Cognitive mediators of aggression in adolescent offenders: II. Intervention.

A 12-session intervention program, based on a model of social–cognitive development, was designed to remediate cognitive factors identified as correlates of aggression (R. G. Slaby and N. G. Guerra; see record 1989-01839-001). 120 male and female adolescents incarcerated for aggression offenses participated in either the cognitive mediation training program, an attention control group, or a no-treatment group. Compared with Ss in both control groups, Ss in the treatment group showed increased skills in solving social problems, decreased endorsement of beliefs supporting aggression, and decreased aggressive, impulsive, and inflexible behaviors, as rated by staff. Posttest aggression was directly related to change in cognitive factors. No group differences were detected for number of parole violators up to 24 months after release. The ways in which changes in cognitive skills and beliefs may mediate changes in aggressive behavior are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Initial impact of the fast track prevention trial for conduct problems: I. The high-risk sample.

Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model, intervention included a universal-level classroom program plus social skills training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. At the end of Grade 1, there were moderate positive effects on children's social, emotional, and academic skills; peer interactions and social status; and conduct problems and special-education use. Parents reported less physical discipline and greater parenting satisfaction/ease of parenting and engaged in more appropriate/consistent discipline, warmth/positive involvement, and involvement with the school. Evidence of differential intervention effects across child gender, race, site, and cohort was minimal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The application of participatory control to facilitate patient well-being: An experimental study of nursing impact on geriatric patients.

Evaluated a program to teach 20 nurses skills to increase their 20 patients' sense of participatory control (the process by which people increase control through reciprocal interactions with their environment). Seven nurse-pairs were in the skills training (intervention) group, 6 in an attention-control group, and 7 in a no treatment control group. Training program topics included sensitivity training, goal-setting, clarity of communication, problem-solving, and interpretation of behavior. According to the Ward Atmosphere Scale, patients in the skills training group showed increases in Autonomy and Spontaneity and decreases in Staff Control. Patient scores on a self-concept scale showed an increase in positive self-concept. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of a computer-facilitated interactive social skills training program for boys with attention deficit hyperactivity disorder.

Children with attention deficit hyperactivity disorder (ADHD) are at significant risk for a variety of comorbid conditions, including social skills deficits. Although interventions addressing various aspects of social difficulties with these children have been developed, few researchers have integrated new technology with existing social skills intervention literature and investigated such approaches empirically. The purpose of this study was to investigate the effectiveness of a computer-mediated social skills training program for children diagnosed with ADHD. The program presented specific social skill sequences to four children with ADHD in a variety of computer-facilitated formats with video peer modeling, social problem-solving, and reinforcement components. Participants' abilities to demonstrate specific social problem-solving skills effectively in a behavioral analogue environment were evaluated. The study used a multiple-probe variation of the multiple-baseline design (MBD) across participants. All participants demonstrated improvements in ability to demonstrate effective social problem-solving skills in analogue role-play assessments with live peers. Follow-up data at 3 and 6 week intervals indicated that participants maintained their gains over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Treatment of aggression for an adult diagnosed with schizophrenia at a public psychiatric hospital.

The effectiveness of a behavioral program to treat chronic aggression in an adult male individual diagnosed with schizophrenia at a public psychiatric hospital was evaluated. A behavioral plan was developed to provide the client with positive social interactions, social skills training, and positive reinforcement for prosocial behavior; no negative consequences were implemented. The number of aggressive acts declined with the introduction of the behavioral plan and ultimately remitted even without ongoing reinforcers. This article demonstrates the value of psychological intervention in treating aggression with a treatment-resistant client in an in-patient setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An approach to ventricular efficiency by use of carbon 11-labeled acetate and positron emission tomography

Effects of parental acceptance or rejection of a proposed aversive behavioral intervention on treatment acceptability ratings were investigated. Results suggest that parental acceptance or rejection of the proposed intervention significantly affected treatment acceptability ratings. The issue of a client's right to effective treatment versus the right to be free of a restrictive or aversive intervention was the dominant issue for judges. Results were discussed in terms of the usefulness of treatment acceptability ratings in treatment decision-making.     

