A test of the inventory of attitudes towards seeking mental health services

This study investigates the construct validity, composite reliability and concurrent validity of the Inventory of attitudes towards seeking mental health services (IASMHS). A large sample of Irish police officers (N = 331) participated in the study. Confirmatory factor analysis supported the three-factor structure of the scale, while composite reliability results demonstrated that the IASMHS possessed excellent internal reliability. Structural equation modelling indicated that help-seeking propensity was the strongest predictor of intentions to engage in psychological counselling followed by psychological openness. Neuroticism was a weak, significant predictor of intentions. Implications of these results are discussed in relation to improving utilisation rates of mental health services.     

Conscientiousness and (un)healthy eating: The role of impulsive eating and age in the consumption of daily main meals

The present study aims to explore the relationship between conscientiousness and the consumption of healthy versus unhealthy main meals. Impulsive eating was tested as a mediator in this relationship, as well as direct effects of age on those constructs. A nationwide representative sample of 1,006 Norwegian adults (18–70 years) within a prospective design was used to test a theoretical model. The structural equation model (SEM), in combination with bootstrapping procedures in AMOS, was the principal analytical method. Conscientiousness was negatively associated with unhealthy and impulsive eating. Impulsive eating was a partial mediator between conscientiousness and unhealthy eating and a full mediator between conscientiousness and healthy eating. Age was positively correlated with conscientiousness and this relationship had an inverted U‐shape form. Finally, age was negatively associated with unhealthy and impulsive eating, and positively associated with healthy eating. This study confirmed the relevance of conscientiousness for healthy, unhealthy, and impulsive eating.     

Therapeutic moments are the key: foster children give clues to their past experience of infant trauma and neglect

Foster parents often despair over the lack of information about the past experience of the children in their care, particularly with children who have experienced infant trauma and neglect. In the context of family therapy these unknowns pose both a challenge and an opportunity. The author proposes that foster children gives clues to their past experiences in therapeutic moments, which the therapist may recognize as a result of her own inner conversation. In conjunction with a sound theoretical knowledge of infant trauma and neglect, these moments have the capacity to open a dialogue in the relationships between therapist, child and foster family. This dialogical process offers an opportunity for the child's past experience of infant trauma and neglect to be expressed in silence, and the foster parent's present experience to be heard in stillness, opening for them a way to go on beyond the family therapy sessions.     

Less is not always more: The case of the 36-item short form of the Zimbardo Time Perspective Inventory

Recently, a shortened version of the Zimbardo Time Perspective Inventory (ZPTI; Zimbardo & Boyd, 1999) was proposed as a “gold standard” (Sircova et al., 2014, p. 9). In this study, we examined the internal consistency and structural validity of this version of the ZPTI in samples of adolescents from the United Kingdom (N = 913) and the United States (N = 815), and adults from Australia (N = 667). Results provided support for the internal consistency of ZPTI scores, but structural validity analyses indicated poor fit and numerous problematic items. The findings call into question the use of scores on this shortened version of the ZTPI.     

Associations Between Preschoolers' Social–Emotional Competence and Preliteracy Skills

Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social–emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social–emotional competence in preliteracy, the associations between various social–emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social–emotional competence and highlight its association with academic readiness. Copyright © 2015 John Wiley & Sons, Ltd.     

Evaluating the efficacy and generality of a skill-based approach for promoting universal behavioral readiness

Behavioral readiness can take the form of communication and self-control skills during challenging situations that are correlated with the development of problem behavior. A skill-based approach can teach behavioral readiness using procedures that involve synthesized reinforcement, probabilistic reinforcement, and contingency-based delays; however, this approach is commonly used to address severe behavior under specific situations. There is limited research evaluating a skill-based approach to teaching behavioral readiness and addressing emerging problem behavior. Also, it is unclear whether teaching effects under specific situations transfer across other, functionally distinct, situations. We evaluated the generality of a skill-based approach by teaching skills systematically across primary challenging situations involving the interruption of play, presentation of instructions, and removal of reinforcers. Teaching increased communication and self-control skills, and most skills transferred to secondary challenging situations (treatment extension probes) and caregiver-implemented sessions. We discuss challenging situations that required teaching, the generality of teaching, and procedural considerations.     

Factorial Structure of the Family Values Scale From a Multilevel-Multicultural Perspective

In cross-cultural research, there is a tendency for researchers to draw inferences at the country level based on individual-level data. Such action implicitly and often mistakenly assumes that both the measuring instrument and its underlying construct(s) are operating equivalently across both levels. Based on responses from 5,482 college students sampled from 27 countries, we took a structural equation modeling approach to addressing this issue of level equivalence. Purposes of the study were: (a) to validate the hypothesized two-factor structure of the Family Values Scale (FV Scale; Georgas, 1999) within a multilevel framework that took individual- and country-level information into account; (b) to test equivalence of the FV Scale across individual and country levels; and (c) to evaluate relations between the FV Scale and three possibly important covariates—gender at the individual level, and affluence and religion at the country level. Implications of findings and importance of multilevel equivalence in cross-cultural research are discussed.     

Randomized controlled trial of expressive writing for psychological and physical health: the moderating role of emotional expressivity

The current study assessed main effects and moderators (including emotional expressiveness, emotional processing, and ambivalence over emotional expression) of the effects of expressive writing in a sample of healthy adults. Young adult participants (N=116) were randomly assigned to write for 20 minutes on four occasions about deepest thoughts and feelings regarding their most stressful/traumatic event in the past five years (expressive writing) or about a control topic (control). Dependent variables were indicators of anxiety, depression, and physical symptoms. No significant effects of writing condition were evident on anxiety, depressive symptoms, or physical symptoms. Emotional expressiveness emerged as a significant moderator of anxiety outcomes, however. Within the expressive writing group, participants high in expressiveness evidenced a significant reduction in anxiety at three-month follow-up, and participants low in expressiveness showed a significant increase in anxiety. Expressiveness did not predict change in anxiety in the control group. These findings on anxiety are consistent with the matching hypothesis, which suggests that matching a person's naturally elected coping approach with an assigned intervention is beneficial. These findings also suggest that expressive writing about a stressful event may be contraindicated for individuals who do not typically express emotions.