Positive Psychology Progress: Empirical Validation of Interventions.

Positive psychology has flourished in the last 5 years. The authors review recent developments in the field, including books, meetings, courses, and conferences. They also discuss the newly created classification of character strengths and virtues, a positive complement to the various editions of the Diagnostic and Statistical Manual of Mental Disorders (e. g., American Psychiatric Association, 1994), and present some cross-cultural findings that suggest a surprising ubiquity of strengths and virtues. Finally, the authors focus on psychological interventions that increase individual happiness. In a 6-group, random-assignment, placebo-controlled Internet study, the authors tested 5 purported happiness interventions and 1 plausible control exercise. They found that 3 of the interventions lastingly increased happiness and decreased depressive symptoms. Positive interventions can supplement traditional interventions that relieve suffering and may someday be the practical legacy of positive psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Stability and Impact of Environmental Factors on Substance Use and Problems After Adolescent Outpatient Treatment for Cannabis Abuse or Dependence.

Because alcohol or other drug use following adolescent substance abuse treatment is common, understanding mediators of posttreatment outcome could help improve treatment interventions. The authors conducted path analyses based on data from 552 adolescents (aged 12-18; 82% male) with cannabis abuse or dependence who participated in outpatient treatment. The analysis used the Family Conflict and Cohesion subscales, from the Family Environment Scale, and several scales and indices from the Global Appraisal of Individual Needs. Family conflict, family cohesion, and social support indirectly predicted substance use and substance-related problems as mediated by recovery environment and social risk. This model replicated across 4 follow-up waves (3, 6, 9, and 12 months postintake). These results support the idea of targeting environmental factors during continuing care as a way to improve treatment outcomes for adolescents with cannabis disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patient-focused research: Using patient outcome data to enhance treatment effects.

A program of research aimed at improving the quality of psychological interventions is described. Data from over 10,000 patients were analyzed to understand the association between number of treatment sessions and clinically significant improvement. In addition to a potential dose-response relationship, typical recovery curves were generated for patients at varying levels of disturbance and were used to identify patients whose progress was less than expected ("signal" cases). The consequences of passing this information along to therapists were reported. Analyses of dose-response data showed that 50% of patients required 21 sessions of treatment before they met criteria for clinically significant improvement. Seventy-five percent of patients were predicted to improve only after receiving more than 40 treatment sessions in conjunction with other routine contacts, including medication in some cases. Identification of signal cases (potential treatment failures) shows promise as a decision support tool, although further research is needed to elucidate the nature of helpful feedback. Outgrowths of this research include its possible contribution to social policy decisions, reductions in the need for case management, use in supervision, and possible effects on theories of change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining a classwide application of cover-copy-compare with and without goal setting to enhance mathematics fluency.

The purpose of this study was to compare the effects of cover-copy-compare alone and combined with two forms of goal setting to a control condition on the mathematics fluency of 173 third-grade students. Treatment sessions occurred twice weekly for a total of 6 weeks, and multilevel modeling was used to examine progress across intervention sessions. Results suggested that combining cover-copy-compare with goal setting (problems correct) leads to steeper slopes and higher final scores than most other treatment conditions, the effects of which were retained over 1 month and generalized to similar stimulus conditions. Initial scores on a third-grade general outcome measure significantly affected growth over time but not final score. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Psychotherapy Fable.

Presents a fable in which the characters represent concepts in psychology and the action is a metaphor for psychotherapeutic processes. The primary characters include two scientists, S. R. Learning and Sigmund Psyche, who were attempting to repair a "box" whose internal wires had become unfastened. An additional character, Hope, is also introduced to assist the troubled "box," and Hope is able to successfully help the "box" to improve its predicament. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Therapist: Erratum.

