Using response cards to increase student participation in an elementary classroom

The use of response cards during large-group social studies instruction was evaluated in a fourth-grade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. During baseline, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the response-card condition, each student in the class was provided with a white laminated board on which to write one- or two-word answers in response to each question asked by the teacher. Rate of active student response during instruction was much higher with response cards than with hand raising. Most students scored higher on daily quizzes following sessions in which response cards were used than they did on quizzes that followed hand-raising sessions. Response cards were preferred over hand raising by 19 of the 20 students in the class.     

Computer-programmed instruction: The relation of required interaction to practical application

Computers were used to evaluate the effects of supplying answers to programmed instruction frames. A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Effects of a 315-frame program, teaching elements of programmed instruction design, were evaluated by analyzing answers to posttest generalization questions and an application test. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. Students who could either covertly respond to frame blanks or who were required to type frame answers performed significantly better on the frame generalization posttest and, more importantly, carefully followed program rules when preparing elements of a new instructional program.     

Capitalizing on the potential of mobile health applications as behavioral interventions: A research agenda for calorie-tracking and activity-tracking applications

Mobile health applications (mHealth apps) are widely used tools that provide support for people seeking help managing their health in a particular behavioral domain (e.g., physical activity). Despite their popularity, evidence for the effectiveness of mHealth apps as stand-alone behavioral interventions is limited. Psychological and behavioral scientists can play a critical role in addressing this gap by pursuing programs of research that leverage basic behavioral science principles to test links between key features of mHealth apps (e.g., goal setting, feedback) and behavior change. To demonstrate this approach to evaluating mHealth apps, we systematically examine five key features of popular calorie-tracking and activity-tracking apps, explain how these features align with established behavior change techniques, discuss the evidence base for the effectiveness of these techniques within each behavioral domain, and situate predictions about how individual app features may promote behavior change in a conceptual model. Through this work, researchers can guide the design of mHealth apps and optimize them for facilitating sustained health behavior change.     

Comparison of outcomes across low-intensity psychological interventions for depression and anxiety within a stepped-care setting: A naturalistic cohort study using propensity score modelling

Low-intensity interventions for common mental disorders (CMD) address issues such as clinician shortages and barriers to accessing care. However, there is a lack of research into their comparative effectiveness in routine care. We aimed to compare treatment effects of three such interventions, utilizing four years' worth of routine clinical data. Users completing a course of guided self-help bibliotherapy (GSH), internet-delivered cognitive behavioural therapy (iCBT) or psychoeducational group therapy (PGT) from a stepped-care service within the NHS in England were included. Propensity score models (stratification and weighting) were used to control for allocation bias and determine average treatment effect (ATE) between the interventions. 21,215 users comprised the study sample (GSH = 12,896, iCBT = 6862, PGT = 1457). Adherence-to-treatment rates were higher in iCBT. All interventions showed significant improvements in depression (PHQ-9), anxiety (GAD-7) and functioning (WSAS) scores, with largest effect sizes for iCBT. Both propensity score models showed a significant ATE in favour of iCBT versus GSH and PGT, and in favour of GSH versus PGT. Discernible differences in effectiveness were seen for iCBT in comparison with GSH and PGT. Given variance in delivery mode and human resources between different low-intensity interventions, building on these findings would be valuable for future service provision and policy decision making.     

Development of psychology in Bulgaria after the political changes in 1989

This article outlines the significant organizational and scientific changes that occurred in Bulgarian psychology after the fall of the totalitarian regime in 1989. These included the establishment of new university and research centers in psychology, the abolition of ideological censorship in psychology publications, free choice of research methodology and methods, free communication, and exchange of ideas with foreign psychologists, and the development of psychoanalytic practice and psychological services. The liberalization of the social conditions for the development of science, in general, made psychology a much sought-after science and practice. In this time of social transition, its authority grew significantly due to the fact that its calling was to study and solve, above all, the problems of the people, especially as they were faced with new social conditions. In the last 30 years, psychological science in Bulgaria has been significantly humanized. These changes allowed scientists to propose new methodological approaches not only to the study of the psyche, but also to the study of both Bulgarian and foreign history of psychology. Although in the last 30 years not all measures taken in the institutional management of the psychological science were positive, Bulgarian psychology was given a new opportunity to join the international scientific community.     

