Praise and prevention

I argue that it is possible to prevent (and to be praiseworthy for preventing) an unwelcome outcome that had no chance of occurring. I motivate this position by constructing examples in which it makes sense to explain the non-occurrence of a certain outcome by referring to a particular agent's intentional and willing behavior, and yet the non-occurrence of the outcome in question was ensured by factors external to the agent. I conclude that even if the non-occurrence of an unwelcome outcome is ensured, the agent whose action explains this non-occurrence is praiseworthy for preventing the outcome. My examples are similar in important respects to Frankfurt-type cases. In the second half of the paper, I discuss the relationship between my examples and Frankfurt-type cases involving both actions and omissions. I conclude that while I may be responsible for the consequences of an action even if those consequences are unavoidable, this is not necessarily so for the consequences of omissions.     

Secondary Traumatic Stress,Psychological Wellbeing and Life Satisfaction of Social Workers in Namibia

The aim of this study was to investigate the relationships among secondary traumatic stress, psychological wellbeing (purpose in life, environmental mastery and self-acceptance) and life satisfaction of social workers of Namibia. A cross-sectional survey design was used with a sample population of 116 social workers. The Secondary Traumatic Stress Scale, three subscales of the Psychological Well-being Scale, the Satisfaction with Life Scale and a biographical questionnaire were administered. The results showed that secondary traumatic stress (including arousal, avoidance and intrusion) was negatively related to purpose in life, environmental mastery, self-acceptance and life satisfaction of social workers. Satisfaction with life was best predicted by environmental mastery and low arousal. Avoidance impacted life satisfaction indirectly and negatively via low environmental mastery.     

Mother–toddler attachment in a paediatric setting: Presentation and validation of the Paediatric Attachment Style Indicator

The paediatric examination with immunization is a stressful event for toddlers. Its characteristics are close to the classic “Strange Situation”: a perceived threat, which activates the attachment system, a stranger, and an unfamiliar environment. As such, it can be used as a natural situation to assess the quality of the mother–child attachment, on one hand to manage the stress of the toddler during the paediatric examination, and on the other to screen for relationship disturbances. To this end, we have developed a specific coding instrument, the Paediatric Attachment Style Indicator (PASI), which allows classification of infant and toddler behaviour in the paediatric examination as secure, anxious–avoidant, or anxious–ambivalent. This article presents the PASI instrument and its validation. Paediatric examinations (N = 41 mother and toddler dyads) were videotaped during a booster session of the regular immunization schedule for toddlers in Switzerland. Results of the PASI coding were compared with other methods of direct observation of emotional behaviour of the toddler (distress signals) and of the mother (verbal behaviours), with the information given by the mother to the toddler before the examination, and with the assessment of temperament of the toddler by the paediatrician. Results show good face validity and construct validity for the instrument.     

Adolescents as “producers of their own development”: Correlates and consequences of the importance and attainment of developmental tasks

In a four-wave longitudinal study, 228 adolescents from seven age cohorts were investigated annually regarding the importance and subjective attainment of age-specific developmental tasks. Distal outcomes (educational trajectory and residential independence) were examined when the adolescents were 21 years old. The results of latent growth models (LGM) showed that there was no mean level change in the importance of developmental tasks, whereas perceived attainment of developmental tasks increased over time. In general, whereas the importance of developmental tasks was more impacted by family factors, the attainment of tasks was more influenced by individual factors. Adolescents with more parental support for autonomy had higher developmental aspirations. Adolescents with unemployed fathers showed greater increases in the importance of developmental tasks, which subsequently predicted a higher educational trajectory. Only a small proportion of adolescents perceived a high initial level of attainment of diverse tasks; for 85% of the sample, the typical growth pattern with respect to overall attainment of developmental tasks was a moderate initial level, which increased over time. Girls, early maturers, and first-born adolescents reported higher perceived attainment of developmental tasks.     

