Way of being and the therapeutic pyramid: Expanding the application of a common factors meta‐model

Common factors proponents have suggested the need for principle‐based meta‐models to explain how various factors interact with each other to produce change. The therapeutic pyramid is a common factors meta‐model that outlines how therapeutic skills and techniques, the therapeutic alliance, and a therapist's way of being interactive to produce therapeutic change. Skills and techniques occupy the smallest top portion of the pyramid, with the therapeutic alliance in the middle and a therapist's way of being forming the foundation of the pyramid. The success of any layer rests on the quality of the immediately underlying layer. This study illustrates the broad applicability of common factors meta‐models by applying the therapeutic pyramid to couples therapy, family therapy, training and supervision, and professional ethics.     

Nonverbal Deception Abilities and Adolescents' Social Competence: Adolescents with Higher Social Skills are Better Liars

High and low socially-skilled adolescents, ranging in age from 11 to 16 years, were led to be verbally deceptive or truthful about their enjoyment of a drink that either tasted good or bad. Short, silent videotaped samples of the adolescents while they were being deceptive or truthful were shown to a group of judges, who were asked to indicate how much each adolescent actually enjoyed the drink on the basis of their nonverbal behavior. Results indicated that, as predicted, adolescents with higher levels of social competence were generally better at deceiving than adolescents of lower social competence. However, these findings held primarily for younger adolescents. Furthermore, older adolescents were better at being deceptive than younger ones, and younger females were more proficient liars than younger males.     

Inducing Score Reliability from Previous Reports: An Examination of Life Satisfaction Studies

The sample specific nature of reliability is often overlooked in substantive research, with investigators frequently referencing reliability estimates from previous studies as the basis for presuming the score integrity for their data. The purpose of the current study was to examine this practice, known as reliability induction, across studies using a popular life satisfaction (LS) measure, the Satisfaction with Life Scale. A comprehensive literature search was conducted, yielding a final sample of 196 studies using the instrument. Fifty-two studies involving 76 samples induced reliability coefficients from other sources. These studies were coded in terms of sample characteristics and variability estimates to derive comparisons in these two areas between the induced reports and the original studies. Results suggest that none of the studies inducing reliability had sufficient justification for induction. It was also found that estimating reliability coefficients for the data in hand has increased relative to induced reports and studies omitting reliability information. Practical implications for substantive researchers are discussed and suggestions for additional research are provided.     

Quality Controlled: An Ethnographic Account of Tea Party Messaging and Action

What strategies do Tea Party movement organizers use to achieve frame alignment, that is, uniformity of grievance, purpose, and action, with their participants? Evidence to answer this question is gathered from a year‐length participant‐observation case study of one city‐based Tea Party organization, primarily through the meetings of its localized grassroots chapters. Principal findings are that Tea Party organizers employ quality control of off‐message grievances, for example, abortion, as well as any action or communication that would or could be perceived as racially prejudicial, or otherwise inflammatory. Formally, these findings demonstrate the influence of organizational hierarchy on grassroots practice. Substantively, they demonstrate the complex relationship between a broader conservative ideological repertoire as empirically deployed by participants, and the more focused frame alignment attempts of a particular social movement organization. In short, the findings elucidate the importance of interaction and organizational structure as they influence social movement messaging and action.     

Exploring the Relationship Between Stimulant Use and Gambling in College Students

Both gambling and stimulant use are common and can lead to problems on college campuses with consequences that impact the financial, emotional, academic and physical well-being of students. Yet few studies have been conducted to understand the co-occurrence of these conditions and the increased risk factors if any that may exist for gambling and related problems. The present study is among the first to document the co-occurrence of these behaviors in both a random sample of students (N = 4640), and then to explore to what extent stimulant use impacts subsequent gambling and related problems 12 months later in an at-risk sample (N = 199). Results revealed a three-fold higher rate of recent problem gambling for those who used stimulants versus those who had not (11 vs. 4 %). For those already gambling, stimulant use predicted an increased frequency in gambling 12 months later. Implications for prevention and screening are discussed.     

