Cross-cultural cross-validation of empirically validated tests.

4 tests, 2 biographical information blanks (BIBs), the management-judgment test, and the Guilford-Zimmerman Temperament Survey, empirically validated on 443 United States managers, were administered to approximately 800 employees in companies in Norway, Denmark, and the Netherlands. All standard deviations were significantly larger and all means except 1 were higher in the United States sample. Correlations between all test scores and a criterion of success were significant at the .01 level for the 4 samples. The management-judgment test correlated significantly higher with the criterion in the United States than in 1 European sample. 1 BIB correlated significantly higher in Denmark and Norway samples than in the United States. None of the other 21 comparisons of correlations showed a significant difference. Possible explanations for the consistency of results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Realpolitik and the empirically validated treatment debate.

The impact on Canadian professional psychological treatment practices of the American Psychological Association (APA) Division 12 (Clinical Psychology) Task Force on the Promotion and Dissemination of Psychological Procedures' development of criteria and listings for empirically supported psychological treatments, along with other industrial efforts to standardize the identification of treatments with established efficacy is described in the article by J. Hunsley et al (see record 1999-01869-001). M. C. King comments on the aforementioned article by expanding on the likely impact of these initiatives on practice patterns of psychotherapy in Canada. The outline of directions for practice in Canada is clearer than Hunsley et al claim, so much so that Canadian developments are quite similar to some of the US directions. King claims that it is essential for Canadian psychology to adhere to the proposed policies, and to shape how they will be used to affect funding of and access to psychological treatments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A randomized trial of skin cancer prevention in aquatics settings: The pool cool program.

Skin cancer is increasing, and prevention programs are essential. This study evaluated the impact of a skin cancer prevention program on sun-protection habits and swimming pool environments. The intervention included staff training; sun-safety lessons; interactive activities; providing sunscreen, shade, and signage; and promoting sun-safe environments. A randomized trial at 28 swimming pools in Hawaii and Massachusetts tested the efficacy of this program (Pool Cool) compared with an attention-matched injury-prevention control program. Results showed significant positive changes in children's use of sunscreen and shade, overall sun-protection habits, and number of sunburns and improvements in parents' hat use, sun-protection habits, and reported sun-protection policies and environments. Observations corroborated the positive findings. Pool Cool had significant positive effects at swimming pools in diverse audiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching of controversial and empirically validated treatments in APA-accredited clinical and counseling psychology programs.

Surveyed the directors of 126 American Psychological Association (APA) accredited clinical and counseling psychology PhD and PsyD programs to determine whether they teach controversial memory recovery techniques for suspected childhood sexual abuse and the controversial technique, facilitated communication. The authors also asked about training in empirically validated treatments. Results show that counseling psychology programs were more likely than clinical psychology programs to teach memory recovery techniques, and counseling programs were less likely to discourage the use of both memory recovery techniques and facilitated communication. More emphasis on research, less on practice, and a higher percentage of behaviorally-oriented faculty was related to less training of controversial techniques. Empirically validated treatments were reportedly taught more in clinical than in counseling psychology programs and in programs that emphasize research and have a higher percentage of behaviorally-oriented faculty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The conceptual elements of strong interventions in school settings.

Presents a conceptual model of strong school-based interventions. Strong interventions are ecological in nature, are naturalistic in scope, contain elements from research that are predictive for success, and incorporate the constructs of social validity in a practical manner. The latter concept relates to the ideas of treatment acceptability and socially important outcomes, and is important for insuring treatment integrity. While there exists a robust research database for effective school interventions, generalization to regular school settings without the overriding influence of researcher/consultant is difficult. It is suggested that all of these concepts must be practically utilized if strong interventions are to be applied to school problems. Suggestions and implications for school psychology practitioners are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social treatment: The benefits of group interventions in residential care settings.

We report findings from an intervention study that investigates the impact of group reminiscence (GR) and individual reminiscence (IR) activities on older adults living in care settings. This research aimed to provide a theory-driven evaluation of reminiscence based on a social identity framework. This framework predicts better health outcomes for group-based interventions as a result of their capacity to create a sense of shared social identification among participants. A total of 73 residents, living in either standard or specialized (i.e., dementia) care units, were randomly assigned to one of three interventions: GR (n = 29), IR (n = 24), and a group control activity (n = 20). The intervention took place over 6 weeks, and cognitive screening and well-being measures were administered both pre- and post-intervention. Results indicated that only the group interventions produced effective outcomes and that these differed as a modality-specific function of condition: Collective recollection of past memories enhanced memory performance, and engaging in a shared social activity enhanced well-being. Theoretically, these findings point to the important role that group membership plays in maintaining and promoting health and well-being. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in empirically validated treatments: What are clinical psychology students learning?

Directors of clinical training (83%) and directors of internships with American Psychological Association approval (55%) responded to a survey concerning empirically validated psychological treatments in which their students received training. Most programs provided supervised clinical experience in a number of these treatments. However, over 20% of doctoral training programs failed to provide minimal coverage of empirically validated treatments in didactic courses, and internship programs typically did not require that students be competent in any of these treatments before completion of the program. The absence of didactic and clinical training in empirically validated psychodynamic therapies and interpersonal therapy was most marked. These findings suggest that programs need to be more attentive to teaching data-based treatments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implementation of a school-based prevention program: Effects of counselor and school characteristics.

