Psychological Treatments for Irritable Bowel Syndrome: A Systematic Review and Meta-Analysis.

This study conducted a systematic review to assess the quality of existing literature on psychological treatments for irritable bowel syndrome and to quantify the evidence for their efficacy. Three independent reviewers (2 from England, 1 from the United States) coded the quality of 32 studies, 17 of which provided data suitable for meta-analysis. Meta-analysis of efficacy data (50% reduction of symptoms) gave an odds ratio of 12 (95% confidence interval = 5.56-25.96) and a number needed to treat of 2. Psychological treatments are, as a class of interventions, effective in reducing symptoms compared with a pooled group of control conditions. Questions regarding the relative superiority of specific psychological treatments and influence of active versus nonspecific treatment effects remain unanswered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Foundations of counseling and psychotherapy: Evidence-based practices in a diverse society.

Reviews the book, Foundations of counseling and psychotherapy: Evidence-based practices in a diverse society by David Sue and Diane M. Sue (2007). This book delivers a broad overview of major theories of mental health practise that is provocative and up to date. Cutting-edge research and a passionate plea for multicultural considerations make this is a unique resource for students, educators, and mental health workers. In addition, the text is clear, well written, and understandable to both novice and advanced students or practitioners. It uses a language that is both reasonable and persuasive. Commencing with a fervent rationale for evidence-based practise and empirically supported theories, the authors show the detailed progression of the discipline of psychotherapy within the context of multiculturalism and diversity. The reader is led on a journey that emphasises employing a scientist–practitioner model “with a solid sense of how the various therapeutic approaches differ—and how each can be applied in clinical practice” (p. 2). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conversational ethics in psychological dialogues: Discursive and collaborative considerations.

With the linguistic turn in the social sciences have come increased sensitivities to language use. In this paper, we examine such sensitivities as they relate to the conversational practices of psychologists seeking collaborative relationships with clients. In particular, we link ethical practice with developments in discourse theory and research, presenting arguments and evidence for enhanced forms of collaboration and client-centred practice. We conclude with considerations for what we consider "conversational ethics" in psychological practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trauma, change, and psychological health in the 21st century.

The impact of stressful life events on health has been the object of inquiry for decades. Health care professionals have studied how stressful life events may precipitate or contribute to the onset of illness. Traumatic events and experiences can profoundly affect physical and psychological well-being, which in turn may predispose an individual to greater resilience or greater vulnerability to life stresses. Examined herein is the relationship between life stresses--including social stressors, political stressors, and environmental stressors--and the critical health related issues that psychologists need to prepare for in both the science and the practice of psychology over the next decade and during the 21st century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based parent and family interventions in school psychology: A commentary.

Do the authors provide us with convincing evidence that parent and family interventions change children's behavior and learning at school? The answer is not a simple or straightforward one. First off, there appears to be more support for interventions that are part of a multi-component program, that are highly focused in scope, and that entail active collaboration between parents, students, and the schools; hence, more support appears to be available for family/parent consultation and family-school collaboration/partnership programs than for the more unidirectional and limited parent education and parent involvement programs. Second, although 100 studies are examined, it is readily apparent that the studies reported on in the various reviews are characterized by numerous methodological shortcomings that compromise their scientific integrity and the conclusions we can safely draw from them. Third, it is evident that nearly all of the efficacious treatments are behavior or cognitive-behavioral ones. Fourth and finally, it will be important to begin to identify the students, families, and schools that are most likely to benefit from the various interventions and to examine the specific mechanisms of change in each of the proposed interventions. In sum, it seems safe to conclude that evidentiary support for the effectiveness of parent and family interventions in school psychology is mixed at best. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Understanding the limits of limiting instructions: Social psychological explanations for the failures of instructions to disregard pretrial publicity and other inadmissible evidence.

