A comparison of a brief and long version of the Situational Confidence Questionnaire

Assessing confidence to resist drinking in high risk situations is an important part of behavioral treatments for alcohol problems. The present study assessed the reliability and validity of the original 100-item Situational Confidence Questionnaire (SCQ) and of an 8-item brief version (BSCQ). Using a visual analog scale, the BSCQ asked respondents to report their confidence to resist urges to drink heavily using the original eight SCQ subscales (e.g., pleasant times with others, social pressure). Data were collected from 120 adult problem drinkers who voluntarily entered an outpatient alcohol treatment program. The comparability of the BSCQ and the SCQ-100 was evaluated through intraclass correlations between the eight subscales and comparison of both instruments' underlying factor structures. Correlation coefficients for the subscales ranged from 0.56 to 0.80. Both instruments showed similar, but not identical factor structures. The present results indicate that the BSCQ provides comparable information to the SCQ-100. Limitations, as well as the clinical advantages, of using the BSCQ over longer versions are discussed.     

Development and validation of Swedish classical and modern sexism scales

In two studies we develop and validate a Classical--overt or direct--and a Modern--covert or subtle--Sexism Scale concerning attitudes toward women, for a Swedish (Scandinavian) context. Further, we examine whether these two forms of prejudice are distinguishable. Confirmatory factor analyses showed that, although highly correlated, classical and modern sexism are distinguishable. The construct validations showed that men had higher means on modern and classical sexism scores than women, and that our scales were related to other constructs as expected. In a third study, we analyzed the knowledge and the content of cultural stereotypes about women. There were no differences in the knowledge of cultural stereotypes between men and women or between high- and low-sexist individuals. The findings are discussed in relation to previous international studies that examine people's modern and/or classical sexism.     

Validation of the Chinese version of the Walsh Family Resilience Questionnaire

The Walsh Family Resilience Questionnaire (WFRQ) is one of the most widely used and strong theory-based measurement tools of family resilience. This study aimed to develop and psychometrically test the Chinese version of the WFRQ (WFRQ-C). The WFRQ was translated following Brislin's translation model. Psychometric testing, combining classical theory test and item response theory, was conducted with a sample of 800 community adult residents. The Connor-Davidson resilience scale-10 (CD-RISC-10), Self-reported Family Happiness Scale (SFHS-1), and Family APGAR (Adaption, Partnership, Growth, Affection, Resolve) Scale (Family APGAR-5) were applied for convergent validity. Six items were deleted at the item analysis level. The minimum average partial test and a parallel analysis supported a three-factor structure, which was validated by confirmatory factor analysis. The three factors were named “Family belief system,” “Organization, communication and problem solving,” and “Utilization of external resources.” The WFRQ-C was significantly correlated with CD-RISC-10, SFHS-1, and Family APGAR-5, with r values ranged from 0.51 to 0.56. The Cronbach's α was 0.97 for the scale and 0.93, 0.95, and 0.72 for the three factors, respectively. The ICCs of 0.96 for the whole scale, and 0.95, 0.75, and 0.95 for the three factors, respectively. The mean score for the WFRQ-C was 97.00 ± 17.94, of which per capita monthly income and education level were predictors. The 26-item WFRQ-C is a stable, concise, and validated tool to measure family resilience. It is applicable for Chinese community adults in nonspecific stressful settings and has potential utility in the health care domain.     

Performance and presence with head-movement produced motion parallax in simulated driving

Driving simulator studies can reveal relevant and valid aspects of driving behavior, but underestimation of distance and speed can negatively affect the driver’s performance, such as in performance of overtaking. One possible explanation for the underestimation of distance and speed is that two-dimensional projection of the visual scene disrupts the monocular-based illusory depth because of conflicting binocular and monocular information of depth. A possible solution might involve the strengthening of the monocular information so that the binocular information becomes less potent. In the present study, we used an advanced high-fidelity driving simulator to investigate whether adding the visual depth information of motion parallax from head movement affects sense of presence, judgment of distance and speed, and performance measures coupled with overtaking. The simulations included two types of driving scenario in which one was urban and the other was rural. The main results show no effect of this head-movement produced motion parallax on sense of presence, head movement, time to collision, distance judgment, or speed judgment. However, the results show an effect on lateral positioning. When initiating the overtaking maneuver there is a lateral positioning farther away from the road center as effect of the motion parallax in both types of scenario, which can be interpreted as indicating use of naturally occurring information that change behavior at overtaking. Nevertheless, only showing tendencies of effects, absent is any clear additional impact of this motion parallax in the simulated driving.     

Is the Impact of Psychotherapy Processes on Outcomes Already Quacking and Waddling? Comment “A Primer on Psychotherapy Process Research (Pfeifer & Strunk, 2015)”

The article by Pfeifer and Strunk on psychotherapy process research offers a highly thoughtful review on the state of psychotherapy process research in cognitive therapy for depression, and the inherent challenges in establishing causal relationships between process and outcomes. In this commentary, I argue that the goal of internal validity in psychotherapy process research may be unattainable, and possibly unnecessary. Finally, I suggest that psychotherapy process research should shift from “does it affect change?” to “how does it affect change?”, “when does it affect change?”, and “for whom does it affect change?”     

