Positive Illusions and the Necessity of a Bright Line Forbidding Psychologist Involvement in Detainee Interrogations

The authors commend Costanzo, Gerrity, and Lykes (2007) and their cogent summary of a number of ethical and scientific considerations relevant to evaluating the proper role of psychologists in national security interrogations of so-called "enemy combatants." From their careful analysis they derive a series of recommendations for the American Psychological Association (APA) and other psychology-related associations, all of which are quite powerful. While supporting these recommendations, the authors also argue that the logic and evidence presented by Costanzo et al. imply, in current legal, political, and organizational circumstances, that psychologists should play no role in the interrogations process. The authors propose that a "bright line" should separate the profession of psychology completely from national security interrogations. The argument is based partly upon ethical considerations, on the practical knowledge available for documenting psychologist participation in interrogations as members of the so-called Behavioral Science Consultation Teams (BSCTs) at Guantánamo, evidence from other locations and sources, and equally upon the social psychological research regarding the interrogation process so adroitly summarized by Costanzo et al.     

Efficacy of newer medications for lower urinary tract symptoms attributed to benign prostatic hyperplasia: a systematic review

We conducted a systematic review to evaluate the efficacy and adverse effects of newer drugs used to treat lower urinary tract symptoms (LUTS). The drugs were either Food and Drug Administration (FDA) approved for benign prostatic hyperplasia (BPH) or not FDA approved for BPH but have been evaluated for treatment of BPH since 2008. We searched bibliographic databases through September 2017. We included randomized controlled trials (RCTs) lasting one month or longer published in English. Outcomes of interest were LUTS assessed by validated measures. Efficacy was interpreted using established thresholds indicating clinical significance that identified the minimal detectable difference. Twenty-three unique, generally short-term, RCTs evaluating over 9000 participants were identified. Alpha-blocker silodosin and phosphodiesterase type 5 inhibitor tadalafil were more effective than placebo in improving LUTS (moderate strength evidence) but these drugs had more adverse effects, including abnormal ejaculation (silodosin). Anticholinergics were only effective versus placebo when combined with an alpha-blocker. Evidence was generally low strength or insufficient for other drugs. Evidence was insufficient to assess long-term efficacy, prevention of symptom progression, need for surgical intervention, or long-term adverse effects. Longer trials are needed to assess the effect of these therapies on response rates using established minimal detectable difference thresholds, disease progression, and harms.     

Summer learning and its implications: insights from the Beginning School Study

There is perhaps no more pressing issue in school policy today than the achievement gap across social lines. Achievement differences between well-to-do children and poor children and between disadvantaged racial and ethnic minorities and majority whites are large when children first begin school, and they increase over time. Despite years of study and an abundance of good intentions, these patterned achievement differences persist, but who is responsible, and how are schools implicated? The increasing gap seems to suggest that schools are unable to equalize educational opportunity or, worse still, that they actively handicap disadvantaged children. But a seasonal perspective on learning yields a rather different impression. Comparing achievement gains separately over the school year and the summer months reveals that much of the achievement gap originates over the summer period, when children are not in school. The authors review Beginning School Study research on differential summer learning across social lines (that is, by family socioeconomic level) and its implications for later schooling outcomes, including high school curriculum placements, high school dropout, and college attendance. These studies document the extent to which these large summer learning differences impede the later educational progress of children of low socioeconomic status. Practical implications are discussed, including the need for early and sustained interventions to prevent the achievement gap from opening wide in the first place and for high-quality summer programming focused on preventing differential summer learning loss.     

Working Beyond 65: Predictors of Late Retirement for Women and Men MBAs

Comparisons of those who planned to continue working after the age of 65 with those who did not were made for 145 women and 414 men working in managerial fields. All received MBA degrees between the years of 1973 and 1982. About 20% definitely wanted to work after age 65. More positive views of work were predictive of wanting to continue working as was having nontraditional gender-role attitudes. Men who planned to continue working were particularly likely to have a spouse wanting to work past the age of 65. Several other factors appeared to operate differently for women and men.     

Voices From the Field: Social Workers Define and Apply Social Justice

Social justice is embraced as a central mission of social work, yet how the profession defines it lacks clear and common understanding. This qualitative study explored the concept of social justice as perceived and applied by social workers in diverse practice settings. Focus-group participants were asked five primary open-ended questions. Key phrases and terms were identified and grouped into four themes: variation in meaning of social justice, confronting injustices, practice reality, and professional responsibility. The findings suggest that social justice as understood and practiced in the field is compatible with theoretical conceptions in the literature, but a predominant understanding remains lacking.     

Personal construct psychology methods for qualitative research

In this paper we discuss the unique influences of ethics assessment procedures on comparative qualitative research. These influences are particularly pronounced when researchers are from different disciplines and in different countries. Focusing on our experience conducting a study on the perceptions of young people regarding HIV/AIDS in two countries (Italy and Canada), we describe the impact of the ethics assessment procedures in our respective countries on recruitment, sampling and comparability of findings. We also raise issues related to differences in ethics assessment processes from a disciplinary perspective. We conclude by suggesting that our theory of technique approach, which focuses on studying how the choices made in research implementation influence the study findings, should be extended to include the impact of ethics assessment procedures.     

Effect of Seminar on Compassion on student self-compassion,mindfulness and well-being: A randomized controlled trial

ABSTRACT

Objective: Mindfulness-based interventions have been shown to have psychological benefits in college students. We explored the effects of an academic Seminar on Compassion on student psychological health. Participants: Forty-one participants (14 male, 27 female, mean age 19.8 ± 1.4 years) were assessed pre- and post- spring semesters 2013 and 2014. Methods: Students were randomized to the Seminar on Compassion or a wait-list control group. Participants completed self-report measures on anxiety, depression, perceived stress, self-compassion, compassion and mindfulness. Salivary alpha-amylase was also assessed. Results: At baseline, self-compassion and mindfulness were negatively correlated with depression, anxiety, and perceived stress. There were significant changes between the intervention and control group from Time 1 to Time 2 in mindfulness, self-compassion, compassion, and salivary alpha-amylase; however, there were no significant changes in depression, anxiety, and perceived stress. Conclusions: The course was effective in increasing mindfulness, self-compassion and compassion, and decreasing a salivary marker of stress.     

Behavioral Self-Monitoring of Safety and Productivity in the Workplace: A Methodological Primer and Quantitative Literature Review

Workplace applications of behavioral self-monitoring (BSM) methods have been studied periodically for over 35 years, yet the literature has never been systematically reviewed. Recent occupational safety interventions including BSM resulted in relatively large behavior changes. Moreover, BSM methods are functional for addressing a broad range of occupational health psychology topics. Studies (n = 24) where workers self-monitored productivity or safety behaviors were reviewed and scored along dimensions relevant to research and practice. For intervention conditions (n = 38), standardized effect sizes ranged from 0.2 to 14.5 (weighted average d = 2.8). The results encourage the use of BSM in workplace interventions, but the literature has insufficiently addressed the isolated and additive effects of BSM, worker involvement and individual differences, assessment applications, and theory testing and development.