Inadmissible information may come in a variety of forms including pretrial publicity and in-court statements made by witnesses or attorneys. A number of remedies have been proposed for controlling the damaging effects of such evidence. When inadmissible information comes in the form of pretrial publicity, judges may issue a continuance or rely on voir dire to remove biased jurors. In addition, it has been argued that deliberations may serve as an effective remedy. Finally, judges may issue an admonition to disregard pretrial publicity or other inadmissible evidence presented in court. Empirical research has demonstrated that such safeguards are relatively ineffective and sometimes produce a backfire effect, resulting in jurors being more likely to rely on inadmissible information after they have been specifically instructed to disregard it. Several social psychological theories provide explanations for the failures of admonitions, including belief perseverance, the hindsight bias, reactance theory, and the theory of ironic processes of mental control. Existing inadmissible evidence research and relevant social psychological theories are reviewed. The article concludes with a discussion of theoretically based policy recommendations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internet-based diabetes self-management and support: Initial outcomes from the Diabetes Network project.

Objective: The Diabetes Network (D-Net), a randomized trial of an Internet-based, diabetes self-management and peer support intervention, was evaluated after 3 months. Design: The study assessed separate and combined effects of diabetes self-management and peer support. Outcomes included physiologic, behavioral, mental health, and website usage. Results are presented on the first 160 type 2 diabetes patients recruited from 16 primary care offices. Of those eligible, 61 % participated in the study. Results: There was significant overall improvement, especially on dietary behavior, but no significant between-condition differences. Conclusions: Providing basic diabetes information as well as a "personal coach," self-management intervention entirely over the Internet proved feasible. Even novice computers users will participate in an Internet-based program to assist themselves in managing their diabetes. Validated Internet interventions could prove to be valuable resources that overcome many costs and limitations of conventional diabetes management. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clarification on Psychological Treatments and Psychotherapy.

In this article, the author responds to a set of comments (see record 2005-11834-009; 2005-11834-010; 2005-11834-011) on his original article, "Psychological Treatments" (see record 2004-21168-001). The author responds to each comment. Hal Arkowitz (2005) misread the proposed distinction between "psychological treatments" and "psychotherapy" by presuming that the author was implying that the former is evidence based and the latter is not. Kwekkeboom et al. (2005), representing the nursing profession, noted quite correctly that nurses often deliver psychological treatments on the frontlines of primary care and are independently licensed to provide nursing services, including many approaches that could be categorized as "psychological." Ahmed and Boisvert (2005) agreed that psychological treatments are a core strength of psychology and also go on to provide additional interesting examples and to identify other areas of practice in which psychologists may be uniquely qualified. Overall, the author notes that only certain well-defined pathologies will be included in any health care system, and treatment for these conditions will increasingly need to be based on evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child and adolescent psychological assessment: Current clinical practices and the impact of managed care.

Which psychological testing measures are clinical child and adolescent psychologists most commonly using? How has managed care influenced the practice of assessment for these professionals? This study provides survey data from 162 child practitioners employed in independent practice and in hospital, outpatient, and school-based settings throughout the United States. The results demonstrate marked consistency with recent surveys of clinicians working with adults, and a list of the 30 most frequently utilized measures is provided. Over 40% of the sample reported significant limitations in psychological testing due to managed-care policies. Strategies for maintaining an assessment practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crossing the Quality Chasm in Behavioral Health Care: The Role of Evidence-Based Practice.

The concept of evidence-based practice (EBP) is one receiving increasing attention from providers, managers, payers, and regulators of care, yet practical guidelines for professional psychologists who may be interested in incorporating EBPs into their own work settings are not available. The author explores the pragmatics of EBP adoption within the broad context of quality problems in American health care, particularly as described in a heralded 2001 publication by the Institute of Medicine. Concrete suggestions are offered to help practitioners locate EBP resources for specific clinical problems, use an evidence hierarchy to infer "best practices," address the science-to-service management challenge, and generate outcomes data and feedback loops to continuously improve clinical effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commentary on evidence-based parent and family interventions: Will what we know now influence what we do in the future?