Can philosophy be an academic discipline?

Richard Rorty notoriously maintained that philosophy is not an academic discipline. He thought that the only viable candidate for philosophy to be an academic discipline—where philosophy consists in a collection of permanent, pure topics—depends on a Cartesian conceptual framework. Once we overcome this framework, he maintained, there will be nothing left to be the distinct subject matter of philosophy. This article argues that there is a conception of philosophy that can be an academic discipline, even if we take Rorty's challenge seriously. It remains even if we overcome the Cartesian conceptual framework. In the end the article goes beyond Rorty's challenge and considers two further criteria for philosophy to be an academic discipline: that it have a distinct method, and that it be able to be done for the public good. The article argues that philosophy can fulfill these two criteria, and therefore that it can be an academic discipline.     

Cognitive behavioral therapy and acceptance and commitment therapy for insomnia: Exploring the potential benefit of psychological flexibility and self-compassion combined with behavioral strategies

Chronic insomnia is a prevalent sleep disorder with serious consequences on wellbeing and health that largely extend into daily functioning. Cognitive-Behavioral Therapy for Insomnia (CBT-I), an efficacious intervention for insomnia with solid empirical support, is the recommended first-line treatment. Given the complexity of factors and mechanisms involved in its aetiology and maintenance, advances in treatment protocols and modules are important. We will review the current knowledge on insomnia and examine how advancements in behavioral sleep medicine and third-wave therapies may apply to treatment. Specifically, we will outline how a treatment protocol based on Acceptance and Commitment Therapy (ACT), adapted to include insomnia-specific behavioral strategies and with an explicit focus on self-compassion, could be a potentially effective treatment. We believe that broadening treatment focus to target hyperarousal, metacognitions, dysfunctional though control strategies and provide self-compassion training may benefit treatment outcomes, increase sleep quality, reduce daytime symptoms, and improve quality of life.     

Characteristics of incarcerated women's participation in groups: Exploring the Programme for the International Assessment of Adult Competencies United States prison dataset

This study employs logistic regression and latent class analyses to explore the relationship between incarcerated women's (n = 252) participation in nonacademic prison groups/skills classes and their demographic (e.g., education) and prison context (e.g., time to release) characteristics, using the 2014 Programme for the International Assessment of Adult Competencies United States prison dataset. Time to release was a significant factor in readiness class participation. Time to release and race/ethnicity were significant factors in addiction group participation. Education level had the largest effect size across all groups/classes explored. We discuss counseling implications for using group/class screening to connect with incarcerated women, especially those with intersecting and historically marginalized identities.     

教育价值观和逆境信念在家庭经济压力与初中生学业成就之间的作用

大量研究表明,家庭经济压力对青少年学业成就具有显著的不利影响。但是,目前学界对家庭经济压力“怎样”（中介机制）以及“何时”（调节机制）影响青少年学业成就仍知之甚少。本研究在整合贫困文化模型及心理韧性理论的基础上构建一个有调节的中介模型,考察青少年教育价值观（读书是否有用）在家庭经济压力与学业成就之间的中介作用,同时检验中国文化逆境信念对该中介路径的调节作用。采用随机整群抽样,选取四川省9所普通中学1613名初中生（平均年龄13.42岁,SD = 1.22）作为研究对象。被试匿名填写家庭经济压力问卷、教育价值观问卷、中国文化逆境信念量表以及学业成就问卷。结果表明：（1）在控制了性别、年龄等人口学变量后,家庭经济压力显著负向预测学业成就。（2）教育价值观在家庭经济压力与学业成就之间具有部分中介作用。（3）积极逆境信念能缓冲家庭经济压力对教育价值观的消极作用,进而减少对学业成就的不利影响。本研究证实了“读书无用论”是经济困难与学业成就的重要联系机制,并肯定了中国文化逆境信念对经济困难青少年的保护作用。这一内在保护机制的揭示对教育实践有一定的启示。