'This is our life': strong evaluation in psychotherapy narrative

This paper examines the relevance of both client and counsellor conceptions of the ‘good life’ in relation to a narrative analysis of the first session of a case of successful client-centred therapy.In this opening session, the client embeds her ‘problem’ story within contrasting cultural narratives of what it means to live a good life. The therapist discourse also consistently draws upon a therapeutic meta-narrative that conveys an implicit story of how to live life well. This material is discussed from the perspective of the concept of ‘strong evaluation’ offered by the philosopher CharlesTaylor.Implications for research and practice are discussed.     

Training attentional control in older adults

ABSTRACT

Recent research has demonstrated benefits for older adults from training attentional control using a variable priority strategy, but the construct validity of the training task and the degree to which benefits of training transfer to other contexts are unclear. The goal of this study was to characterize baseline performance on the training task in a sample of 105 healthy older adults and to test for transfer of training in a subset (n?=?21). Training gains after 5 days and extent of transfer was compared to another subset (n?=?20) that served as a control group. Baseline performance on the training task was characterized by a two-factor model of working memory and processing speed. Processing speed correlated with the training task. Training gains in speed and accuracy were reliable and robust (ps <.001, η²?=?.57 to .90). Transfer to an analogous task was observed (ps <.05, η²?=?.10 to .17). The beneficial effect of training did not translate to improved performance on related measures of processing speed. This study highlights the robust effect of training and transfer to a similar context using a variable priority training task. Although processing speed is an important aspect of the training task, training benefit is either related to an untested aspect of the training task or transfer of training is limited to the training context.     

A Review of the Nurtured Heart Approach to Parenting: Evaluation of its Theoretical and Empirical Foundations

The Nurtured Heart Approach to parenting (NHA; Glasser & Easley, 2008) is summarized and evaluated in terms of its alignment with current theoretical perspectives and empirical evidence in family studies and developmental science. Originally conceived and promoted as a behavior management approach for parents of difficult children (i.e., with behavior disorders), NHA is increasingly offered as a valuable strategy for parents of any children, despite a lack of published empirical support. Parents using NHA are trained to minimize attention to undesired behaviors, provide positive attention and praise for compliance with rules, help children be successful by scaffolding and shaping desired behavior, and establish a set of clear rules and consequences. Many elements of the approach have strong support in the theoretical and empirical literature; however, some of the assumptions are more questionable, such as that negative child behavior can always be attributed to unintentional positive reinforcement by parents responding with negative attention. On balance, NHA appears to promote effective and validated parenting practices, but its effectiveness now needs to be tested empirically.     

Studies of a Child. I

The authors examined the relationship between newborn neurobehavioral profiles and the characteristics of early mother-infant interaction in Nagasaki, Japan. The authors administered the Brazelton Neonatal Behavioral Assessment Scale (NBAS; T. B. Brazelton &; J. K. Nugent, 1995) in the newborn period and the Nursing Child Assessment Teaching Scale at 1 month (NCATS; G. Sumner &; A. Spietz, 1994). They administered the Perceived Stress Scale (S. Cohen, T. Kamarck, &; R. Mermelstein, 1983) as an index of maternal stress experienced over the past month. Lower irritability, higher stability in skin coloration, and lower tremulousness in the neonatal period were correlated with higher levels of maternal nurturing behaviors at 1 month. Birth weight and 2 NBAS range-of-state items (peak of excitement, irritability) predicted 31% of the variance in NCATS caregiver subscale score. The NBAS autonomic stability items (tremulousness, startles, lability of skin color) predicted 31% of the variance in the NCATS child subscale score. Perceived stress and maternal sociodemographic variables (education, income, age, parity) were not associated with child, caregiver, and total scores on the NCATS. The results suggested that lack of autonomic stability in Japanese neonates might serve as an early indicator of infant frailty, negative behavioral cues, and decreased maternal responsiveness.     

Using the Tenets of the Problem‐Centered Systems Therapy of the Family (PCSTF) to Teach the McMaster Approach to Family Therapists

This article describes the videoconferencing training of a group of family therapists in the McMaster Approach to evaluating and treating families. A discussion of the key tenets of the McMaster Approach lays the groundwork for how these tenets were applied to training in a residential treatment agency for adolescents. The article serves as an example of how videoconference technology can facilitate extended training, even from a distance.     

Refreshing Older Adults’ Driving Skills (ROADSkills): A randomized controlled trial examining the effect of video feedback