As has been demonstrated in this exceptional review of the empirical literature, much has been written about models, programs, and services for working with families. Indeed, the Task Force of the Family and Parent Intervention domain can be commended for its diligent and thorough approach to uncovering and dissecting research in this domain. Speaking through the lens of a researcher in this area, the purpose of the present commentary is to highlight some of the findings of the task force, recommend research priorities, and call for the identification of means to increase the utility of the Task Force findings in the future. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The practice of forensic psychology: A look toward the future in light of the past.

In a 1987 American Psychologist article, Tom Grisso summarized the state of forensic psychological assessment, noted its limitations and potential, and offered suggestions for researchers and practitioners interested in contributing to its future. Since that time, there have been many important developments in the field of forensic psychology, as well as in clinical psychology more generally, some of which were anticipated and recommended by Grisso, and some of which were not. Forensic psychology is now at a crossroads, and the specialty must make an effort to respond to current challenges if it is to aid in the administration of justice by assisting legal decision makers. The need to distinguish between and identify levels of forensic knowledge and practice, establish guidelines for practice, educate legal consumers, and devote more attention to treatment issues in forensic contexts is highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapy processes and outcomes of psychological interventions for women diagnosed with gynecological cancers: A test of the generic process model of psychotherapy.

Objective: Little attention has been paid to the role of nonspecific therapy processes in the efficacy of psychological interventions for individuals diagnosed with cancer. The goal of the current study was to examine the three constructs from the generic model of psychotherapy (GMP): therapeutic alliance, therapeutic realizations, and therapeutic openness/involvement in the treatment outcome of women with gynecological cancers attending either a 7-session supportive counseling intervention or a coping and communication skills intervention. Method: Two hundred and three women completed measures of alliance, realizations, and openness after Intervention Sessions 2, 3, and 6, as well as measures of depressive symptoms after these sessions and 6 months after the pre-intervention assessment (posttreatment). Results: Consistent with the GMP, in early sessions, therapeutic bond predicted openness in terms of positive affect experienced during sessions, and both aspects of openness (positive and negative affect), in turn, predicted more therapeutic realizations. Therapeutic realizations predicted perceptions of greater session progress, and greater therapeutic bond predicted more therapeutic realizations. When early session GMP variables were used to predict later GMP processes and outcomes and posttreatment outcomes, early therapeutic bond predicted later session therapeutic realizations directly and indirectly via emotional arousal, emotional arousal predicted session progress, session progress predicted lower postsession depressive symptoms, and depressive symptoms as rated after Session 6 predicted depressive symptoms 3 months posttreatment. However, a number of additional associations among GMP processes were found. Conclusions: Our results suggest that therapy processes played a role in predicting both short- and long-term treatment outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond law and ethics: A proposal for collaboration in psychological practice.

Few below-standard activities result from deliberate choice. Psychologists in practice should have regular contact with some of their colleagues; the level of performance will be higher if psychologists do not operate in isolation from professional colleagues. Institutionalizing small collaborating groups of psychologists is desirable on the assumption that the groups would take up at the point where training procedure left off. Other advantages are increased opportunities for discussing problems, clarifying issues, getting help, checking judgments with others, and a continuous re-examination of one's own professional technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task switching and response correspondence in the psychological refractory period paradigm.

Three experiments examined the effects of task switching and response correspondence in a psychological refractory period paradigm. A letter task (vowel-consonant) and a digit task (odd-even) were combined to form 4 possible dual-task pairs in each each: letter-letter, letter-digit, digit-digit, and digit-letter. Foreknowledge of task transition (repeat or switch) and task identity (letter or digit) was varied across experiments: no foreknowledge in Experiment 1, partial foreknowledge (task transition only) in Experiment 2, and full foreknowledge in Experiment 3. For all experiments, the switch cost for Task 2 was additive with stimulus onset asynchrony, and the response-correspondence effect for Task 2 was numerically smaller in the switch condition than in the repeat condition. These outcomes suggest that reconfiguration for Task 2 takes place after the central processing of Task 1 and that the crosstalk correspondence effect is due to response activation by way of stimulus-response associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of passion for teaching in intrapersonal and interpersonal outcomes.

