Inhibitory control and set shifting describe different pathways from behavioral inhibition to socially anxious behavior

Individuals with a behaviorally inhibited (BI) temperament are more likely to develop social anxiety. However, the mechanisms by which socially anxious behavior emerges from BI are unclear. Variation in different forms of top‐down control, specifically executive functions (EF), may play distinct roles and characterize differential pathways to social anxiety. Here 291 children were assessed for BI in toddlerhood (ages 2 and 3), parent‐reported inhibitory control and set shifting during middle childhood (age 7), and multidimensional assessment of socially anxious behavior completed during late childhood and early adolescence (ages 9 and 12). Structural equation modeling revealed that early variation in BI predicted the development of socially anxious behavior through either higher levels of parent‐reported inhibitory control or lower levels of parent‐reported set shifting. These data reinforce the notion that top‐down control does not uniformly influence relations between temperament and socially anxious behavior. These data suggest novel approaches to thinking about the role of EFs and social anxiety outcomes as children approach adolescence.     

Comment réagir face à une situation de harcèlement à l’école ? Une synthèse de la littérature

Bullying affects a significant number of students and can have serious negative consequences in terms of physical and mental health. It is, therefore, necessary for education staff to know how to respond effectively to stop it. However, this does not always seem to be the case at present. The purpose of this article is to describe six commonly used reactive approach (direct sanctions, restorative practices, reinforcement of the victim, mediation, the support group method, and the shared concerns method), as well as to synthesize the scientific knowledge regarding the effectiveness of each of these approaches. It emerges that no approach appears to be particularly effective in all cases and that it is therefore necessary for professionals to be trained to be able to choose the appropriate approach according to the situation.     

自恋与行为抑制/激活系统的关系：元分析

运用元分析方法探讨自恋与行为抑制/激活系统的关系。经过文献检索和筛选, 纳入原始文献19篇, 包含25个独立样本, 共7702名被试。根据同质性检验结果, 选用随机效应模型。结果发现, 自恋与行为抑制系统存在中度负相关(r = -0.27, 95% CI为[-0.34, -0.21]), 自恋测量工具在两者间起显著的调节作用; 自恋与行为激活系统存在高度正相关(r = 0.46, 95% CI为[0.40, 0.52]), 被试类型在两者间起显著的调节作用。自恋与行为抑制/激活系统的密切关系支持了自恋的主体性理论和人格强化敏感性理论。     

Why do aggressive movies make people aggressive? an attempt to explain short-term effects of the depiction of violence on the observer

An explanation-approach within the frame of a universal and integrating theory of aggression is favored for understanding the effects of exposure to violence. Kornadt's Motivation Theory of Aggression is used to generate several hypotheses concerning the effects of aggressive movies on a viewer's expectancy-value-cognitions and these are tested in an experiment. The experiment suggests that aggressive stimulation is able to change aggression-related expectancy-value-cognitions in an aggression-facilitating direction. Based on these results, an attempt is made to explain increases in the aggression of viewers in terms of the Motivation Theory of Aggression. © 1993 Wiley-Liss, Inc.     

Archetypal images emerging in the therapy of Lithuanian cancer patients

The goal of this paper is to show through clinical examples how archetypal images connected with nature emerged in Lithuanian cancer patients, to analyze how these images helped them to get in touch with their emotions and meaningful personal experiences, and to discuss how these archetypal images are related to the Lithuanian cultural unconscious, and may also assist the psychological treatment of cancer. The analyzed examples permit the preliminary conclusion that when ill with cancer, a person's psyche generates universal archetypal images that constitute an important part of the process of coping psychologically with the disease.     

Teaching caregivers to implement mand training using speech generating devices

Individuals with developmental disabilities often do not develop vocal repertoires, thus requiring the use of augmentative devices. Teaching caregivers to conduct communication training with their children may be one way to foster communication with their device in the natural environment. This study replicates Rosales, Stone and Rehfeldt (2009), but using an augmentative device. Behavioral skills training was used to teach caregivers to implement mand training procedures. Caregivers quickly learned to implement mand training with their children and independent mands increased from pretraining to posttraining observations for 2 out of 3 children.     

The Performance Diagnostic Checklist-Human Services: A brief review

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to identify the variables contributing to poor employee performance in human service settings, such as clinics, schools, and residential facilities. Upon completion of the tool, an intervention indicated by PDC-HS results is used to improve employee performance. To date, the PDC-HS has been used in a number of studies. This review describes the existing research on the PDC-HS and provides suggestions for future research.     

Back to sleep: Teaching adults to arrange safe infant sleep environments

There are over 3,000 sleep related infant deaths each year in the United States. Attempts to teach medical personnel and parents safe infant sleep practices in the infant sleep training literature have demonstrated mixed results. Thus, strategies to teach arrangements of safe infant sleep environments warrant further investigation. Behavioral skills training (BST) is an evidence-based teaching strategy shown to successfully teach various safety skills to children and adults. The current study evaluated the effectiveness of behavioral skills training to teach safe infant sleep practices to typically developing adults. Specifically, differential responding was assessed across multiple environmental arrangements typical of contexts parents may be exposed to when putting an infant to sleep. BST significantly improved appropriate arrangement of a safe sleep environment for infants for all 8 participants.     

Utilizing in-vivo feedback for caregiver training of pediatric feeding protocols

Researchers have used multicomponent behavioral skills training packages including written and verbal instructions, modeling, rehearsal, and feedback when teaching caregivers to implement pediatric feeding treatment protocols (e.g., Anderson & McMillan, 2001; Seiverling et al., 2012). Some investigators have shown that fewer behavioral skills training components may be necessary for effective training (e.g., Mueller et al., 2003; Pangborn et al., 2013). We examined the use of in-vivo feedback following written instructions to train caregivers to implement pediatric feeding treatment protocols using a multiple baseline design across 3 caregiver dyads. Correct implementation of the feeding treatment procedures was low during baseline (written instructions only), increased with only the addition of in-vivo feedback, and remained high during follow-up sessions for all caregivers. Results are discussed in terms of clinical implications and caregiver satisfaction.     

Self-Compassion and Need Frustration Moderate the Effects of Upward Appearance Comparisons on Body Image Discrepancies

Abstract

Drawing from diverse theoretical frameworks, we examined predictors of discrepancy between current and ideal body image in a sample of 396 Greek adolescents. The participants completed assessments of the frequency of comparing oneself with someone of perceived better appearance, appearance evaluations, frustration of basic psychological needs, and appearance self-compassion. We found that upward appearance comparisons negatively predicted appearance evaluation, which in turn was a negative predictor of body image discrepancy. Moderated mediation analyses showed that appearance self-compassion buffered, whereas psychological need frustration augmented the negative effects of upward comparisons on appearance evaluation. Our findings contribute to the growing literature on body image discrepancies in adolescence by examining moderating factors that amplify or buffer such discrepancies, hence identifying viable intervention pathways.