青少年网络社交使用频率对网络成瘾的影响:家庭经济地位的调节作用

相关研究表明,由于青少年在网络社交中能够获得他人的认可与支持,网络社交对网络成瘾具有显著的影响。自我价值定向理论认为自我价值是人们行为的终极理由,其中他人的认可与接纳、家庭社会经济地位都是自我价值的重要支撑。当青少年生活在高社会经济地位环境中,其自我价值可能越高,网络社交使用频率对网络成瘾的影响可能会减弱。我们从全国7个省收集了1216份青少年自评的网络社交使用频率、网络成瘾倾向以及父母自评的社会经济地位等指标的数据。结果表明:家庭社会经济地位调节着网络社交使用频率与网络成瘾倾向的关系;进一步的分析表明,在高社会经济地位的家庭中,青少年的网络社交使用频率对网络成瘾倾向的影响不显著,而在低社会经济地位的家庭中,青少年的网络社交使用频率对网络成瘾倾向的影响极其显著。结果支持了自我价值定向理论。     

Motivational enhancement treatment in outpatient addiction centers: A multisite randomized trial

Background/Objectives: Motivational Enhancement Treatment in Spanish (METS) is a brief intervention aimed at resolving patient ambivalence towards behavior change that has demonstrated efficacy in substance use disorder treatment to reduce use and increase treatment engagement in different populations. In order to have evidence for its implementation in Mexico, a multi-site, randomized, two-arm, controlled clinical trial was conducted at three outpatient addiction treatment centers in the country to compare the effect of METS with Counseling as Usual (CAU). Method: One hundred and twenty patients were randomized to receive three sessions of METS (n = 54) or CAU (n = 66) during the first four weeks of treatment and were assessed during the following 12 weeks. Primary outcome measures were self-reported days of substance use and of treatment services utilization, which were tested using Generalized Estimating Equations. Results: Results associated both conditions with significant changes in substance use over, whereas there were no differences between conditions in substance use or in service utilization. Conclusions: Findings do not support the hypothesis that METS is more effective than CAU, but suggest that brief interventions at treatment initiation may improve patient outcomes.     

Collaborative helping maps: a tool to guide thinking and action in family-centered services

This article highlights "disciplined improvisation" as a metaphor for community-based work with multi-stressed families. It introduces Collaborative Helping maps as a tool that both helps workers think their way through complex situations with families and provides a structure to support constructive conversations between workers and families about challenging situations. The article illustrates this map through a clinical vignette and uses interviews with workers to highlight ways in which the map can both enhance worker thinking and support constructive conversations between workers and families about problems that could easily divide them and lead to polarization and escalating tension.     

Developing an outcome-based assessment for family therapy training: the Rochester Objective Structured Clinical Evaluation (ROSCE)

This paper addresses a growing need for cost-effective, outcome-based assessment in family therapy training. We describe the ROSCE, a structured, evidence-informed, learner-centered approach to the assessment of clinical skills developed at the University of Rochester Medical Center. The ROSCE emphasizes direct observation of trainees demonstrating clinical competencies. The format integrates both formative and summative assessment methods. It can readily be adapted to a wide variety of educational and training settings.     

Relationship Education for Incarcerated Adults

As relationship education (RE) programs become more widely implemented, it is important to measure and document the changes associated with RE for diverse audiences. Also, researchers have been challenged to examine the impact of RE with more disadvantaged groups. While we are seeing an increase in this area, only three studies have examined RE with an incarcerated sample. These previous studies examined only those currently in a relationship and focused primarily on couple functioning. The aim of this study was to expand the existing literature by examining RE with a broader sample of incarcerated adults, regardless of current relationship status, and to expand our understanding of its association with outcomes beyond the couple domain by also including measures of individual and parental functioning. In addition, we examined whether change from pre‐ to posttest was moderated by individual characteristics. Using a sample of incarcerated adults (N = 122), the study found positive change in three domains of functioning (couple, individual, and parental). Specifically, results indicated change on five of the eight outcome variables examined. Overall, we found both similarities and differences among program participants on changes from pre‐ to posttest. For the majority of outcomes, the positive change from pre‐ to posttest emerged regardless of individual characteristics.     