Identifying correlates of self-stigma in adults who stutter: Further establishing the construct validity of the Self-Stigma of Stuttering Scale (4S)

PurposeThis study was set up to further establish the construct validity of the Self-Stigma of Stuttering Scale (4S) by demonstrating its associations with other established scales and replicating its original factor structure and reliability estimates.MethodWeb surveys were completed by 354 adults who stutter recruited from Board Certified Specialists in Fluency Disorders, and adult chapters of the National Stuttering Association. Participants completed a series of psychometrically validated scales measuring self-stigma, hope, empowerment, quality of life, social support, anxiety, depression, and self-rated speech disruption.ResultsHigher subscale and total stigma scores on the 4S were associated with significantly lower levels of hope, empowerment, quality of life, and social support, and significantly higher levels of anxiety, depression, and self-rated speech disruption. The original factor structure of the 4S was replicated, and reliability estimates of the subscales ranged from adequate to excellent.ConclusionsThe findings of this study support the construct validity of the 4S and its use by clinicians and researchers intending to measure the construct of self-stigma in adults who stutter.Educational objectives: Readers should be able to: (a) distinguish between the various components of self-stigma; (b) describe how the various components of the self-stigma model relate to hope, empowerment, quality of life, and social support, self-rated speech disruption, anxiety, and depression; (c) summarize the psychometric properties of the Self-Stigma of Stuttering Scale (4S) in terms of reliability, factor structure, and construct validity; (d) discuss how the 4S could be used in research and clinical practice.     

Stress assessment during adolescence: Psychometric properties and measurement invariance of the Student Stress Inventory-Stress Manifestations across gender and age

The main purpose of this study was to analyze the psychometric properties and measurement invariance across gender and age of the Student Stress Inventory-Stress Manifestations (SSI-SM) scores in a large sample of adolescents. The sample was comprised by a total of 1108 students (482 were male), with a mean age of 14.61 years (SD = 1.71). The results indicated that the SSI-SM scores presented adequate psychometric properties from both classical test theory and Item Response Theory (IRT). Confirmatory factorial analysis (CFA), showed that both the bifactor model and a three-factor model (emotional, physiological, and behavioural) were adequate. Multi-group CFA showed that the three-factor model had strong measurement invariance across gender and age. Statistically significant differences in gender were found between latent means as well as raw scores of SSI-SM. Ordinal alpha was .78 for Physiological, .90 for the Emotional, and .79 for the Behavioural subscales. Using IRT, the SSI-SM provides more accuracy information at the medium level of the latent trait. SSI-SM subscales were associated with emotional and behavioural problems. These results provided new sources of validity evidence of the SSI-SM scores in adolescents from general population. The SSI-SM appears to be a useful, brief, and easy to administrate self-report instrument for the screening of stress manifestations at school and educational settings.     

Feeling Better About Self After Receiving Negative Feedback: When the Sense That Ability Can Be Improved Is Activated

Past studies suggest that managers and educators often consider negative feedback as a motivator for individuals to think about their shortcomings and improve their work, but delivering negative feedback does not always achieve desired results. The present study, based on incremental theory, employed an intervention method to activate the belief that a particular ability could be improved after negative feedback. Three experiments tested the intervention effect on negative self-relevant emotion. Study 1 indicated conveying suggestions for improving ability reduced negative self-relevant emotion after negative feedback. Study 2 tested whether activating the sense of possible improvement in the ability could reduce negative self-relevant emotion. Results indicated activating the belief that ability could be improved reduced negative self-relevant emotion after failure, but delivering emotion management information alone did not yield the same effect. Study 3 extended the results by affirming the effort participants made in doing the test, and found the affirmation reduced negative self-relevant emotion. Collectively, the findings indicated focusing on the belief that the ability could be improved in the future can reduce negative self-relevant emotion after negative feedback.     

Caregiver preference for reinforcement‐based interventions for problem behavior maintained by positive reinforcement

Social validity of behavioral interventions typically is assessed with indirect methods or by determining preferences of the individuals who receive treatment, and direct observation of caregiver preference rarely is described. In this study, preferences of 5 caregivers were determined via a concurrent‐chains procedure. Caregivers were neurotypical, and children had been diagnosed with developmental disabilities and engaged in problem behavior maintained by positive reinforcement. Caregivers were taught to implement noncontingent reinforcement (NCR), differential reinforcement of alternative behavior (DRA), and differential reinforcement of other behavior (DRO), and the caregivers selected interventions to implement during sessions with the child after they had demonstrated proficiency in implementing the interventions. Three caregivers preferred DRA, 1 caregiver preferred differential reinforcement procedures, and 1 caregiver did not exhibit a preference. Direct observation of implementation in concurrent‐chains procedures may allow the identification of interventions that are implemented with sufficient integrity and preferred by caregivers.