A Both-And Approach: An Application of Narrative Interventions from a Modern Perspective

A contentious debate between the modern and postmodern epistemologies continue to wage on since the rise of constructivism and social constructionism in the 1990s. This debate has led to both modern and postmodernists falling into an either/or mindset. Others have proposed a solution, the both-and approach, that emphasizes integration of different therapeutic camps. Intentionality is a core component of this approach, as therapists must understand how employed interventions flow from the epistemology and theoretical orientation under which they operate. Another core component of this approach is tailoring the integration to the specific context of the client case. With this understanding and tailoring, therapists can utilize methods across the modern/postmodern divide, as they will coherently flow from their original epistemology and theoretical orientation. Applying methods from both modernism and postmodernism, then, enhances therapists’ therapeutic repertoire, allowing for more opportunities to adapt treatment to each client case. Altogether, the quality of services improve and the amount of clients therapists can help increases as well. This paper will provide an application of the both-and approach to a case study to provide an example of how the said method can be employed in therapy.

     

Are We Prepared? Recommendations for Couple and Family Therapists Engaging with Young Generations on Social Media

Social media is a salient aspect of most people’s lives in the United States. Younger generations (e.g., Gen Z) are among some of the most likely to engage with social media and have mental health concerns. Mental health providers are beginning to use social media to engage with prospective clients. However, there is a lack of guidance on how to maximize the utility of social media engagement for couple and family therapists (CFTs). This paper reviews the current literature on therapists’ professional presence on social media and younger generations’ expectations around social media competency. Recommendations for how CFTs can effectively engage with younger generations through social media are provided. A discussion of professionalism, accessibility, demonstrating aligned values, branding CFT, and gaining a reputation of cost effectiveness are emphasized. Future directions for studying the phenomenon of therapists using social media to engage with an online audience are included.

     

Measuring Collective Efficacy Among Children in Community-based Afterschool Programs: Exploring Pathways toward Prevention and Positive Youth Development

Collective efficacy refers to a perceived sense of connectedness and willingness to intervene among youth, and is a potential aspect of positive youth development (Larson in Am Psychol 55:170–183, 2000; Lerner et al. in Child Dev 71:11–20, 2000; Sampson et al. in Science 277:918–924, 1997). Theoretically, those who feel connected to a group that is empowered to positively influence the behavior of their peers may demonstrate fewer problem behaviors. Few studies, however, have measured the impact of youth perceptions of collective efficacy. As a relatively new child-related research topic, there is much to be learned. One contribution to the foundation of this research agenda begins by evaluating the reliability and validity of a measure of collective efficacy with elementary children attending community-based afterschool programs. This paper describes the internal consistency reliability and various indicators of construct and concurrent validity of the Collective Efficacy Among Children Scale. The measure was found to have high internal consistency reliability. Construct validity was tested using exploratory factor analyses of collective efficacy including the dimensions of willingness to intervene and cohesion found in previous research (Sampson et al. in Science 277:918–924, 1997). Concurrent validity assessed relations between the scale and other measures in theoretically congruent ways. Using Hierarchical Linear Models to account for children's nestedness in after-school programs, connectedness was found to be more related to emotional adjustment, particularly children’s prosocial attitudes (caring about others and sharing). Children’s perception of the willingness of the group to intervene was found to be related to less problem behavior, (i.e. smoking tobacco, drinking alcohol, vandalism, and stealing). The implications suggest that future research should further explore children’s collective efficacy, and ways to foster its development in youth-serving afterschool settings.     

Multiple points of entry into a circular enclosure prevent place learning despite normal vestibular orientation and cue arrays: evidence for map resetting

This study identified sources of map orientation critical for successful spatial problem solving by rats of a plus maze embedded in water. Disorientation slowed, but it did not prevent acquisition of goal location. Use of a circular enclosure with multiple points of entry prevented reliable goal location. A single entry point enabled the rats to locate a fixed goal. A cue array within the enclosure was ineffective in providing orientation. These data suggest that stable map orientation can be derived from entry location when enclosure geometry is uniformative, but is not readily taken from cue arrays. They further suggest that map orientation is reset when rats enter an enclosure.     

Can men do better if they try harder: Sex and motivational effects on emotional awareness

Research indicates that women are more emotionally aware than men. Motivation was investigated as a possible source of this sex difference. A total of 242 women and 74 men completed the first half of an emotional awareness test, the Level of Emotional Awareness Scale (LEAS; Lane & Schwarz, 1987), received either motivational or control instructions, and then completed the second half of the awareness scale. Participants' LEAS scores were compared via a 2 (sex) × 2 (condition) × 2 (time) General Linear Model Analyses of Variance. The motivational intervention was successful in significantly increasing both male and female participants LEAS scores, although women generally demonstrated greater emotional awareness than men. Furthermore, the LEAS scores of motivated men equalled those of women in the control condition, but the motivated men had to work significantly longer on the task to achieve this equality. Additional covar-iance analysis revealed that there were significant sex differences even after controlling for self-report and behavioural measures of motivation. We discuss the implications of these findings for understanding sex differences in emotional awareness.