A Multi‐Family Group Intervention for Adolescent Depression: The BEST MOOD Program

Depression is the most common mental disorder for young people, and it is associated with educational underachievement, self‐harm, and suicidality. Current psychological therapies for adolescent depression are usually focused only on individual‐level change and often neglect family or contextual influences. The efficacy of interventions may be enhanced with a broader therapeutic focus on family factors such as communication, conflict, support, and cohesion. This article describes a structured multi‐family group approach to the treatment of adolescent depression: Behaviour Exchange Systems Therapy for adolescent depression (BEST MOOD). BEST MOOD is a manualized intervention that is designed to address both individual and family factors in the treatment of adolescent depression. BEST MOOD adopts a family systems approach that also incorporates psychoeducation and elements of attachment theories. The program consists of eight multifamily group therapy sessions delivered over 2 hours per week, where parents attend the first four sessions and young people and siblings join from week 5. The program design is specifically aimed to engage youth who are initially resistant to treatment and to optimize youth and family mental health outcomes. This article presents an overview of the theoretical model, session content, and evaluations to date, and provides a case study to illustrate the approach.     

Mentalizing Family Violence Part 2: Techniques and Interventions

This is the second of two companion papers that provide an overview of mentalization‐based concepts and techniques when working with the seeming “mindlessness” of intra‐family violence. The focus of this paper is on general mentalization‐oriented approaches and specific interventions that aim to (1) disrupt the non‐mentalizing cycles that can generate intra‐family violence and (2) encourage the emergence of patterns of family interactions that provide the foundation for non‐violent alternatives. Various playful exercises and activities are described, including the taking of “mental state snapshots” and “selfies” in sessions and staging inverted role‐plays, as well as using theatrical masks and creating body–mind maps and scans. These can make “chronic” relationship issues come alive in session and permit “here and now” experiences that generate a safe context for mentalizing to take place. At the core of the work is the continuous focus on integrating experience and reflection. Without acute awareness of the thoughts and feelings occurring in the sessions, mere reflection is not likely to enable change. By increasing mentalizing in the family system, family members’ trusting attitudes grow, both within and outside the family.     

FATHER PLAY: IS IT SPECIAL?

Both mothers and fathers play with their children, but research on parent–child play interactions is conducted with mothers three times more often than it is with fathers. The articles in this special issue address this gap by focusing on the nature and quality of father–child play, across cultural contexts, and considering whether father play offers something unique and special for early human development, in infancy or early childhood. The studies show that fathers can be just as developmentally supportive as are mothers in terms of being playful and engaged with their children in ways that are related to greater child socioemotional competence, emotion regulation, and vocabulary, and to less aggression, anxiety, and negativity. We encourage future research to examine the cultural influences, family system dynamics, and specificity of timing and types of father–child play in relation to children's developmental competence.     

« Contexte évaluatif,règles d’équité et d’égalité. Une approche stratégique de la justice distributive. »

This article must be considered within the framework of research on distributive justice in the organisational context (Adams, 1965; Deutsch, 1975; Colquitt and Jackson, 2002). The aim is to propose an analysis from a political point of view of the orientation towards equity and equality rules. We take as a starting point the model of political decision in the organisational context by Murphy and Cleveland (1995). The political approach postulates that one cannot pertinently give an account of the managers’ decision modes without locating them in their daily context of human relations management, and their management strategy. We will examine the links between the context of immediate management and the managers’ choices for equity or equality. The results of two studies will be presented. They tend to legitimate the relevance of this approach.     

La révision du texte : une activité de contrôle et de réflexion

Recent proposals in the field of text revision reveal significant changes in perspective concerning cognitive processes involved in writing. Whereas revision has been considered for a long time as being aimed at enhancing writing, this activity is now seen as a control of the different writing processes. Thus, planning is now added to this control process. Our review shows how results of novel studies strengthen this conception and in which way further researches should be pursued. In particular, we focus on three issues: training of control performed by expert writers, the cognitive cost of the required cognitive treatments and the conditions which permit to increase this control among writers during learning.