Comparing examinees to a control

When comparing examinees to a control, the examiner usually does not know the probability of correctly classifying the examinees based on the number of items used and the number of examinees tested. Using ranking and selection techniques, a general framework is described for deriving a lower bound on this probability. We illustrate how these techniques can be applied to the binomial error model. New exact results are given for normal populations having unknown and unequal variances.The work upon which this publication is based was performed pursuant to a grant [Grant No. NIE-G-76-0083] with the National Institute of Education, Department of Health, Education and Welfare. Points of view or opinions stated do not necessarily represent official NIE position or policy.     

The reliability and predictive ability of the Test of Infant Motor Performance (TIMP) in a community-based study in Bhaktapur,Nepal

AimIn a Nepalese setting, to measure the reliability of the Test of Infant Motor Performance (TIMP) and its ability to predict development scores at 6 months.MethodsNepalese infants (n = 705) were assessed by the TIMP when they were 8–12 weeks old and the Bayley Scales of Infant and Toddler Development, 3rd edition (Bayley-III) at 6 months. Inter-rater agreement was expressed by intraclass correlation coefficients (ICCs), the internal consistency by Cronbach’s alphas and Pearson correlation coefficients. Predictive ability was estimated in linear regression models.ResultsInter-rater agreement was excellent (ICCs > 0.93). Alphas for the TIMP total scores were 0.76 for infants born to term and 0.72 in those born preterm. Correlation coefficients between TIMP total and Bayley-III subscale-scores ranged from 0.05 to 0.28 for term infants and from 0.15 to 0.43 for preterm infants. Using American norms, 56.3 % had TIMP scores within average and 43.7 % below average range. Bayley-III subscale scores were lower in children with TIMP scores below the average range, with the strongest estimates for Gross motor and Socio-emotional development.InterpretationThe reliability of the TIMP was acceptable, and the TIMP could be a feasible tool to monitor infant motor development in low-resource settings. Properties of the TIMP differed according to gestational age.     

FEED THE HUNGRY BEE: USING POSITIVE PEER REPORTS TO IMPROVE THE SOCIAL INTERACTIONS AND ACCEPTANCE OF A SOCIALLY REJECTED GIRL IN RESIDENTIAL CARE

We studied how rewarding peers for publicly reporting positive aspects of a socially rejected girl's behavior affected her social interactions and acceptance. The results indicated that positive peer reports reduced negative social interactions (to near zero) and increased positive interactions (to above 70%). In addition, social acceptance ratings of the girl increased from pre- to postintervention.     

SELF-REINFORCEMENT EFFECTS: AN ARTIFACT OF SOCIAL STANDARD SETTING?

Two studies were conducted to identify mechanisms responsible for observed "self-reinforcement" effects. In Experiment 1, using a studying task, self-reinforcement procedures did not work when they were private (i.e., when others are not aware of the goals or contingencies), but did work when they were public. Self-delivery of consequences added nothing to the effectiveness of the procedure. The data suggested that public goal setting was the critical element in the procedure's effectiveness. In Experiment 2, an applied extension, goal setting alone was effective in modifying over a long time period studying behaviors of people with significant studying difficulties, but only when the goals were known to others. Overall, the two experiments make more plausible the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. The procedure itself functions as a discriminative stimulus for stringent or lenient social contingencies. The application of this mechanism to other problems of applied significance is briefly discussed.     

Psychoanalytic case presentations in a weaving thoughts group: On countertransference and group dynamics

This article summarizes experiences of psychoanalytic case presentations in weaving thoughts (WT) peer groups. The format is presented and illustrated using a session with a group of analysts. In this setting, the frame of the presentation is guaranteed by the moderator. One aim is to create a group setting with many parallels to the analytic situation. A second aim is to discourage members from becoming enmeshed in destructive group functioning, such as internal disputes that may block a deeper understanding of the material. Classical psychoanalysis permits the analyst to reflect behind the patient on the transference-countertransference interplay. However, such reflections may be marred by undetected countertransference problems. Different supervision formats have different ways of helping the analyst with them. The WT format 'copies' the analytic session to the group, hence each member associates to the material in peace. Meanwhile the presenter looks, metaphorically speaking, at the web of their associations at his or her own pace. This may help him or her to confront and reflect on unresolved countertransference issues. This article indicates the method's similarities and differences compared with other formats. Arguments are supported by a child psychotherapy session, but the method is equally suitable for adult case material.     

