Emotional and behavioral problems in children of depressed mothers: a school-based study in Southern Brazil

The present study aimed to verify the association between maternal depression and emotional and behavioral problems in school children in Pelotas, Southern Brazil, considering that maternal depression increases children’s vulnerability for developing psychiatric disorders. This is a cross-sectional study with a school-based sample conducted between August 2015 and November 2016 and it is part of a major project entitled ‘Healthy Childhood in Context: A Multidisciplinary Investigation’. Schoolchildren aged between 7 and 8 years and one of their respective parents or a primary caregiver were included in the study. Maternal depression was assessed using the Mini International Neuropsychiatric Interview (MINI). The presence of emotional and behavioral problems in children was verified by the Strengths and Difficulties Questionnaire (SDQ) – parents version. Children of depressed mothers exhibited higher mean scores in all SDQ domains and in the total score when compared to children of non-depressed mothers. Lower socio-economic status was also associated with higher SDQ scores. Our results showed the effects of both maternal depression and poverty on children emotional and behavioral problems, which evidence the need for child mental health preventive care, and free quality assistance for both mothers and their children.     

Observers' Language Proficiencies and the Detection of Non‐native Speakers' Deception

We examined whether observers' language proficiencies affected their abilities to detect native and non‐native speakers' deception. Native and non‐native English speakers were videotaped as they either lied or told the truth about having cheated on a test. A total of 284 laypersons—who were either native or non‐native English speakers themselves—viewed these videos and indicated whether they believed that the speakers were being truthful or deceptive. Observers were more accurate when judging native speakers than when judging non‐native speakers, suggesting that perceptual fluency aided deception detection. Although there was no effect of observers' language proficiencies on discrimination, their belief that interviewees were telling the truth increased with proficiency. On the whole, these findings suggest that non‐native speakers may be at greater risk of being incorrectly classified in forensic contexts.Copyright © 2017 John Wiley & Sons, Ltd.     

The institutionalization of community interventions in Chile: characteristics and contradictions

A critical analysis of the consequences of successive institutionalization of community intervention in Chile is presented. This analysis is based on research of current community interventions in Chile, whose results are compared with Chilean community practice from previous historical periods. Chilean community intervention was formerly practiced out of governmental institutions and universities and was sustained primarily by foreign agencies and ecclesiastical institutions. Nowadays, with the return to democracy, the vast majority of community intervention programs are financed, partially or totally, by means of governmental resources. This institutionalization of community interventions has had consequences worthy of critical analysis: an increase in the number and stability of intervention programs; and also negative consequences for intervention goals, definition of target groups, and intervention practices. Dilemmas, such as assistance vs. promotion or adaptation vs. social change, have arisen. These dilemmas show the contradictions of a Community Psychology, which has left behind the position of institutional marginality to form part of Chilean society's normal psychosocial care. They also show the need for a paradigm shift from a critical view of the social world to a constructionist one.     

Ergebnisqualität von psychotherapeutischen Prozessen mit Jugendlichen

Background

This study investigated the effectiveness of therapeutic processes with adolescents depending on (1) the quality of the therapeutic relationship, (2) generic change indicators and (3) the appearance of specific forms of communication in the initial phase of therapeutic processes. The study concentrated on investigation of the first three initial therapy sessions and was interested in the possible association of these three variables with positive outcomes and in the young patients remaining in therapy.

Material and methods

A total of 20 therapeutic processes, which took place in Santiago de Chile, were examined. Participants were 15 female and 5 male adolescents between 13 and 17 years old and suffering from different psychological disorders. The Chilean version of Horvath’s working alliance inventory, Generic Change Indicators, the Therapeutic Activity Coding System (TACS), Lambert’s outcome questionnaire OQ-45.2 and adherence in terms of completing or not completing therapy were used to assess process and outcome variables.

Results

The three variables measured in the initial phase of therapy with adolescents, i.e. therapeutic alliance, generic change indicators and communicative actions showed a relationship with the therapeutic results in terms of adherence to therapy as well as outcome.

Discussion

The results indicate the necessity of a greater inclusion of the perspective of adolescents in the therapeutic process.

     

Mindfulness-based interventions in secondary education: a qualitative systematic review / Intervenciones basadas en mindfulness en educación secundaria: una revisión sistemática cualitativa

Abstract

In order to study the effects of mindfulness meditation interventions administered to adolescents within their educational institutions, a qualitative systematic review was conducted. Sixteen studies published in main databases were analysed. The results show that mindfulness, as a prevention strategy in educational contexts, resulted in significant changes in the followings variables: (a) psychological (e.g., reduction in depressive symptoms); (b) psychosocial (e.g., increased social skills); and (c) physiological (e.g., improvement of blood pressure). Although the results were conclusive, their interpretation and generalization should be carefully analysed as there were no medium- and long-term follow-up evaluations, in addition to the fact that there has been a minimal assessment of the psychological mechanisms involved in the change processes.     

Rats' performance on variable-interval schedules with a linear feedback loop between response rate and reinforcement rate

Three experiments investigated whether rats are sensitive to the molar properties of a variable-interval (VI) schedule with a positive relation between response rate and reinforcement rate (i.e., a VI+ schedule). In Experiment 1, rats responded faster on a variable ratio (VR) schedule than on a VI+ schedule with an equivalent feedback function. Reinforced interresponse times (IRTs) were shorter on the VR as compared to the VI+ schedule. In Experiments 2 and 3, there was no systematic difference in response rates maintained by a VI+ schedule and a VI schedule yoked in terms of reinforcement rate. This was found both when the yoking procedure was between-subject (Experiment 2) and within-subject (Experiment 3). Mean reinforced IRTs were similar on both the VI+ and yoked VI schedules, but these values were more variable on the VI+ schedule. These results provided no evidence that rats are sensitive to the feedback function relating response rate to reinforcement rate on a VI+ schedule.