Presenting concerns of emerging adults seeking treatment at an early intervention outpatient mood and anxiety program

This study examined presenting concerns and characteristics of emerging adults (EAs) seeking treatment at an early intervention program for mood and anxiety disorders to better understand presenting concerns when treatment is needed. During an intake assessment conducted by a social worker or clinical psychologist, participants (N = 548; 62% female, 38% male) reported their top three current life concerns, which were analyzed qualitatively using thematic analysis. Participants completed a battery of questionnaires assessing demographic information, symptomatology, and daily functioning. Females presented with significantly higher levels of anxiety, and both females and younger individuals (age 16–18) presented with significantly higher levels of depression compared to males and older individuals (age 19–26), respectively. The two most commonly reported presenting concerns were problems in interpersonal relationships and academics, and females were more likely to report academic concerns than males. The majority of participants reported seeking help for a wide range of problems commonly faced by EAs (83.7%), and participants rarely expressed concerns about particular symptoms of mood and/or anxiety disorders (16.3%). EAs and those supporting EAs may benefit from learning when psychosocial concerns are indicative of mental health challenges warranting professional attention.     

Does job crafting assist dealing with organizational changes due to austerity measures? Two studies among Greek employees

In this paper, we focussed on Greek employees that are heavily affected by austerity-led organizational changes, and studied whether job crafting (defined as seeking resources, seeking challenges, reducing demands) helps them deal with these changes. In the first, cross-sectional study we examined whether job crafting relates to adaptive performance, and whether individuals’ assessment of changes moderates this relationship. The results showed that the relationship between reducing demands and adaptive performance was positive for those assessing the changes more positively, and negative for those assessing them more negatively. This interaction was replicated in the second, quasi-experimental field study, where we examined the effects of an intervention designed to help employees deal with organizational changes and increase their well-being, adaptive performance and openness to such changes by stimulating job crafting behaviours. Participants received training and worked for 3 weeks on self-set job crafting goals. The intervention was effective in increasing reducing demands, positive affect and openness to change. Moreover, it had a positive effect on openness to change and adaptive performance through positive effect, but a negative effect on adaptive performance through reducing demands. Thus, the intervention facilitated to some extent employee functioning under unfavourable working conditions that result from austerity measures.     

Predictors of Treatment Completion and Recidivism Among Intimate Partner Violence Offenders

This study examined the variables that predicted completion of an AMEND-Emerge-based program designed to treat men (n = 202) who had engaged in intimate partner violence and the rates of recidivism among those who completed versus those who failed to complete the program. Data were collected from an archival database that housed historical and demographic data on each participant; recidivism was determined by accessing publicly available court records, and was defined very broadly as any charges filed within a year after participating in the program. Overall recidivism for this sample was low (22.28%). Demographic factors demonstrated to correctly classify post-treatment recidivism included age, race, and relationship status. Whereas those who completed the program had lower recidivism than non-completers, the differences between those groups in age, race, and relationship status suggest that features of the program may not address the needs of younger African Americans who are not married.     

A Creative Model: The Three-Selves

This article presents a Three-Selves Model illuminating ways the self can be expressed: closed, absorbent, and flexible. This model integrates three counseling approaches which are described, and a creative poster is offered to illustrate the model. Then, the model is applied to a hypothetical case to reveal how the model can promote awareness, congruence, and choice.     

Using Curriculum-Based Measurements for Program Evaluation: Expanding Roles for School Psychologists

Educators increasingly need to evaluate schoolwide reform efforts; however, complex program evaluations often are not feasible in schools. Through a case example, we provide a heuristic for program evaluation that is easily replicated in schools. Criterion-referenced interpretations of schoolwide screening data were used to evaluate outcomes associated with participation in four-year-old kindergarten. Nonparametric analyses allowed for group comparisons across early literacy screening outcomes. Risk ratios demonstrated that four-year-old kindergarten participants were less likely to score “at-risk” on kindergarten and first grade screenings. The methods employed meaningfully addressed local program effectiveness questions. Further, they were easily determined and disseminated. Implications for extensions of the heuristic to other evaluation questions and data sources as well as limitations of the approach are discussed.     