Experience-dependent neuropsychological recovery and the treatment of alcoholism.

Accumulating research has shown that some cognitive deficits in recently abstinent alcoholics (e.g., cognitive flexibility, acquisition of novel skills) improve only with remediation in contrast to the spontaneous, time-dependent rebound seen for other tasks. In principle, this facilitated or experience-dependent recovery should enhance acquisition of the content of alcoholism treatment programs, but this relationship has yet to be tested empirically; previous research assessed recovery using only neuropsychological tasks presented by an experimenter. The current investigation focused on treatment-relevant remediation (acquisition of the content of a relapse-prevention [RP] program) using tasks administered by self-guided workbooks. Four groups of male alcoholics received pre- and posttesting. Between the 2 testing sessions, the groups received neuropsychological remediation tasks (n?=?15), ecologically relevant tasks (n?=?15), attention-placebo tasks (n?=?16), or no intervention (n?=?15). Results showed that exposure to both types of remediation produced significant cognitive recovery, with skills transferring to posttest neuropsychological measures and RP acquisition. Hence, cognitive remediation may facilitate alcoholism treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

HIV risk reduction for incarcerated women: A comparison of brief interventions based on two theoretical models.

Although female inmates are seropositive at rates that exceed those of male inmates, few studies have evaluated HIV risk reduction interventions for incarcerated women. This demonstration project compared an intervention based on social cognitive theory against a comparison condition based on the theory of gender and power. Incarcerated women (N?=?90) were assessed at baseline, postintervention, and again 6 months later. Both interventions produced increased self efficacy, self-esteem, Attitudes Toward Prevention Scale scores, AIDS knowledge, communication skill, and condom application skills that maintained through the 6-month follow-up period. Participants in the intervention based on social cognitive theory showed greater improvement in condom application skills, and women in the program based on the theory of gender and power evidenced greater commitment to change. The results suggests brief interventions in prison settings are feasible and beneficial. However, it is not yet known whether the changes will generalize into the natural environment after the women' s release into the community. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of maternal social skills in multiproblem families: Effects on the mother-child relationship.

Tested a two-step infant preventive intervention model: Step 1 was for the mother to improve her interpersonal competence with other adults; Step 2 was for her to learn more optimal parenting behavior. Ss were 147 multiproblem mothers and their infants. Assessed the mothers' adult social skills pre- and posttreatment. Measured the percentage of treatment goals attained during treatment, and mother–child interactive quality posttreatment. Data partially supported the model: For women who began the program with low social skills, the attainment of treatment goals was positively related to posttreatment social skills (Step 1), which, in turn, were positively related to the quality of mother–child interaction (Step 2). For those women who began with high social skills, the treatment was unrelated to posttreatment social skills or to mother–child interaction. Additional analyses explored the factors associated with individual differences in delivery of services and response to treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills, social outcomes, and cognitive features of childhood social phobia.

Social skills, social outcomes, self-talk, outcome expectancies, and self-evaluation of performance during social-evaluative tasks were examined with 27 clinically diagnosed social phobic children ages 7–14 and a matched nonclinical group. Results showed that, compared with their nonanxious peers, social phobic children demonstrated lower expected performance and a higher level of negative self-talk on social-evaluative tasks. In addition, social phobic children showed social skills deficits as assessed by self- and parent report, an assertiveness questionnaire, and direct behavioral observation. Furthermore, compared with the control group, social phobic children were rated by themselves and others as significantly less socially competent with peers and were found to be less likely to receive positive outcomes from peers during behavioral observation. Implications for the assessment and treatment of childhood social phobia are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and language skills in autistic, mentally retarded, and normal children.