Hold the future,let the past go: Attention prefers the features of future targets

Previous studies have shown that attention can be captured by task-irrelevant distractors under the guidance of attentional control settings. However, it is unknown whether people can establish an attentional control setting (ACS) for a sequence of distinct events. The present study tested that question by asking observers to expect a sequence of two colored targets in a specific order. The results show that irrelevant distractors that matched either the color of the first expected target or that of the second target captured attention. Thus observers are unable to temporarily suppress the color of the future target in their ACS. However, the temporal order of targets is still useful for guiding attention: Observers were able to abandon the color of the first target and maintain an ACS for the second one as long as there was a sufficient time interval between the two targets.     

Rivers of milk and honey ‐ an exploration of nurturing the self in a Russian context

This paper is an exploration of the relationship between nurturing in all its contexts ‐ among them, the nursing couple and the therapeutic relationship ‐ and the evolution of an individual self. The ideas are illustrated by a case vignette of a Russian patient. An attempt is made to show that when the self as an integral unity of body and soul is addressed in the analytic setting, ‘nutritional dreams’ emerge as expressions of the self‐in‐action. Certain psycholinguistic features of the Russian cultural context are described which suggest a link of meaning between development of the self and secure parenting. This linguistic association may facilitate the process of self‐centering.     

A sciencing programme and young children's exploratory play in the sandpit

A six-week sciencing programme, directed at stimulating exploratory play, was implemented with 2- and 3-year-olds in a day-care centre. The core of the programme consisted of guided play with children in the centre's sandpit. The effectiveness of the programme was determined with ecologically valid methods consisting of pre- and post-observations of children's exploratory behaviour during free sandpit play in the experimental group as well as in a control group. A systematic observation scheme for exploratory play, the Exploratory Play Scale, was used for this purpose. The experimental group showed an increase in level of exploratory play from pre- to post-observations, while the control group did not. This study shows that a small-scale sciencing programme can have an effect on children's level of free exploratory play.     

Hope,goals, and pathways: Further validating the hope scale with observer ratings

ABSTRACT

Objective: For the past two decades, hope theory has been an important framework for conceptualizing goal pursuits. Surprisingly there has been little effort to test the underlying suppositions of hope theory or to further validate the Hope Scale.

Method: In Study 1, participants (N = 162, M_age = 19, 61% female) completed the Hope Scale and nominated goals they would like to accomplish in the next few months. Goals were coded on several dimensions. In Study 2, participants (N = 118, M_age = 19, 59% female) completed the Hope Scale, measures of optimism and self-efficacy, and generated workable pathways for achieving standardized goals.

Results: Hope scores predicted setting objectively important, prosocial, long-term, and challenging goals. Hope (but not optimism or self-efficacy) was associated with generating more pathways for standardized goals.

Conclusions: The results of these studies generally support the tenets of hope theory and provide further validation for the Hope Scale. As expected, people with higher hope were more likely than their lower-hope counterparts to engage in what has been considered successful goal-setting behavior. Hope is associated with important goal-relevant behaviors and efforts to increase hopeful thought may be important in helping individuals to move toward important life outcomes.     

Behavioral Strategies to Reduce School Violence

SUMMARY

Public schools that use punitive approaches toward student discipline can unwittingly promote violence and other antisocial behavior. This article reviews constructive and preventive methods to reduce school violence and vandalism. Various strategies are presented and discussed.