The purpose of this study was to determine the role of passion in teachers' burnout symptoms, work satisfaction, and perceptions of positive student classroom behaviors. The dualistic model of passion (Vallerand et al., 2003) proposes 2 types of passion: harmonious and obsessive. In previous studies, harmonious passion has been shown to lead to adaptive outcomes (e.g., well-being and satisfaction), whereas obsessive passion has been shown to lead to less adaptive outcomes (e.g., shame and negative affect). In this study, 494 teachers completed measures of passion for teaching and various outcomes associated with the teaching profession twice over a 3-month period. Results of a cross-lag model based on structural equation modeling revealed that increases in harmonious passion for teaching predicted increases in work satisfaction and decreases in burnout symptoms over time, while changes in obsessive passion were unrelated to such outcomes. In addition, increases in both harmonious and obsessive passion predicted increases in teacher-perceived adaptive student behaviors over time. Overall, the results of the present study suggest that passion for teaching is an important concept to consider in education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A prospective study of short- and long-term outcomes after traumatic brain injury in children: Behavior and achievement.

Longitudinal behavior and achievement outcomes of traumatic brain injury (TBI) were investigated in 53 children with severe TBI, 56 children with moderate TBI, and 80 children with orthopedic injuries not involving brain insult. Measures of preinjury child and family status and of postinjury achievement skills were administered shortly after injury. Assessments were repeated 3 times across a mean follow-up interval of 4 years. Results from mixed model analysis revealed persisting sequelae of TBI. Recovery of math skills was observed in the severe TBI group but only for children from less stressed families. Social disadvantage in children with TBI predicted more adverse behavioral sequelae and less favorable changes in some outcome measures. The findings suggest that pediatric TBI has long-term effects on behavior and achievement but that postinjury progress is influenced by the family environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The practice of forensic psychology: A look toward the future in light of the past": Comment on Otto and Heilbrun (2002).

Comments on the article by R. K. Otto and K. Heilbrun (see record 2002-10575-001) discussing the state of the field of forensic psychology. The current author objects to what he perceives as Otto and Heilbrun's attempt to discredit all but closely protected American Psychological Association (APA) affiliated organizations, and their subsequent biased comments based on poor research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a process-focused model of test score validity: Improving psychological assessment in science and practice.

Although definitions of validity have evolved considerably since L. J. Cronbach and P. E. Meehl's classic (1955) review, contemporary validity research continues to emphasize correlational analyses assessing predictor–criterion relationships, with most outcome criteria being self-reports. The present article describes an alternative way of operationalizing validity—the process-focused (PF) model. The PF model conceptualizes validity as the degree to which respondents can be shown to engage in a predictable set of psychological processes during testing, with those processes dictated a priori by the nature of the instrument(s) used and the context in which testing takes place. In contrast to the traditional approach wherein correlational methods are used to quantify the relationship between test score and criterion, the PF model uses experimental methods to manipulate variables that moderate test score–criterion relationships, enabling researchers to draw more definitive conclusions regarding the impact of underlying psychological processes on test scores. By complementing outcome-based validity assessment with a process-driven approach, researchers will not only improve psychology's assessment procedures but also enhance their understanding of test bias and test score misuse by illuminating the intra- and interpersonal factors that lead to differential performance (and differential prediction) in different groups. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

After the storm: Katrina's impact on psychological practice in New Orleans.

The impact of Hurricane Katrina on 4 senior New Orleans-based psychologists, both professionally and personally, is described. The authors are pediatric, adult, and family therapists and neuropsychologists; by employment, they are medical center academics, independent practitioners, administrators, and staff/consulting psychologists at medical and psychiatric hospitals. Their diverse experiences following Katrina are similar to the experiences of many individuals in the professional community of the Gulf Coast. In the face of the storm, they departed New Orleans and afterward returned at varying intervals. The homes of all of the 4 New Orleans authors were damaged or destroyed. All of their practice locations were closed for varying periods, and 2 were closed permanently. Of the 4 who returned to New Orleans, only 2 remained 18 months after the storm; the others had relocated to other states. This article reflects on their collective experience as mental health professionals living in New Orleans after Katrina and lessons learned from that experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)