Peers Increase Late Adolescents' Exploratory Behavior and Sensitivity to Positive and Negative Feedback

Adolescents take more risks with peers than when alone. It is not clear how peer presence affects adolescents' risky decision making, however. We used the Iowa Gambling Task (IGT)—a game used to assess decision making involving risk and reward—to examine how peers affect late adolescents' exploration of relevant environmental cues, ability to learn from the outcomes (positive and negative) of that exploration, and ability to integrate feedback to adjust behavior toward optimal long‐term outcomes. One hundred and one 18‐ to 22‐year old males (M = 19.8 years) were randomly assigned to play the IGT either alone or observed by peers. Late adolescents tested with observers engaged in more exploratory behavior, learned faster from both positive and negative outcomes, and evinced better task performance than those tested alone.     

Using macroinvertebrate assemblages and multiple stressors to infer urban stream system condition: a case study in the central US

Characterizing the impacts of hydrologic alterations, pollutants, and habitat degradation on macroinvertebrate species assemblages is of critical value for managers wishing to categorize stream ecosystem condition. A combination of approaches including trait-based metrics and traditional bioassessments provides greater information, particularly in anthropogenic stream ecosystems where traditional approaches can be confounded by variously interacting land use impacts. Macroinvertebrates were collected from two rural and three urban nested study sites in central Missouri, USA during the spring and fall seasons of 2011. Land use responses of conventional taxonomic and trait-based metrics were compared to streamflow indices, physical habitat metrics, and water quality indices. Results show that biotic index was significantly different (p?<?0.05) between sites with differences detected in 54 % of trait-based metrics. The most consistent response to urbanization was observed in size metrics, with significantly (p?<?0.05) fewer small bodied organisms. Increases in fine streambed sediment, decreased submerged woody rootmats, significantly higher winter Chloride concentrations, and decreased mean suspended sediment particle size in lower urban stream reaches also influenced macroinvertebrate assemblages. Riffle habitats in urban reaches contained 21 % more (p?=?0.03) multivoltine organisms, which was positively correlated to the magnitude of peak flows (r ²?=?0.91, p?=?0.012) suggesting that high flow events may serve as a disturbance in those areas. Results support the use of macroinvertebrate assemblages and multiple stressors to characterize urban stream system condition and highlight the need to better understand the complex interactions of trait-based metrics and anthropogenic aquatic ecosystem stressors.     

Critical Global Competence and the C3 in Social Studies Education

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of “soft” global education laid out over four decades ago in Hanvey's (1976) “An Attainable Global Perspective.” Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems.     

HEAPING‐INDUCED BIAS IN REGRESSION‐DISCONTINUITY DESIGNS

This study uses Monte Carlo simulations to demonstrate that regression‐discontinuity designs arrive at biased estimates when attributes related to outcomes predict heaping in the running variable. After showing that our usual diagnostics may not be well suited to identifying this type of problem, we provide alternatives, and then discuss the usefulness of different approaches to addressing the bias. We then consider these issues in multiple non‐simulated environments. (JEL C21, C14, I12)     

Efficacy of a Facial Emotion Training Program for Children and Adolescents with Autism Spectrum Disorders

Twenty-five high-functioning, verbal children and adolescents with autism spectrum disorders (ASD; age range 8–15 years) who demonstrated a facial emotion recognition deficit were block randomized to an active intervention (n = 12) or waitlist control (n = 13) group. The intervention was a modification of a commercially-available, computerized, dynamic facial emotion training tool, the MiX by Humintell©. Modifications were introduced to address the special learning needs of individuals with ASD and to address limitations in current emotion recognition programs. Modifications included: coach-assistance, a combination of didactic instruction for seven basic emotions, scaffold instruction which included repeated practice with increased presentation speeds, guided attention to relevant facial cues, and imitation of expressions. Training occurred twice each week for 45–60 min across an average of six sessions. Outcome measures were administered prior to and immediately after treatment, as well as after a delay period of 4–6 weeks. Outcome measures included (a) direct assessment of facial emotion recognition, (b) emotion self-expression, and (c) generalization through emotion awareness in videos and stories, use of emotion words, and self-, parent-, and teacher-report on social functioning questionnaires. The facial emotion training program enabled children and adolescents with ASD to more accurately and quickly identify feelings in facial expressions with stimuli from both the training tool and generalization measures and demonstrate improved self-expression of facial emotion.