Compared the sensorimotor skills and play behaviors of 16 normal 16–25 mo old children, 16 mentally retarded children (CA 32–80 mo, MA 17–38 mo), and 16 autistic children (CA 39–74 mo, MA 18–38 mo) to identify deficits in object knowledge specific to autism. There were no differences in sensorimotor skills between the 3 groups except that the autistic Ss were deficient in the capacity to imitate gestures and vocalizations. Autistic Ss showed less diverse functional play, particularly directed toward dolls, and less symbolic play both spontaneously and after cuing. Although functional and symbolic play and the ability to imitate were correlated with receptive language for all 3 groups, sensorimotor skills were associated with receptive language only for the normal and the mentally retarded groups. The observation that autism involves deficits in certain cognitive concepts and not others suggests that representational thought may be manifested in 2 systems, only one of which is impaired in the autistic child. Another hypothesis is that the cognitive deficits manifested by autistic children may be related to their impaired social development, because all the areas of cognitive deficit involve significant social components. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Randomized trial of social rehabilitation and integrated health care for older people with severe mental illness.

Objective: The Helping Older People Experience Success (HOPES) program was developed to improve psychosocial functioning and reduce long-term medical burden in older people with severe mental illness (SMI) living in the community. HOPES includes 1 year of intensive skills training and health management, followed by a 1-year maintenance phase. Method: To evaluate effects of HOPES on social skills and psychosocial functioning, we conducted a randomized controlled trial with 183 older adults with SMI (58% schizophrenia spectrum) age 50 and older at 3 sites who were assigned to HOPES or treatment as usual with blinded follow-up assessments at baseline and 1- and 2-year follow-up. Results: Retention in the HOPES program was high (80%). Intent-to-treat analyses showed significant improvements for older adults assigned to HOPES compared to treatment as usual in performance measures of social skill, psychosocial and community functioning, negative symptoms, and self-efficacy, with effect sizes in the moderate (.37–.63) range. Exploratory analyses indicated that men improved more than women in the HOPES program, whereas benefit from the program was not related to psychiatric diagnosis, age, or baseline levels of cognitive functioning, psychosocial functioning, or social skill. Conclusions: The results support the feasibility of engaging older adults with SMI in the HOPES program, an intensive psychiatric rehabilitation intervention that incorporates skills training and medical case management, and improves psychosocial functioning in this population. Further research is needed to better understand gender differences in benefit from the HOPES program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School readiness and later achievement: A French Canadian replication and extension.

We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general achievement. We then extended this school readiness model by including motor skills as an additional element in the prediction equation and expanded the original strategy by including classroom engagement. The Montreal Longitudinal-Experimental Preschool Study, featured in Duncan et al., served as the Canadian reference group. In the replication model, kindergarten cognitive and attention characteristics predicted achievement by the end of 2nd grade. Although inconsistent across outcomes, behavioral problems and skills also emerged as predictors of some aspects of later achievement. Coefficients for kindergarten math skills were largest, followed by attention skills, receptive language skills, attention problems, and behavior. Most coefficients resembled those generated in the initial study. In our extension model, fine motor skills added their significant contribution to the prediction of later achievement above and beyond the original key elements of school readiness. Our extension model confirmed prospectively associations between kindergarten cognitive, attention, fine motor, and physical aggression characteristics and later achievement and classroom engagement by the end of 2nd grade. Although they comparatively showed better long-term benefits from stronger early attention skills, girls with less kindergarten cognitive skills were more vulnerable than boys with similar deficits when predicting 2nd grade math. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coaching at the top.

Presents a systems-oriented approach to the leadership development of top-level executives. A structured program is described that is designed to have a positive impact at the organizational level through focused work with the individual client. Leadership effectiveness is seen as strongly influenced by the individual's past, personal life, and work environment. Comprehensive information gathered from the client's work life and personal life increases understanding of behaviors that influence performance, and thereby fosters change. Development is perceived from a holistic point of view, with benefits to the organization accruing through increased effectiveness in any areas of the client's life. A case example (of a 40-yr-old male) is given to illustrate how this approach is put into effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reversal of a visuoconstructional disorder by weak electromagnetic fields in a child with Tourette's syndrome