Reports an error in "Review of Therapist" by Richard E. Vatz and Lee S. Weinberg (Psychotherapy: Theory, Research, Practice, Training, 1986[Fal], Vol 23[3], 487-488). There was a comment in this book review that requires clarification. The reviewers stated, "The code of ethics of the American Psychological Association explicitly disallows only 'unwanted' therapist-patient sexual contact" (p. 487). However, the reviewers failed to take note of Principle 6(a) which reads, "Sexual intimacies with clients are unethical" (p. 29). The two phrases "physical contacts of a sexual nature" (from Principle 7) and "sexual intimacies" (from Principle 6) suggest a difference in behavior, which may be misleading and confusing to a reader of the code. The reviewers may have pointed out an ambiguity in the code which should be corrected by the APA Ethics committee. (The following abstract of the original article appeared in record 2007-12243-001.) Reviews the book, Therapist by Ellen Plasil (1985). The problem of therapist-patient sex has always plagued the mental health professions. In recent years the issue has been the topic of increasing numbers of mental health field panels, seminars and papers, producing innumerable calls for professional, and sometimes legal, sanctions against offenders. Author Ellen Plasil's revelations of sexual involvement with her therapist will shock few, since periodic stories about such behavior seem to come out in the popular press with increasing regularity. The value of Ms. Plasil's autobiographical tale, however, is that it educates the reader as to how the process of mystification works to mold that relationship; that is, the reader learns from her incredibly detailed accounting of her thoughts how patients can be persuaded to become unquestioning "true believers." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force.

We present the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions (hereafter called the Procedural and Coding Manual), which is available on the World Wide Web (http://www.sp-ebi.org). First, we discuss some key conceptual issues and areas of potential controversy surrounding the content and organization of the Procedural and Coding Manual. Second, we discuss our research framework for coding evidence-based interventions (EBIs), taking into account the dimensional classification approach adopted by the Task Force on Evidence-Based Interventions in School Psychology. We contrast this coding scheme with the approach embraced by the Committee on Science and Practice of the Society of Clinical Psychology, Division 12, American Psychological Association. Third, we present our methodological framework for reviewing EBIs, including quantitative group-based and single-participant designs, qualitative research designs, and theory-guided confirmatory program evaluation models. Finally, we introduce the concept of a coding system to be implemented by practitioners to develop a knowledge base on what works in practice and help bridge the gap between research and practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Understanding children's coping.

Reviews the book, A handbook of children's coping: Linking theory and intervention by Sharlene A. Wolchik and Irwin N. Sandler (1997). The aim of the editors was to bring together "some of the best thinking" in the field, and to facilitate the development and evaluation of theory-based interventions directed at building resilience in youth. A major achievement of the volume is the comprehensive review of the current state of knowledge in the field. The contributors followed guidelines that required them to (a) assess the number of children experiencing the stressor in a given field; (b) evaluate critically the short- or long-term effects of the stress on mental health outcomes; (c) discuss the effect of the most stressful component on coping; (d) reflect on social environmental resources; and (e) consider coping and children's adjustment. Each contributor also reviewed the literature on preventive interventions. This volume provides a major resource for the student or researcher who is interested in youth, and for practitioners in a wide range of health and educational settings. The chapters will appeal selectively, according to the readers' areas of interest. Practitioners should use the chapters as building blocks with which they can enhance their practice rather than expect a how-to manual. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological assessment and care of organ transplant patients.

Organ transplant has been developed in animal models over the past 100 years. The major limiting factor in transplant medicine is the shortage of donor organs. This shortage creates pressure for fair and efficient allocation of organs, with expectations that those involved in transplantation will strive to achieve optimal outcomes and ensure just access. This article reviews the major types of transplants and the illnesses and behavioral comorbidities that lead to these procedures, the psychological assessment of transplant candidates, the adaptive tasks required of the transplant recipient at various stages of the transplant process, and relevant psychological interventions. Liaison with others on the transplant team and ethical issues of concern to psychologists who work with transplant patients, including living organ donors, are also discussed. Finally, new developments in transplant and suggestions for future psychological research in organ transplant are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Common interventions in two single cases of cognitive and psychoanalytic psychotherapies.

The aim of this study was to examine the interventions used in two nonmanualized psychotherapeutic treatments—one cognitive and one psychoanalytically oriented—; assessing the theoretical framework's pervasiveness in terms of the specificity of the interventions implemented by the psychotherapists. Our purpose was to observe which proportion of the therapists' interventions were directly associated with their theoretical background, and which proportion of them represented common, nonspecific or specific interventions. For this research, 29 sessions from a psychoanalytic psychotherapeutic treatment and 15 sessions from a cognitive psychotherapeutic treatment (both audio-recorded and transcribed), were analyzed. The classifications of psychotherapeutic interventions developed by Roussos, Etchebarne, and Waizmann (2005; Roussos, Waizmann, and Etchebarne, 2003) were used in order to characterize the interventions. Results show that both treatments were highly impregnated by nonspecific interventions. Only an average of 17% of the interventions in the psychoanalytic treatment and a 16% in the cognitive treatment, were specific of the theoretical frameworks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)