Using Cases with Contrary Facts to Illustrate and Facilitate Ethical Analysis

There has been increasing interest in developing practical, non-theoretical tools for analyzing ethical problems in public health, biomedicine, and other scientific disciplines so that professionals can make and justify ethical decisions in their own research or practice. Tools for ethical decisionmaking, together with case studies on ethics, are often used in graduate education programs and in continuing professional education. Students can benefit from opportunities to further develop their analytical skills, to recognize ethical issues, and to develop their moral sensitivity. One practical approach for illustrating and facilitating ethical analysis uses cases with contrary facts and circumstances, an approach which complements rather than replaces theoretical approaches to moral reasoning. Cases with contrary facts and circumstances are presented in two or more alternative ways so that the facts, circumstances, or framing of one version runs counter to that of the other version (s). Cases with contrary facts, together with practical steps for identifying and analyzing ethical issues, are likely to be useful tools for illustrating and facilitating ethics analysis and stimulating the moral imagination. The findings and conclusions in this article are those of the author and do not necessarily represent the views of the Centers for Disease Control and Prevention.     

Guidance on conducting and reviewing systematic reviews (and meta-analyses) in work and organizational psychology

Systematic reviews and meta-analyses are means of summarizing and synthesizing research evidence in a given topic area. They can be used to define the current state of knowledge and how confident we can be in that knowledge, to identify evidence gaps, and to provide recommendations for policy and practice based on the best available evidence. At European Journal of Work and Organizational Psychology, our editorial stance is explicitly to encourage the conduct of systematic reviews and meta-analyses. The purpose of this editorial is to provide some guidance to authors and journal referees on the (technical) features of good systematic reviews.     

La santé à l’épreuve de la mobilité : les débuts de parcours de compagnons de l’aéronautique

In this article we relate a research, which has been carried out among workers in an aircraft-manufacturing site. The purpose of the research was to enlighten the links between health and professional mobility. Leaning on quantitative and qualitative analyzes of mobility inside a worksite, we put forward the complex network of itineraries of blue collars, at their beginning. These itineraries combine changes in workstations or in working conditions, and various individual, collective or organizational dimensions. The apprenticeship of mobility frameworks gets involved in wider series of professional norms, which might at the same time prevent from health disorders and make them less visible. Thus, the integration of these various temporal dimensions by blue collars themselves brings depending on organizational context, supports or damages for health.     

Testing an App-Assisted Treatment for Suicide Prevention in a Randomized Controlled Trial: Effects on Suicide Risk and Depression

Suicide is a global public health problem and effective psychological interventions are needed. The objective of the present study was to evaluate the effect of an app-assisted suicide prevention treatment on suicide risk and depression. One hundred twenty-nine participants were randomized to treatment as usual (TAU), consisting of psychotherapy adhering to the framework of Collaborative Assessment and Management of Suicidality (CAMS), with (TAU + APP, N = 60) or without (TAU, N = 69) access to a mobile application (i.e., LifeApp’tite). Suicide risk and symptoms of depression were assessed pre- and posttherapy, and at 4-month follow-up. The TAU + APP group showed a smaller decrease on self-reported suicide risk at the end of treatment, corresponding to a medium between-group effect size (p = .008, d = 0.46). At the 4-month follow-up this was the case only at the trend level, where the effect size was also of a smaller magnitude (p = .057, d = 0.30). No differences between the treatment groups were observed on self-reported depressive symptoms, either immediately following treatment (p = .732, d = 0.05) or at follow-up (p = .467, d = 0.11). The unexpected negative effect concerning suicide risk points to crucial consideration of issues pertaining to timing, dosing, and content when adding new technology to existing treatments both in this and other populations.     

A comparison of blocked and mixed‐trial methods for teaching auditory–visual discriminations

Behavior analysts typically teach conditional discriminations in a mixed‐trial format but may switch to a blocked‐trial format for learners displaying limited acquisition. No known research has shown that mixed‐trial methods are more effective or efficient than blocked‐trial methods for teaching discriminations, so it is not clear why this format has been adopted as the “first‐line” intervention. We compared blocked and mixed‐trial formats for teaching novel auditory–visual discriminations to three adults with intellectual and developmental disabilities (IDD). Results show blocked‐trial methods resulted in faster skill acquisition in all cases, suggesting this format may be a preferable starting point for instruction.     

Normativity in the Philosophy of Science

This paper analyzes what it means for philosophy of science to be normative. It argues that normativity is a multifaceted phenomenon rather than a general feature that a philosophical theory either has or lacks. It analyzes the normativity of philosophy of science by articulating three ways in which a philosophical theory can be normative. Methodological normativity arises from normative assumptions that philosophers make when they select, interpret, evaluate, and mutually adjust relevant empirical information, on which they base their philosophical theories. Object normativity emerges from the fact that the object of philosophical theorizing can itself be normative, such as when philosophers discuss epistemic norms in science. Metanormativity arises from the kind of claims that a philosophical theory contains, such as normative claims about science as it should be. Distinguishing these three kinds of normativity gives rise to a nuanced and illuminating view of how philosophy of science can be normative.     

Emotion Dysregulation and Military Suicidality Since 2001: A Review of the Literature

Policy makers and researchers have worked to explain the perplexing rise in U.S. military suicides since 2001, with little progress in explaining this widespread phenomenon. This article synthesizes several literatures to highlight the role of emotion dysregulation in military suicidality. After considering advances in suicidal ideation‐to‐action frameworks and the factors that contribute to the prevalence of emotion dysregulation in the modern U.S. military, it explores how military service provides for two distinct circumstances in which such emotion dysregulation may facilitate the transition from suicidal ideation to behavior. The first circumstance is high distress tolerance, wherein the effects of disproportionately high rates of adverse childhood experiences (ACEs) among service‐members may increase vulnerability to suicidal behavior. The second circumstance is preexisting acquired capability with lethal means paired with executive functioning degradation. Empirically associated with military environments, such degradation may undermine the effectiveness of top‐down emotion regulation strategies—thereby allowing acquired familiarity with lethal means to assist the transition from suicidal ideation to action. Thus, emotion dysregulation’s unique relationship with the U.S. military may help to explain the powerful correlation between service and suicide since 2001—suggesting that enhancing emotion regulation skills may present a key leverage point for effectively addressing the issue.     

SHORES: A Practical Mnemonic for Suicide Protective Factors

Guidelines for addressing and managing client suicide risk include discussing and conceptualizing protective factors. Counselors should be able to recall and discuss suicide protective factors that are applicable across client populations. SHORES, a suicide protective factors mnemonic that is supported by the literature, has applications for risk assessment and crisis intervention across settings, preventative care, strengths‐based management, and counselor training. A case example and discussion serve to illustrate the wide‐ranging application of SHORES in counseling practice.     

国外自杀心理学研究与理论评介

以自杀致病理论、自杀评估理论、自杀治疗理论为线索,回顾与总结了国外近十年来的自杀心理学理论与研究概况,同时重点介绍了致病理论中的应激—易感模型、逃避自我理论、杀死自我理论;自杀评估理论中的SSF评估、四阶段过程模式;自杀治疗理论中的SATIR理论和荣格艺术治疗理论等,并做了简短评论