Counsellor conflict in managing the frame: Dilemmas and decisions

An essential feature of psychodynamic counselling is a secure frame for the work that holds boundaries as sacrosanct, both to ensure ethical practice and to provide a vehicle through which unconscious processes can be recognized and understood. Conscious or unconscious attacks on the frame are inevitable in any therapeutic relationship, and provide an opportunity for exploration and insight. However such incidents also have an impact on the therapist who must decide how to respond. In order to understand more about the therapist process when there is an attack on the frame, an investigation was carried out into ways in which psychodynamic counsellors manage the difficulties and dilemmas that arise as they try to hold a secure therapeutic frame. Ten counsellors were interviewed using a semi‐ structured interview format during which they were asked about an instance when the frame was challenged and the process by which it was resolved. The resulting dilemmas were categorized using grounded theory. Three categories of dilemmas emerged a) prior to making a decision about how to deal with it, b) after making a decision, and c), as a result of the outcome of the action taken. The nature of the dilemmas and the process of resolving them are reported and discussed.     

“比较治疗学”与“循证医学”之比较

对比较治疗学与循证医学兴起的历史背景、基本内涵的差异以及在临床决策方法方面的关系进行了较为细致的比较。循证医学与比较治疗学分属于临床决策的两个不同的阶段,比较治疗学的内涵范围要大于循证医学,同时循证医学为比较治疗学提供主要的基础性决策依据,比较治疗学的决策方法是循证医学在临床决策方法上的新发展。两者对促进临床科学决策都具有重要意义。     

Development and evaluation of the evidence‐based practice classroom observation measure (EBP‐COM)

Due to the increased emphasis on evidence‐based practices (EBPs) in recent education initiatives, classroom observers need an objective way to measure teacher use of EBPs. Although some measures for this purpose exist, these measures are limited by their reliance on self‐report. Therefore, we created a direct observation tool titled the Evidence‐Based Practice Classroom Observation Measure (EBP‐COM) for observers to assess the use of EBPs by teachers of students with autism spectrum disorder (ASD). We evaluated reliability and validity of the EBP‐COM, as well as whether the assessment tool could detect change in teacher behavior. A measurement refinement process involving six raters collecting 65 data points revealed the EPB‐COM to have sound psychometric properties. With this tool, researchers can conduct comprehensive and objective assessments of teacher EBP use.     

The Influence of Hero and Villain Labels on the Perception of Vice and Virtue Products

The placement of heroes and villains is ubiquitous on labels and packages in the marketplace. In this research, we examine the influence of a hero versus a villain label on the preference for virtue versus vice products. Across seven laboratory and field studies, we find that consumers derive higher utility for a hero (villain) label with a vice (virtue) food than from a hero (villain) label with a virtue (vice) food. Relying on a coherence‐based explanation, we propose that a hero label adds a beneficial aspect to vice foods, making them appear less harmful, whereas a villain label adds an edgy aspect to virtue foods, making them appear more fun. This research provides insights into the effect of hero and villain branding and offers implications for marketing strategy and public policy.     

Treating obsessive compulsive behavior and enhancing peer engagement in a preschooler with intellectual disability

Intellectual disability (ID) is a neurodevelopmental disorder characterized by impairments in cognitive and adaptive functioning in social, practical, or conceptual domains. Individuals with ID present with higher‐order repetitive behaviors such as a need for sameness, ritualistic, and compulsive behaviors. Often referred to as obsessive compulsive behaviors (OCBs), these behaviors increase in prevalence between 2 and 5 years of age. The present study evaluated an exposure‐based behavioral intervention for decreasing OCBs and concomitantly increasing play skills in a 4‐year‐old boy with mild ID in an inclusive preschool setting. Using a multiple baseline across behaviors design, the intervention was associated with a decrease in target behaviors and an increase in the duration of peer social engagement, with results maintained at 3‐week follow‐up. The intervention consisted of exposure and response prevention with function‐based components. Procedures including prompting and reinforcement were generalized to parent and teacher mediators. This study provides preliminary support for the use of an exposure‐based behavioral intervention to treat OCBs in children of preschool age with ID.     

Confronting racism and white privilege in courses on religion and the environment: An inclusive pedagogical approach

Courses on religion and the environment must confront racism and white privilege in order to remain relevant for the diverse students who increasingly fill higher education classrooms. Recognizing that traditional approaches for understanding environmentalism can isolate students of color by failing to recognize their own communities and experiences, I offer two assignments – Ecological Footprint Journals and a community‐based research project – that empower students to think of environmentalism in new, more relevant ways. This approach has benefitted my students by displacing the dominance of Eurocentric thinking in my curriculum and creating a class culture that values diverse perspectives. It has also profoundly shaped my research trajectory, by helping me identify raced and classed biases that are embedded in my field, and leading me to develop a research project that complements my teaching by challenging some of those hidden assumptions.     

The impact of traditionality/modernity on identification‐ and calculus‐based trust

We conducted three studies to explore how trust is perceived, displayed or changed by participants in China, which as a country has undergone substantial cultural and historical transition. Traditionality showed a significant positive correlation with identification‐based trust (IBT) and modernity was significantly associated with calculus‐based trust (CBT; Study 1). Compared to those primed with modern Chinese culture stimuli, participants primed with traditional icons exhibited a higher level of IBT and a lower level of CBT (Study 2). The study further demonstrated more trust behaviour based on identification with traditional culture priming and more trust behaviour based on calculus when primed with modern culture (Study 3). In sum, the present findings suggest that, along with substantial social changes and economic development, people exhibit their trust differently depending on cultural context, shedding light on the trust crisis in contemporary China.     

Beyond the Belmont Principles: A Community‐Based Approach to Developing an Indigenous Ethics Model and Curriculum for Training Health Researchers Working with American Indian and Alaska Native Communities

Individuals responsible for carrying out research within their diverse communities experience a critical need for research ethics training materials that align with community values. To improve the capacity to meet local human subject protections, we created the research Ethics Training for Health in Indigenous Communities (rETHICS), a training curriculum aligned within American Indian and Alaska Native (AI/AN) context, culture, and community‐level ethical values and principles. Beginning with the Belmont Report and the Common Rule that defines research with human subjects (46 CFR 45), the authors convened three different expert panels (N = 37) to identify Indigenous research values and principles common across tribal communities. The resulting culturally grounded curriculum was then tested with 48 AI/AN individuals, 39 who also had recorded debriefing interviews. Using a thematic analysis, we coded the qualitative feedback from the expert panel discussions and the participant debriefings to assess content validity. Participants identified five foundational constructs needed to ensure cultural‐grounding of the AI/AN‐specific research training curriculum. These included ensuring that the module was: (a) framed within an AI/AN historical context; (b) reflected Indigenous moral values; (c) specifically linked AI/AN cultural considerations to ethical procedures; (d) contributed to a growing Indigenous ethics; and (e) provided Indigenous‐based ethics tools for decision making. Using community‐based consultation and feedback from participants led to a culturally grounded training curriculum that teaches research ethical principles and procedures for conducting research with AI/ANs. The curriculum is available for free and the community‐based process used can be adapted for other cultural groups.