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AbstractMost therapists do not receive formal graduate training in grief counseling and may rely on outdated knowledge and questionable skills when working with grieving clients (Dodd et al., 2022; Jankauskaite et al., 2021). This study aimed to develop a virtual intervention to educate psychology graduate students about grief counseling and evaluate whether this training can increase knowledge in grief and grief counseling and self-efficacy in working with grieving individuals. This mixed-methods study compared participants in three conditions (full video intervention, partial video intervention, and control). When controlling for prior grief counseling training and experience, those randomized to the full video intervention had higher grief and grief counseling knowledge and self-efficacy in working with bereaved individuals than those in the partial intervention and control groups. Further, qualitative results highlighted the assessment and treatment approaches that therapists-in-training would use with a bereaved client across conditions. Overall, the full intervention is a feasible and efficacious way to teach psychology doctoral students about grief counseling and increase their confidence in working with bereaved clients. Future research considerations and recommendations are discussed. [ABSTRACT FROM AUTHOR]

AbstractMindfulness interventions continue to be a recommendation for improving student well-being, particularly in the aftermath of the COVID-19 pandemic and the rise in student-reported mental health challenges. However, in the abundance of research supporting these recommendations, fewer studies have integrated mindfulness into college classrooms. This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention. Mindfulness and metacognitive ability were significantly higher post-intervention, but not perceived stress and academic resilience. More frequent in-class practice predicted greater post-intervention changes in mindfulness, metacognitive ability, and perceived stress. Perceptions of the intervention were mixed, consistent with prior research showing mindfulness interventions are not universally well-received. Implications and recommendations for classroom use are discussed. [ABSTRACT FROM AUTHOR]

Multicultural scholars suggest that effective Diversity, Equity, and Inclusion (DEI) training must raise awareness of prejudice and racism while also including strategies for changing behavior by developing certain approach goals (e.g. the goal of becoming a more courageous and patient person). This study examines how virtue interventions that cultivate courage and patience may be a useful approach for increasing motivation to respond without prejudice during interracial interactions. Virtue interventions were tested in 292 White college students (69.2% female; MAge = 20.9) across four conditions (control, virtue only/no race salience, virtue and race salient, and race salient/no virtue). Results suggest that White college students receiving the virtue/race salient intervention increased internal motivation to respond without prejudice, but those who received the race salient/no virtue condition reported decreased levels of courage and decreased motivation to respond without prejudice. Findings are discussed in light of positive psychology, DEI, anti-racism training and interventions, and virtue development. [ABSTRACT FROM AUTHOR]

Participating in research on aversive topics can produce discomfort. However, the affective consequences of taking part in hedonic research are unknown. Positive psychology interventions (PPIs) harness personal strengths, values, beliefs, and emotions to promote optimal functioning. A growing body of evidence suggests they can be effective in addressing a range of mental health conditions and promoting well-being. Savoring is one of the more potent classes of PPIs, and even brief interventions can shift positive affect (PA) and negative affect (NA) in directions conducive to greater well-being. In a study of 1,804 Australian adults, we found that responding to an online survey asking about pleasure produced a small but significant increase in PA and a substantial reduction in NA. The magnitude of the effects was comparable with other published PPIs. We briefly discuss this finding in the context of emotional sensibility and consider the nexus between intervention and research. [ABSTRACT FROM AUTHOR]

User susceptibility to phishing messages on social media is a growing information security concern. Contingency factors that can influence this susceptibility and the theoretical mechanisms through which they operate need more scholarly attention. To bridge this gap, we present a temptation and restraint (TR) model (a specific manifestation of the dual–system theory) of social media phishing susceptibility, which explains it as an outcome of a struggle between users' temptation toward engaging with a social media phishing message and their cognitive and behavioral restraint against it. The balance in this struggle is a function of various situational contingencies. First, via a Delphi study, we identify four key situational contingency factors in the context of social media that can influence this balance: (1) poor sleep quality, (2) social media ostracism, (3) source likability, and (4) fear appeals. Next, via five randomized controlled experiments using an ostensible social media paradigm with social media users, we show that the TR model explains (a) why and how users engage with social media phishing messages, and (b) when users are more or less susceptible to it based on key situational contingency factors. Our findings offer a nuanced perspective on social media phishing susceptibility, elucidate the fundamental roles of situational contingencies in the genesis of social media phishing victimization, and delineate important directions for future research in this area [ABSTRACT FROM AUTHOR]