The authors explore 2 broad categories of factors that could influence the intervention dissemination process: individual interventionist characteristics and school-level characteristics. Counselors from 32 schools received training in the Coping Power youth violence prevention intervention. Interventionist characteristics found to affect the implementation process included counselors’ agreeableness and conscientiousness. Counselor agreeableness was positively associated with completion of session objectives, the number of sessions scheduled, and engagement with parents. Counselor conscientiousness was associated with engagement with children. In terms of school-level characteristics, counselors who were cynical about organizational change had poorer quality of engagement with children and parents if they worked in schools with environments that allowed staff limited autonomy and with greater managerial control. These findings have implications for screening of practitioners for training of evidence-based programs and for providing education during intervention training about practitioner and setting characteristics that are related to optimal intervention implementation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brief cognitive-behavioral depression prevention program for high-risk adolescents outperforms two alternative interventions: A randomized efficacy trial.

In this depression prevention trial, 341 high-risk adolescents (mean age = 15.6 years, SD = 1.2) with elevated depressive symptoms were randomized to a brief group cognitive-behavioral (CB) intervention, group supportive-expressive intervention, bibliotherapy, or assessment-only control condition. CB participants showed significantly greater reductions in depressive symptoms than did supportive-expressive, bibliotherapy, and assessment-only participants at posttest, though only the difference compared with assessment controls was significant at 6-month follow-up. CB participants showed significantly greater improvements in social adjustment and reductions in substance use at posttest and 6-month follow-up than did participants in all 3 other conditions. Supportive-expressive and bibliotherapy participants showed greater reductions in depressive symptoms than did assessment-only controls at certain follow-up assessments but produced no effects for social adjustment and substance use. CB, supportive-expressive, and bibliotherapy participants showed a significantly lower risk for major depression onset over the 6-month follow-up than did assessment-only controls. The evidence that this brief CB intervention reduced risk for future depression onset and outperformed alternative interventions for certain ecologically important outcomes suggests that this intervention may have clinical utility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cost analysis and HIV prevention interventions.

Comments on the review by J. A. Kelly et al (see record 1994-10963-001) regarding public health interventions designed to prevent, reduce, or eliminate behavior that put individuals at risk for becoming HIV-infected. D. R. Holtgrave expands on the review by discussing important economic policy issues, including the cost of HIV prevention interventions and the societal economic benefits of prevention programs. Methods for estimating the cost of an HIV prevention intervention are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implementation and evaluation of service programs in community settings.

Comments that the implementation process can be divided into 3 phases: (a) gaining program entry, (b) obtaining approval for and implementing research procedures, and (c) resolving the methodological problems affecting program evaluation that arise in natural settings. Meeting these challenges requires a combination of clinical research skills and political sensitivity to the values, goals, and practices of social organizations. Broadly speaking, the change agent must overcome several obstacles to success in natural settings. These obstacles include the agency's emphasis on service and the complex nature of social systems that confounds the effects of innovation. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relapse prevention in pedophiles: Clinical issues and program development.

Describes an outpatient relapse prevention group therapy program for child molesters. 50 men have completed the initial phase of the program thus far. Based on the assumption that the individual can learn to recognize risk situations and exert control over potentially harmful urges, the program stresses support, self-help, and education. Considerable time is spent helping the men identify risky mood states, since it is assumed that intervention is best carried out at the feeling stage, before the pedophile forms and then enacts a plan. Ultimately, it is hoped that these men can stop their impulsive and harmful acts through the development of an empathic understanding of the perspective of the other. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The utility of empirically supported treatments.

How does a psychotherapist decide what treatment approach is most appropriate for a client? This issue has been addressed by the Division 12 Task Force on Promotion and Dissemination of Psychological Procedures (1995) and has stimulated considerable debate among psychologists about the importance of identifying, teaching, and practicing empirically supported treatments (ESTs). This article examines recent literature supporting both sides of this issue in an attempt to identify and understand the arguments in favor of and against the movement to identify and implement ESTs and their treatment manuals. On the basis of current research related to ESTs, recommendations are offered pertaining to practice, research, and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

HIV prevention interventions: The effects of role-play and behavioural commitment on knowledge and attitudes.

Investigated the effects of active versus passive participation, as well as behavioral commitment, on the knowledge and attitudes of adolescents in an HIV-prevention intervention. Following completion of an HIV attitudes and knowledge test, a group of 144 9th grade students were randomly assigned to 1 of 4 treatment conditions that included either role-play, video, lecture, or no treatment. Half the participants in each condition were required to commit to attend to HIV-prevention information and educate another student about such issues. A post-test conducted at 4-wk follow-up indicated that students in the active participation condition (i.e., role-play) demonstrated increased knowledge about AIDS and HIV. Behavioral commitment to further HIV-prevention information did not moderate (i.e., enhance) the effects of active participation; however, commitment did lead to more positive attitudes toward HIV-prevention. The findings suggest that a role-play intervention may be a viable alternative to traditional lecture and video methods for enhancing knowledge towards HIV-prevention in adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The ethical practice of psychology in a managed-care framework.