Tourette's syndrome (TS), a chronic familial neuropsychiatric disorder of unknown etiology, is characterized clinically by the occurrence of motor and vocal tics and by the presence of a variety of neurobehavioral and neurocognitive abnormalities including hyperactivity, self-mutilatory behavior, obsessive-compulsive behavior, learning disabilities, and conduct disorder. Cognitive deficits related to right hemispheric dysfunction are common in TS patients accounting for decrements in visuospatial, visuoconstructional and visuomotor skills. An 11 year old boy with a 5 years history of TS exhibited during a routine neuropsychological assessment an unusual visuoconstructional disorder which previously has been observed in dyslexic children. Specifically, when instructed to draw a bicycle from memory, he drew spontaneously a design executed from the perspective of a bird's eye view. After receiving a 20 minute treatment session with picotesla range electromagnetic fields (EMFs) applied extracranially, this visuocontructional disorder was spontaneously reversed and he drew an elaborate and detailed bicycle positioned in profile. A placebo EMF treatment, which was administered prior to magnetic therapy, had no effect on this child's visuoconstructional disorder. During the ensuing week there was a marked reduction in the child's hyperactive behavior with attentuation of motor tics. Spontaneous drawing of a bicycle a week after the administration of magnetic therapy was executed in profile although some elements were presented from a bird's eye view. This case demonstrates the potential impact of treatment with picotesla EMFs in reversing specific cognitive deficits in TS related to right posterior hemispheric dysfunction.     

The Zuni life skills development curriculum: Description and evaluation of a suicide prevention program.

In collaboration with the Zuni pueblo, a culturally tailored intervention program was designed using a model of social cognitive development to remediate the behavioral and cognitive correlates of suicide. The Zuni Life Skills Development curriculum was introduced in the tribal high school and evaluated using a multimethod approach including self-report, behavioral observation, and peer rating. Students exposed to the curriculum scored better than the no-intervention group at posttest on suicide probability and hopelessness. In addition, the intervention group showed greater ability to perform problem-solving and suicide intervention skills in a behavioral assessment. The effectiveness of the program and recommendations for similar prevention programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics predicting social functioning and treatment response in clients impaired by extreme shyness: Age of onset and the public/private shyness distinction.

52 adults that were functionally impaired by extreme shyness participated in an interview that assessed factors surrounding shyness onset, social functioning, strategies for coping with shyness, and behavioral skill in social interactions. 34 Ss then participated in an 8-wk behavioral treatment program that provided training in social skills. Ss reporting early onset also described their parents as shy, while Ss reporting later onset had a childhood history of emotional or physical abuse. Ss with observable behavioral deficits were more likely to benefit from the behavioral treatment program than were shy Ss with few overt symptoms. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What practitioners should know about working with older adults.

Clinicians need to know more about working with older age groups because the number and proportion of older adults in the U.S. population are increasing and more professional psychologists will be called upon to deliver psychological services to them. Any assessment of an older adult should include the client's current mental status, cognitive ability, social supports available, the client's medical status, and, if cognitive impairment is suspected, interviews with family members and friends. Assessments may have to be modified in the testing environment to assure optimal performance. Psychological interventions proven effective with younger adults are also effective for older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring effects of a skills training intervention for drug abusers.

Examined the effectiveness of a supplemental skills training and social-network-development aftercare program with 130 drug abusers (aged 15–55 yrs) from 4 residential therapeutic communities. The program included training in assertiveness, problem-solving, stress management, and giving and receiving praise; training techniques included group discussion, modeling, role playing and feedback. Pre- and posttesting with a problem situation inventory showed that the intervention produced positive effects on Ss' performance at the conclusion of treatment. Performance improved in situations involving avoidance of drug use, coping with drug relapse, social interaction, interpersonal problem solving, and coping with stress. It is concluded that as a reentry strategy, the supplemental intervention is an effective adjunct to residential treatment. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stages in psychotherapy supervision: From therapy skills to skilled therapist.

Describes the process of psychotherapy supervision as 4 increasingly complex stages of supervisory focus. The 4 stages are based on the belief that psychotherapy progress is determined by the interaction between clients' presenting problems, their personalities, the techniques used by the therapists, and the interpersonal interactions of the therapists. The proposed stages of supervision include developing basic therapy skills and adopting the therapist's role, expanding the range of skills and roles to match the client's problems and role expectations, developing the trainee's ability to assess the client's habitual and conflicting behavior patterns and select effective intervention methods, and helping the trainee learn to use the self in assessment and intervention. These 4 stages are not regarded as mutually exclusive but as primary focal issues during the process of supervision. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)