Predictor Variables Associated with Positive Fast Track Outcomes at the End of Third Grade

Progress has been made in understanding the outcome effects of preventive interventions and treatments designed to reduce children's conduct problems. However, limited research has explored the factors that may affect the degree to which an intervention is likely to benefit particular individuals. This study examines selected child, family, and community baseline characteristics that may predict proximal outcomes from the Fast Track intervention. The primary goal of this study was to examine predictors of outcomes after 3 years of intervention participation, at the end of 3rd grade. Three types of proximal outcomes were examined: parent-rated aggression, teacher-rated oppositional–aggressive behavior, and special education involvement. The relation between 11 risk factors and these 3 outcomes was examined, with separate regression analyses for the intervention and control groups. Moderate evidence of prediction of outcome effects was found, although none of the baseline variables were found to predict all 3 outcomes, and different patterns of prediction emerged for home versus school outcomes.     

Challenge versus threat effects on the goal–performance relationship

This study tested the situational effects of goals and stress on the performance of complex tasks and on adaptation to change in the task. Difficult goals often exceed the individual's resources and thus create stress. However, stress may be appraised as either challenge or threat. Challenge is experienced when there is an opportunity for self-growth with available coping strategies, whereas threat is experienced when the situation is perceived as leading to failure with no available strategies to cope with it. We hypothesized that participants who appraised the situation as a challenge would perform better and adapt better to changes under difficult goal conditions, as compared with general goals or strategy goals. By contrast, threat appraisals would be better addressed by strategy goals rather than difficult goals. One hundred and fifty five students performed a task, which required their making predictions concerning the value of 120 companies' stocks based on three manipulated cues. We used a three by three by two factorial design in which goals, stress, and change (as a repeated factor) were varied to test the hypotheses. Results supported the main hypotheses and demonstrated that the same level of goal difficulty may lead to high or low performance and adaptation to change depending on the appraisal of the situation as challenging or threatening. The theoretical and practical implications of these findings are further discussed.     

Effects of Organizational Level and Gender on Stress in the Workplace

Occupational stress adversely affects productivity, absenteeism, and job turnover, and contributes to health-related problems. The effects of organizational level and gender on the specific sources of occupational stress assessed by the Job Stress Survey (JSS) were evaluated for a heterogeneous sample of 1,791 working adults (860 males, 931 females) employed in 2 industrial companies and a large state university. Significant main or interactive effects of organizational level and/or gender were found for the JSS Item Index, Severity and/or Frequency scores of 29 of the 30 JSS items. Organizational level effects were both more numerous and larger in magnitude than gender effects. Employees at higher organizational levels reported that they experienced stress more often while making critical decisions and dealing with crisis situations than did workers at lower levels, for whom inadequate salary and lack of opportunity for advancement were more stressful. For males, work stress was more strongly related to concerns about their role in the power structure of an organization, whereas female employees reported experiencing more severe stress when there was a conflict between job requirements and family relationships.     

Overcoming Barriers to Collaboration Between Basic Behavioral Scientists and Public Health Scientists in Research on Mental Disorders

The behavioral and public health sciences both have a long and rich history supporting basic, translational, and applied research aimed at improving human lives and reducing human suffering. Through the complementary expertise of these disciplines, investigators have contributed to significant, worldwide improvements in mental and physical health. Further gains can be achieved through collaborative research among scientists in these 2 fields. Unfortunately, there are a number of barriers to such collaboration originating in different intellectual traditions, research methods, and the structure and values of academia. We identify these barriers and potential strategies for overcoming them. Several areas for future collaborative research appear promising, especially comorbid mental and physical disorders, adherence to interventions, stigma, and emotional processes. Theory-guided preventive interventions may represent especially fertile areas of collaborative effort.     

Evaluation of the Responding in Peaceful and Positive Ways (RIPP) Seventh Grade Violence Prevention Curriculum

We evaluated the impact of RIPP-7, a seventh grade violence prevention curriculum designed to strengthen and extend the effects of the sixth grade RIPP-6 curriculum. Classes of seventh graders at two urban middle schools serving predominantly African-American youth where RIPP-6 had been implemented the preceding school year were randomized to intervention (N = 239) and control groups (N = 237). Compared to students in the control group, students who participated in RIPP-7 had fewer disciplinary code violations for violent offenses during the following school year. A limited number of main effects were found on self-report outcome measures and measures of attitudes. Although significant main effects were not found on self-report measures of physical aggression, drug use, or anxiety, analyses of interactions with pretest scores indicated that intervention effects were significantly moderated by pretest scores for several outcome measures. Students most likely to benefit from the intervention were those who reported higher pretest rates of problem behaviors including violent behavior, nonphysical aggression, and delinquent behavior.