With the rise of managed healthcare, psychologists face new challenges to their professional ethics. This article examines the dilemmas posed by managed care in 3 areas: client care, the handling of patient data, and issues surrounding membership in a managed-healthcare organization. Case examples of ethical dilemmas and strategies for dealing with these challenges are presented. In an attempt to summarize the strategies used to cope with the ethical dilemmas presented in the case examples, global solutions for the ethical practice of psychology in a managed-care framework are also reviewed. These strategies include understanding managed-care policies, clear communication with the client, additional training, increased advocacy by clinicians, and ultimately, psychologists' involvement in the formation of these organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The science and practice of empirically supported treatments.

The impact on Canadian professional psychological treatment practices of the American Psychological Association""s Division 12 (Clinical Psychology) Task Force""s development of criteria and listings for empirically supported psychological treatments, along with other industrial efforts to standardize the identification of treatments with established efficacy is described in the article by J. Hunsley et al (see record 1999-01869-001). Here Hunsley et al extend their previous discussion and reply to other commentaries (see records 1999-01869-002, 1999-01869-003, 1999-01869-004, 1999-01869-005, 1999-01869-006) by viewing the current emphases in the Canadian health care system on accountability and empirically supported treatment (ESTs) as an unparalleled opportunity for professional psychology to deliver on its birthright. The generalizability of US experiences to Canadian contexts is discussed. Clinical practice guidelines should and will become the norm for providing evidence-based services in psychology, yet it would be impossible to develop such a guideline without empirical evidence proving that there are "best" interventions for a given problem. Canadian research issues in this light are discussed along with future challenges to professional psychology in Canada. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Airport waiting areas as behavior settings: The role of legibility cues in communicating the setting program.

Three studies examined the impact of legibility on compliance with smoking regulations. Waiting areas at a large airport were viewed as behavior settings (R. G. Barker, 1968) in which smoking rules could be communicated more clearly by applying K. Lynch's (1960) notions of legibility. Study I identified 3 types of areas: clearly no smoking, clearly smoking permitted, and ambiguous. As predicted, ambiguous areas had significantly more smokers than clearly defined no-smoking areas. In Study 2, legibility was varied systematically: Both legibility and user location in the areas contributed to users' knowledge of the rules, and there were more smoking violations in illegible areas. Study 3 indicated that when smoking occurred in a no-smoking area, people were more likely to act as maintenance mechanisms when in a legible area and when in the center of the area. Furthermore, over time, in legible no-smoking areas they became more assertive, whereas in illegible no-smoking areas they tended to leave the area. Evidence suggests that visual cues can successfully communicate the setting program in the absence of setting leaders, and behavior setting research can benefit from an understanding of psychological processes underlying legibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Heart disease education and prevention program targeting immigrant Latinos: using focus group responses to develop effective interventions

Although research has provided considerable knowledge concerning the positive effects of behavioral change on morbidity and mortality from heart disease and related risk factors, some segments of the population have not benefited equitably from this information. In April 1995, the National Heart, Lung, and Blood Institute (NHLBI) conducted seven focus groups to determine knowledge and attitudes about heart disease and associated risk factors, identify media usage and preferences, and assess publications usage and preferences among Spanish-speaking Latino immigrants residing in the Washington, D.C., metropolitan area. This information was gathered to assist in the development of key messages and strategies for the NHLBI Latino Community Cardiovascular Disease Prevention and Outreach Initiative, Salud para su Corazón--a heart disease prevention and education campaign. Findings from these focus groups indicate that Latinos may not benefit from heart disease prevention messages developed for the general population because of language and cultural differences. The researchers concluded that health education and disease prevention programs targeting the Latino community should develop educational materials and interventions that address language preferences and cultural values. Furthermore, to be effective, these programs should show people how to make positive behavioral changes based on their current circumstances, while remaining sensitive to the fact that Latino immigrants face major life adjustments and many are still greatly influenced by their country of origin.     

Hypnotic enhancement of cognitive-behavioral interventions for pain: An analogue treatment study.

Recent meta-analyses have shown that adding hypnosis enhances the effectiveness of cognitive behavioral psychotherapy. This hypnotic enhancement effect was evaluated in the analogue treatment of pain. Individuals scoring in the high (n=135) and low (n=150) ranges of hypnotic suggestibility were randomly assigned to 1 of 6 conditions: Stress Inoculation Training, the same treatment provided hypnotically, nonhypnotic analgesia suggestions, hypnotic analgesia suggestions, a hypnotic induction treatment, or a control condition. The 5 analogue treatments reduced experimental pain more than the control condition, but were not different from one another. Under circumstances optimized to detect an enhancement effect, neither Stress Inoculation Training nor analgesia suggestions produced more relief when delivered in a hypnotic context than identical treatments provided nonhypnotically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)