategy during lumbar extension exercises: Effect on muscle recruitment patterns of the lumbopelvic region

ObjectiveExamine whether implementing an active lumbopelvic control strategy during high load prone lumbar extension exercises affects posterior extensor chain recruitment and lumbopelvic kinematics.MethodsThirteen healthy adults acquired an optimal active lumbopelvic control strategy during guided/home-based training sessions. During the experimental session electromyography was used to evaluate the activity of the posterior extensor chain muscles during high load trunk/bilateral leg extension exercises with/without application of the strategy. Video-analysis was used to evaluate thoracic/lumbar/hip angles.ResultsImplementing the active lumbopelvic control strategy decreased the lordotic angle during trunk (p = 0.045; −3.2°) and leg extension exercises (p = 0.019; −10°). The hip angle was solely affected during trunk extension (p < 0.001; +9.2°). The posterior extensor chain (i.e. mean of the relative activity of all muscles (%MVIC) was recruited to a higher extent (p = 0.026; +9%) during trunk extension exercises performed with active lumbopelvic control. Applying the strategy during leg extension exercises lead to less activity of longissimus thoracic (p = 0.015; −10.2%) and latissimus dorsi (p = 0.010; −4.4%), and increased gluteus maximus activity (p ≤ 0.001; +16.8%).ConclusionsWhen healthy people are taught/instructed to apply an active lumbopelvic control strategy, this will decrease the degree of lumbar (hyper)lordosis and this influences the recruitment patterns of trunk and hip extensors. Hence, the possible impact on predetermined training goals should be taken into account by trainers.     

Suicide Intervention Training for K–12 Schools: A Quasi‐Experimental Study on ASIST

This quasi‐experimental study investigated differences between 104 school personnel who received a standardized suicide awareness and prevention training (i.e., Applied Suicide Intervention Skills Training) and 45 control group participants. Pre‐ and posttraining data included experimental and control group participants' (a) suicide intervention skills; (b) attitudes toward suicide; (c) knowledge of suicide; and (d) comfort, competence, and confidence in responding to individuals at risk of suicide. Results indicated a significant positive effect for training on all measures. Implications for training of school personnel and future research are discussed.     

A multi-session interpretation modification program: changes in interpretation and social anxiety symptoms

Previous research suggests that socially anxious individuals interpret ambiguous social information in a more threatening manner compared to non-anxious individuals. Recently, studies have experimentally modified interpretation and shown that this subsequently affected anxiety in non-anxious individuals. If similar procedures can modify interpretation biases in socially anxious individuals, they may lead to a reduction in social anxiety symptoms. In the current study, we examined the effect of a computerized Interpretation Modification Program (IMP) on interpretation bias and social anxiety symptoms. Twenty-seven socially anxious individuals were randomly assigned to the IMP or a control condition. Participants completed eight computer sessions over four weeks. The IMP modified interpretation by providing positive feedback when participants made benign interpretations and negative feedback in response to threat interpretations. The IMP successfully decreased threat interpretations, increased benign interpretations, and decreased social anxiety symptoms compared to the control condition. Moreover, changes in benign interpretation mediated IMP's effect on social anxiety. This initial trial suggests that interpretation modification may have clinical utility when applied as a multi-session intervention.     

A Way to Interpret Łukasiewicz Logic and Basic Logic

Fuzzy logics are in most cases based on an ad-hoc decision about the interpretation of the conjunction. If they are useful or not can typically be found out only by testing them with example data. Why we should use a specific fuzzy logic can in general not be made plausible. Since the difficulties arise from the use of additional, unmotivated structure with which the set of truth values is endowed, the only way to base fuzzy logics on firm ground is the development of alternative semantics to all of whose components we can associate a meaning. In this paper, we present one possible approach to justify ex post Łukasiewicz Logic as well as Basic Logic. The notion of ambiguity is central. Our framework consists of a Boolean or a Heyting algebra, respectively, endowed with an equivalence relation expressing ambiguity. The quotient set bears naturally the structure of an MV- or a BL-algebra, respectively, and thus can be used to interpret propositions of the mentioned logics.     

Building Capacity of State Adolescent Pregnancy Prevention Coalitions to Implement Science-Based Approaches

A central question in adolescent reproductive health circles is how to effectively disseminate research to practitioners in a way that supports them in using the most scientifically sound and effective programming. In 2002, the Division of Reproductive Health at the Centers for Disease Control and Prevention (CDC) tackled this question by funding three national-level and five state-level organizations focused on adolescent pregnancy prevention to promote the use of science-based programs and approaches. Healthy Teen Network (HTN) and Education, Training and Research Associates (ETR), two national organizations, have partnered under this CDC funding to implement an effective model for capacity building. This paper provides an overview of the approaches used by HTN and ETR in capacity building using a seven-step process. We describe how we modified the Interactive Systems Framework for Dissemination and Implementation (ISF) for science-based innovations to apply to capacity-building for adolescent reproductive health (ARH) programs, and how we developed relevant, sustainable training and technical support. We conclude by reviewing some of the results of this training, and discuss the future work that will likely continue to advance the science behind effective dissemination of ARH research to practice.     

Formal mentoring programs: The relationship of program design and support to mentors’ perceptions of benefits and costs

This study investigates the relationship of formal mentoring program design elements (i.e., voluntary participation, input to matching, and effectiveness of training) and management support to the benefits and costs perceived by formal mentors. Data were collected from 97 formal mentors from a Midwestern financial institution. Multiple regressions were performed controlling for time as a mentor in the program, hours spent mentoring, and number of protégés. Voluntary mentor participation was positively related to perceiving rewarding experiences and negatively related to being more trouble than it was worth. Input to the matching process was negatively related to nepotism, and perceptions of training effectiveness were positively related to generativity. Finally, perceived management support for the program was positively related to rewarding experience and recognition, and negatively related to generativity and bad reflection. Three supplemental group interviews were conducted to further explore some of the survey findings. Directions for future research and implications for formal workplace mentoring programs as well as mentoring programs in cross-disciplinary contexts are discussed.