ObjectivesThis study evaluated the effectiveness of a personalized video-based driver training program on the behind-the-wheel skills of community-dwelling older adults.MethodIn this randomized controlled trial (RCT), 80 older drivers [mean age (SD) = 71.0 (3.9)] were randomly assigned to view one of two educational videos: 1) personalized video feedback on their driving (n = 40) or 2) a generic video on aging-in-place (n = 40). The primary outcome, the total number of errors accrued in a 30-minute standardized on-road evaluation, was analyzed at baseline and 4 weeks after watching the assigned video. On-road evaluations were video-recorded and scored by a blinded rater. Self-report measures of driving abilities, behaviors, and comfort were also compared.ResultsAt the 4-week follow-up, the mean difference in the number of on-road performance errors [mean (95% CI) = -12.0 (-16.6, −7.4), p < 0.001] favored the intervention group compared to controls, with significant improvements across multiple domains: vehicle control [mean (95% CI) = -4.8 (-8.1, −1.5), p < 0.01], observing the roadway [mean (95% CI) = -5.5 (-8.4, −2.6), p < 0.001], and compliance with traffic rules [mean (95% CI) = -1.3 (-2.3, −0.2), p < 0.05]. Within-group change on behind-the-wheel errors was significant for the intervention group [mean (95% CI) = -10.3 (-13.5, −7.1), p < 0.001], but not for the control group [mean (95% CI) = 1.7 (-1.6, 4.9), p > 0.05]. No significant differences were found on the self-report measures.DiscussionA novel, video-based approach that provided personalized feedback to older drivers significantly reduced behind-the-wheel errors 4-weeks post-intervention. Changes in self-reported driving behaviors and abilities were not significant. Future research will examine the long-term effects of this approach on older adults’ actual and perceived driving abilities.     

Consumer knowledge and acceptance of advanced driver assistance systems

This research aimed to examine how personal car users are informed about Advanced Driver Assistance Systems (ADAS) in Australia, and the extent to which information received at point of sale influenced the level of understanding and adaptation of ADAS. Further, this study applied the Technology Acceptance Model (TAM) to assess drivers’ intentions to use ADAS within the next month. Participants were required to have purchased a new or second-hand vehicle within the past five years and which had at least one of the following five ADAS: autonomous emergency braking, lane departure warning, adaptive cruise control, blind spot monitoring, and rear cross traffic alert. Participants (N = 217, Mage = 47.87 years, 149 male) completed a 20-minute online questionnaire. The findings revealed that 122 (56%) participants reported not seeking out any information about ADAS prior to purchasing their vehicle. Further, the most reported approaches used by participants to learn about their vehicle’s ADAS were through the owner’s manual (n = 121, 55%) and via trial and error (n = 117, 54%). It was also found that total time spent with the salesperson in explaining ADAS features did not influence drivers’ level of understanding of ADAS or number of days to adapt to the ADAS in their vehicle. However, and consistent with the TAM, perceived usefulness and perceived ease of use were significant positive predictors of intentions to use ADAS within the next month. It was also found that participants who learnt about these technologies either via reading the owner’s manual, trial and error, or a verbal explanation at point of sale appeared to be more frequently classified as reporting higher acceptance of ADAS than those participants who did not use those learning methods. Given that technology in vehicles will continue to advance, it is vital that more work is conducted to educate drivers about the functionality of ADAS. Further, it is also important to communicate where buyers of personal cars can go and find accurate and reliable information about ADAS.     

Initial development and validity evidence for the processes of change in Psychological Skills Training Questionnaire

ObjectivesThe purpose of this study was to create and provide validity evidence for the Processes of Change in Psychological Skills Training Questionnaire (PCPSTQ).DesignThe current study used a cross-sectional research design.MethodsFive hundred fifty nine NCAA Division I, professional, and Olympic level athletes participated in the current study. To create the PCPSTQ, an initial pool of 114 items was generated by the research team. After a content validity process, 65 items were retained for analysis. Exploratory structural equation modeling was used as an analytic strategy to identify the most appropriate factor structure for the PCPSTQ. Decisions about the most appropriate model were made using multiple fit indices. To examine the construct validity of the PCPSTQ, a series of one-way ANOVAs were conducted to examine differences in processes of change use across stage of change.ResultsIn the current study, validity evidence provided support for a 7-factor process of change measure (χ² = 325.84, p < .001; Comparative Fit Index = .971; Tucker Lewis Index = .945; Root Mean Square Error of Approximation = .037; Standard Root Mean Square Residual = .020). Results also supported the construct validity of the scale as a significant difference in process of change use across stage of change was reported for all seven processes.ConclusionsResults of the current study support the factor structure and construct validity of the PCPSTQ. It appears that the processes of behavior change reported across multiple behavior change domains might also be viable for sport psychology professionals.     

Heterogeneity in memory training improvement among older adults: A latent class analysis

This study investigated the extent to which older adults' associative memory functioning can be modified through instruction and practice based on individuals' memory status. Here 42 younger adults and 42 older adults performed four tasks that measured strategic and binding aspects of memory. With latent class analysis, two classes of older adults were identified. The first class showed higher memory functioning similar to younger adults, while the second class was characterised by lower memory functioning. A subsequent analysis examined whether the high- and low-performing older adults differ in patterns of gain from receiving instruction and practice on a mnemonic strategy. The results revealed that high-performing older adults, similar to younger adults, showed higher associative memory performance under explicit intentional encoding instruction and after extensive practice of the strategy. In contrast, low-performing older adults benefited more from directed instruction of the strategy. The results are discussed in relation to individual differences in the functional status of mechanisms underlying memory functioning, and how these differences may lead to compensation or magnification of training gain. The present findings highlight the importance of considering differential memory processes to develop specific training paradigms that target the processes that show the most prominent decline.