Disaggregating the Distal,Proximal, and Time-Varying Effects of Parent Alcoholism on Children’s Internalizing Symptoms

We tested whether children show greater internalizing symptoms when their parents are actively abusing alcohol. In an integrative data analysis, we combined observations over ages 2 through 17 from two longitudinal studies of children of alcoholic parents and matched controls recruited from the community. Using a mixed modeling approach, we tested whether children showed elevated mother- and child-reported internalizing symptoms (a) at the same time that parents showed alcohol-related consequences (time-varying effects), (b) if parents showed greater alcohol-related consequences during the study period (proximal effects), and (c) if parents had a lifetime diagnosis of alcoholism that predated the study period (distal effects). No support for time-varying effects was found; proximal effects of mothers' alcohol-related consequences on child-reported internalizing symptoms were found and distal effects of mother and father alcoholism predicted greater internalizing symptoms among children of alcoholic parents. Implications for the time-embedded relations between parent alcoholism and children's internalizing symptoms are discussed.     

Les représentations de l’entretien structuré chez les recruteurs

We studied recruiters’ representations of the structured interview. In Study 1, 90 recruiters were interviewed. They define “structure” mainly as a schema or list of questions. The terms “structured” and “unstructured” also have different connotations. This can create a social desirability bias in surveys on selection practices, causing an overestimation of the real prevalence of structured interviewing. In Study 2, 59 recruiters responded to a questionnaire. Attitudes towards structured interviews are positive, but representations diverge from scientific definitions, especially regarding unstructured interviews. Recruiters’ representations allow flexibility in practice while maintaining a positive self-image.     

多面Rasch模型在结构化面试中的应用

使用项目反应理论中的多面Rasch模型,对66名考生在结构化面试中的成绩进行分析,剔除了由于评委等具体测量情境因素引入的误差对原始分数的影响,得到考生的能力估计值以及个体水平的评分者一致性信息。对基于考生能力估计值和考生面试分得到的决策结果进行比较,发现测量误差的确对决策造成影响,对个别考生的影响甚至相当巨大。进一步使用Facets偏差分析以及评委宽严程度的Facets分析追踪误差源。结果表明,将来自不同面试组的被试进行面试原始成绩的直接比较,评委的自身一致性和评委彼此之间在宽严程度上的差异均将导致误差。研究表明,采用Facets的考生能力估计值作为决策的依据将提高选拔的有效性。同时,Facets分析得到的考生个体层次的评分者一致性指标,以及评委与考生的偏差分析等研究结果还可以为面试误差来源的定位提供详细的诊断信息     

Pathways Triple P‐Positive Parenting Program: Effects on Parent‐Child Relationships and Child Behavior Problems

This study examined the effects of Pathways Triple P (PTP), an early intervention program designed to promote positive parent‐child relationships. Sixty parents met the inclusion criteria of borderline to clinically significant relationship disturbance and child emotional and behavioral problems. They were randomly allocated into PTP or a wait‐list (WL) control group. PTP was delivered in a group format for 9 weeks and consisted of parent skills training and cognitive behavior therapy targeting negative attributions for child behavior. Significant intervention effects were found for improving parent‐child relationships and reducing behavior problems with gains maintained at 3‐month follow‐up. Limitations of the study and implications for future research are discussed.     

What Children Feel About Their First Encounter with Child and Adolescent Psychiatry

The first meeting in psychotherapeutic and psychosocial work, has a big impact on the continuation. It is a less explored research field. Children’s “voices” tend to come in the back-ground in family therapy and other settings. In a project at CAP (Child and Adolescent Psychiatry) the children’s views were collected in interviews with parents and therapists present. The grounded theory analysis process was used. The children addressed the importance of the therapist’s actions and positions in helping them to be able to communicate and to be in a dialogue. To be accepted and allowed to express feelings was important, and so was how the therapist managed to adjust to each person in the room and give space for various perspectives.     

基于GT和多面Rasch模型的结构化面试分析

该研究应用GT和多面Rasch模型对结构化面试数据进行分析,并提出一些建议针对某辅导员招聘面试数据,运用GT从宏观上分析应聘者、考官和项目所带来的总体误差大小,在此基础上,运用多面Rasch模型从微观上进一步探查考官严厉度、应聘者能力差异、项目难易度及侧面偏差．结果表明：1）GT分析表明应聘者产生的变异较大（90．65％）,说明面试可靠性较高,且当考官数为2时可靠性已较好.2）多面Rasch模型分析出了各侧面效应中的非拟合因素及交互效应中的偏差因素,表明面试误差主要来自考官间严厉度的差异及其自身一致性的不稳定。将GT与多面Rasch模型相结合分析面试数据不仅能测查出评价过程各方面的问题因素,并能更好地作整体把握。     

Combining Data from Parent Ratings and Parent Interview When Assessing ADHD

This study examined different methods of combining data from a well established rating scale – the Disruptive Behavior Disorders Rating Scale (DBDRS) – with data from a well established interview – the computerized self report version of the Diagnostic Interview Schedule for Children for DSM-IV (P-DISC-IV) – when examining parent report of ADHD. These measures were completed for 80 children who participated in a summer camp for children with disruptive behavior. Results showed significant overlap between the two diagnostic measures but parent report on the DBDRS was more highly associated with children’s camp behaviors than was parent report on the P-DISC-IV. In addition, combining ratings and interview data using an “either/or” rule was more highly associated with camp behavior than was combining data using a “both/and” rule. Results suggest there may be little additional value of adding data from parent self-report on the computerized version of the P-DISC-IV to behavior rating data.     

Effects of the Dads for Life intervention on interparental conflict and coparenting in the two years after divorce

The ability of parents to forge harmonious coparenting relationships following divorce is an important predictor of their children's long-term well-being. However, there is no convincing evidence that this relationship can be modified through intervention. A preventive intervention that we developed, Dads for Life (DFL), which targeted noncustodial parents as participants, has previously been shown in a randomized field trial to favorably impact child well-being. We explore here whether it also has an impact on mothers' and fathers' perceptions of coparenting and interparental conflict in the 2 years following divorce. Results of the latent growth curve models we evaluated showed that both mothers and fathers reported less conflict when the father participated in DFL as compared with controls. For the fathers, perceptions of coparenting did not change over time in either the DFL or control conditions. Alternatively, mothers' perceptions of support declined over time in the control group, whereas those whose ex-husbands participated in the DFL program reported significant positive growth change toward healthier coparenting. The positive findings for mothers' reports are particularly compelling because mothers were not the participants, and thus common alternative explanations are ruled out. The DFL intervention, then, offers courts a promising program to improve families' functioning after divorce.     

Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire — Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.     

Direct and Indirect Pathways between Parental Constructive Behavior and Adolescent Affiliation with Achievement-Oriented Peers

We investigated the direct and indirect pathways through which parental constructive behavior may influence the adolescent’s affiliation with achievement-oriented peers. Using a longitudinal survey data set from nine California and Wisconsin high schools (from 9th through 12th grades, with an approximate age range from 14 through 18) structural equation models were estimated. Our longitudinal analyses confirmed an indirect effect from Time 1 parental constructive behavior and a direct effect from Time 2 parental constructive behavior on an increase in the perceived achievement orientation of friends at Time 2, net of the stability effect from the prior values of the perceived achievement orientation of friends at Time 1. A point to be emphasized is that parental influence on peer affiliation in late adolescence remains significant even as parental involvement in adolescents’ lives diminishes. In addition, the direct effect from Time 2 parental constructive behavior on the perceived achievement-orientation of friends appears stronger for boys than for girls.