Enhancing the Behavioral and Mental Health Services Within School-Based Contexts

ABSTRACT

Recent health care reform provides many new opportunities to expand mental health and behavioral support to students in schools and school–community partnerships. Through newly available funding sources, as well as expanded legislative initiatives, school psychologists can advocate for and become leaders in delivering universal programming, tiered mental health supports, and formalized collaborative efforts with community agencies. The authors highlight the application of tiered levels of services, with current practice samples, designed to address students' mental and behavioral health. Implications for practice are discussed.     

正念父母心:正念教养理论、机制及干预

父母教养及其对孩子的影响一直是发展心理学的一个重要主题,而正念教养(mindful parenting)则是关注如何帮助父母进行有效教养。正念教养是将一般的正念应用于亲子互动中,指父母对孩子和教养行为的有意的、此时此刻的和不评判的注意和觉知。正念教养对父母自身、孩子和亲子关系都具有积极的作用。研究者发展了两个正念教养的干预项目并通过实证研究检验这两个项目的干预效果。未来的研究可以采用更加严谨的设计并采用不同的评估方法来评估正念教养的干预效果。正念教养的作用机制也是未来研究有待进一步探讨的问题。     

The promotion of self-forgiveness,responsibility, and willingness to make reparations through a workbook intervention

This study evaluated the effectiveness of a workbook intervention designed to promote self-forgiveness, acceptance of responsibility, and willingness to make amends/reparations in a university student sample. The intervention manual consisted of three parts: (a) promoting prosocial and responsible attitudes, (b) reducing barriers to self-forgiveness, and (c) promoting healthy thinking and behaviors. Outcome measures included acceptance of responsibility, motivation to make reparations, and state and trait self-forgiveness. Measures were administered pre-intervention and immediately post-intervention. Participants were randomly assigned to an intervention group (N = 50) or a control group (N = 43). The control group studied materials for their university courses instead of completing the intervention. Following the intervention, the intervention group had significantly a higher state and dispositional self-forgiveness post-test compared to the control group. Changes in acceptance of responsibility and willingness to make reparations did not reach statistical significance as compared to the control group.     

Situating interventions to bridge the intention–behaviour gap: A framework for recruiting nonconscious processes for behaviour change

This paper presents a situated cognition framework for creating social psychological interventions to bridge the intention–behaviour gap and illustrates this framework by reviewing examples from the domains of health behaviour, environmental behaviour, stereotyping, and aggression. A recurrent problem in behaviour change is the fact that often, intentions are not translated into behaviour, causing the so‐called intention–behaviour gap. Here, it is argued that this happens when situational cues trigger situated conceptualizations, such as habits, impulses, hedonic goals, or stereotypical associations, which can then guide behaviour automatically. To be effective in changing such automatic effects, behaviour change interventions can attempt to change situational cues through cueing interventions such as priming, nudging, upstream policy interventions, or reminders of social norms. Alternatively, behaviour change interventions can attempt to change the underlying situated conceptualizations through training interventions, such as behavioural inhibition training, mindfulness training, or implementation intentions. Examples of situated behaviour change interventions of both types will be discussed across domains, along with recommendations to situate interventions more strongly and thus enhance their effectiveness to change automatic behaviour. Finally, the discussion addresses the difference between tailoring and situating interventions, issues of generalization and long‐term effectiveness, and avenues for further research.     

Iris Marion Young on responsible intervention: reimagining humanitarian intervention

Iris Marion Young took a strong stance against humanitarian intervention and other so-called legitimate instances of what she calls ‘official violence’. Nevertheless, she was also aware that there may be some situations for which military humanitarian intervention should at least be considered. Young was concerned that some states will use their obligation to defend against human rights violations as a mechanism in securing or maintaining global dominance. In addition, she recognized that what counts as a violation of human rights is not uncontroversial; human rights norms and conventions are interpreted, negotiated, and otherwise contested. In this article, I build on Young’s arguments for a social connection model of responsibility by applying it to a situation where a forceful response to violence might be justified. I juxtapose Young’s position with the emerging international standard called ‘the responsibility to protect’ in order to suggest an account of intervention for global governance relations.