Eating Issues in Schools: Detection,Management, and Consultation With Allied Professionals

School counselors play a crucial role in the prevention, assessment, treatment, and overall management of eating‐related problems among children and adolescents. This article provides a framework for conceptualizing these difficulties on a continuum of severity and includes recommendations at each level for intervention and consultation. Collaboration with other professionals is encouraged when confronted with these multifaceted issues. Efforts by school counselors are vital to prevention and recovery from eating disorders.     

Assessment and Diagnosis of Eating Disorders: A Guide for Professional Counselors

Despite the prevalence of and risk associated with disordered eating, there are few guidelines for counselors on how to conduct an eating disorder assessment. Given the importance of the clinical interview, the purpose of this article is to provide recommendations for the assessment and diagnosis of eating disorders that (a) specifically focus on assessment in the context of a clinical interview and (b) can be used by counselors whether or not they specialize in eating disorder treatment.     

个体对效价预期和风险评估的时程加工机制:来自ERP的证据

采用事件相关电位技术(ERP),通过简单赌博任务,操纵结果预期的效价(输或赢)与风险(高风险与低风险),考察了个体对结果预期阶段的效价和风险评估的脑内时程动态加工过程。脑电结果发现:(1)在N2成分上,结果预期的效价主效应显著,预期输比预期赢能够引起更大的N2波幅;结果预期的风险主效应不显著。(2)在N500成分上,效价与风险之间的交互作用边缘显著,进一步简单效应分析发现,在预期输的条件下,肯定会输的N500波幅显著大于可能会输;而在预期赢的条件下,肯定会赢与可能会赢之间的N500波幅差异不显著。这说明,在不确定决策过程中的结果预期阶段,个体可能先对结果预期的效价进行加工,然后再对风险进行评估。     

Validity evidence for the situational judgment test paradigm in emotional intelligence measurement

To date, various measurement approaches have been proposed to assess emotional intelligence (EI). Recently, two new EI tests have been developed based on the situational judgment test (SJT) paradigm: the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Initial attempts have been made to examine the construct‐related validity of these new tests; we extend these findings by placing the tests in a broad nomological network. To this end, 850 undergraduate students completed a personality inventory, a cognitive ability test, a self‐report EI test, a performance‐based EI measure, the STEU, and the STEM. The SJT‐based EI tests were not strongly correlated with personality and fluid cognitive ability. Regarding their relation with existing EI measures, the tests did not capture the same construct as self‐report EI measures, but corresponded rather to performance‐based EI measures. Overall, these results lend support for the SJT paradigm for measuring EI as an ability.     

Emotional intelligence: A promise unfulfilled?

Emotional intelligence (EI) is a relatively new construct in differential psychology. Proponents of EI have made strong claims for its importance in basic and applied psychology. This article considers whether the promise of EI has been fulfilled. We examine various fundamental challenges to establishing EI as a major individual differences factor, including cross‐cultural issues. We then examine strategies for assessing EI as a personal quality distinct from general intelligence and personality, and evaluate leading tests and scales for EI. Various sources of validity evidence demonstrate the value of research on EI, but we also identify various weaknesses of existing instruments. It appears that there is no strong, over‐arching general factor of EI that shapes human emotional functioning across a range of diverse contexts. Instead, we advocate a “multipolar” conception of EI that discriminates temperament, information‐processing, emotion‐regulation and acquired skills. Focusing research on more narrowly defined but conceptually coherent research domains may be a more productive strategy than seeking to define an all‐embracing general EI.     

EARLY RESPONSE DISTRIBUTION AND OUTCOMES OF RESPONSE-RESTRICTION ANALYSES

We examined whether the results of a response‐restriction analysis (RRA) could be predicted on the basis of response distribution in early sessions, when these sessions indicated interaction with multiple items. Four preschool‐aged children participated. For 3 of the 4 participants, the results from sessions conducted prior to restriction of the first item corresponded closely with results of the full RRA.     

EFFECTS OF PREFERENCE AND REINFORCER VARIATION ON WITHIN-SESSION PATTERNS OF RESPONDING

We examined correspondence between preference assessment outcome and within‐session patterns of responding in one subject with autism. Responding maintained by a single highly preferred item resulted in a greater total number of responses, a slower decline in within‐session response rates, and a greater proportion of short interresponse times compared to responding maintained by varied moderately preferred (MP) stimuli. Presenting varied MP stimuli within the same session produced greater levels and more sustained responding than presenting those same stimuli individually.     

Intervention for aggressive victims of school bullying in Hong Kong: a longitudinal mixed-methods study

The distinction between aggressive and passive victims of school bullying is well documented. Aggressive victims exhibit restlessness and hot-temperedness, are easily provoked, and take revenge when irritated, whereas passive victims are quiet and timid when attacked or insulted and withdraw rather than retaliate. To date, there has been no evidence-based evaluative study examining interventions designed specifically to reduce aggressive victimization, and neither has there been an inclusive assessment screening of high-risk aggressive victims prior to intervention. This study addressed these research gaps by employing multi-stage assessment procedures and a mixed-mode methodology in a one-year longitudinal design. Data were collected from student self-reports, parent and teacher rating scales, and individual structured interviews with students, parents and teachers. A total of 269 potential high-risk aggressive victims were identified from among 5,089 schoolchildren, 68 of whom were screened out and randomly assigned to 10 treatment groups, with 39 completing a one-year follow-up study. Multivariate analysis of variance identified significant improvements in physical and verbal victimization (F(2,47, 93.99) = 10.73, p < 0.01), verbal victimization (F(2.74, 104.14) = 12.80, p < 0.01) and social exclusion scores at the three follow-up assessments compared to the pre-treatment scores, and the qualitative results were consistent, showing participants' cognition, emotion, and behavior to have been positively reconstructed by the group intervention. The consistent quantitative and qualitative results confirm that the cognitive-behavioral group therapy program reported herein is effective in reducing aggressive victims' anxious and depressed emotions and reactive cognition.     

Problems with single interest scales: Implications of the general factor

The presence of the general factor in interest and self-efficacy assessment and its meaning are reviewed. The general factor is found in all interest and self-efficacy assessment and has been viewed as (a) a nuisance factor with little effect on assessment, (b) a variable having substantive meaning and thus worthy of including in interpretation, and (c) as systematic bias that distorts the interpretation of the meaning of assessments. The premise of this article is that each interpretation is correct but only depending upon the context of the assessment. The main implication is that narrow single content interest scales are very subject to contaminating effects of the general factor making interpretation very difficult. Methods of correcting this contamination are presented.