Selective outcome reporting can result in overestimation of treatment effects, research waste, and reduced openness and transparency. This review aimed to examine selective outcome reporting in trials of behavioural health interventions and determine potential outcome reporting bias. A review of nine health psychology and behavioural medicine journals was conducted to identify randomised controlled trials of behavioural health interventions published since 2019. Discrepancies in outcome reporting were observed in 90% of the 29 trials with corresponding registrations/protocols. Discrepancies included 72% of trials omitting prespecified outcomes; 55% of trials introduced new outcomes. Thirty-eight percent of trials omitted prespecified and introduced new outcomes. Three trials (10%) downgraded primary outcomes in registrations/protocols to secondary outcomes in final reports; downgraded outcomes were not statistically significant in two trials. Five trials (17%) upgraded secondary outcomes to primary outcomes; upgraded outcomes were statistically significant in all trials. In final reports, three trials (7%) omitted outcomes from the methods section; three trials (7%) introduced new outcomes in results that were not in the methods. These findings indicate that selective outcome reporting is a problem in behavioural health intervention trials. Journal- and trialist-level approaches are needed to minimise selective outcome reporting in health psychology and behavioural medicine. [ABSTRACT FROM AUTHOR]

This study aimed to identify, synthesize, and evaluate the current state of research on the use of technology-based interventions in clinical psychology through 2017 as a recent innovative area of study. It was intended to provide a critical overview of trends in different tools and populations and identify future areas of interest. This paper focuses on studies published in psychological interventions in childhood, adolescents, adults, and geriatric populations using new technologies, including web-based intervention, virtual reality, augmented reality, mobile applications, and robotics, with particular attention to methodology. To achieve this aim, a systematic search was made in the ISI Web of Science for intervention, psychology, and the technological tools previously mentioned. The results of the study show that the use of information and communication technologies in psychology has been an innovative and growing field of study for the last 10 years. In total, 743 were included in this study. A growing trend has been observed in publications related to psychology and the use of technologies since 2007. Resea0rch topics were focused mainly on interventions on specific problems or disorders such as depression. The largest number of publications were found for the web-based intervention, in randomized clinical trials and applied to adults [ABSTRACT FROM AUTHOR]

This study is a multi-component Positive Psychology Intervention (PPI) with the goal of improving daily happiness and classroom behavior in a sample at-risk high-school students. PPIs have increasingly been used in school settings to enhance student well-being, student success, and to increase positive affect. The current study utilized a multiple baseline design, across five adolescents, to examine whether a manualized PPI implemented in individual school-based counseling sessions with at-risk high-school students, would lead to increased happiness, improved classroom behavior, and life satisfaction, measured through a Daily Happiness survey, the Direct Behavior Rating (DBR), General Happiness Scale, Brief Multidimensional Students' Life Satisfaction Scale, and the Student Life Satisfaction Scale. Results demonstrated high variability in the data and an overall null effect of the intervention on the two dependent variables of daily happiness and classroom behavior. Limitations included individual impacts of outside factors on student reports and behavior. Due to the small scale of the study and lack of observed intervention effects, more research is needed to draw conclusions about the application of the intervention. However, social validity data revealed that school-based mental health professionals may still consider this intervention to teach students strategies to improve life satisfaction. [ABSTRACT FROM AUTHOR]

Principals are pivotal for creating schools that meet the needs of all students. However, the exodus of principals has been on the rise especially in the last two years as the pandemic accelerated turnover rates. Principals are experiencing greater levels of workload, stress, and burnout often without the tools for maintaining mental health. While many strategies for self-care are widely discussed—consistent exercise routine, eating healthy, and adequate sleep—many are not easily adaptable for principals who often experience time constraints and inconsistent schedules. The field of positive psychology has shown that interventions focused on human strengths and enhancing positive emotions can significantly boost well-being. The most promising aspect of positive psychology interventions (PPIs) is the ease with which these strategies can be integrated into the busy demands of the principalship. This article provides evidence for PPIs as potential strategies to emotionally and mentally support principals from individual and organizational approaches. Specifically, this article describes several PPI recommendations for principals to practice and begin building upon positive experiences in their daily lives such as savoring and cultivating sacred moments. The article also provides recommendations for school districts to consider such as cognitive-behavioral, solution-focused coaching; positive principal supervisor interventions; and systematic spaces to address principals' complaints. While these recommendations are not comprehensive, we believe they serve as a starting point for principals to move beyond surviving and toward thriving in their careers. [ABSTRACT FROM AUTHOR]

The performance profile technique is a standard, theory-driven sport and performance psychology intervention for enhancing various psychological outcomes within athletes and teams. Despite the popularity of the technique, current literature and practices are focused almost exclusively on performance profiling for deficiency driven purposes and addressing identified areas for improvement. The purpose of this paper is to introduce a radical adaptation of the performance profile technique anchored in positive psychology (i.e., strengths-based approaches and broaden-and-build theory of positive emotions) and solution-focused principles to build mental readiness in single-session contexts. The conceptual, theoretical, and empirical rationale, overview, benefits, and applied considerations of the strengths-based performance profile (SBPP) are presented herein to propose a novel strengths-focused application of the performance profiling procedure. To conclude, we discuss how the SBPP technique can be used to help athletes, coaches, and sport psychology professionals better understand, assess, and capitalize on existing strengths in preparation for upcoming performances. [ABSTRACT FROM AUTHOR]

Early life environment can have a lasting effect on brain development and behavior. Diet is a potent environmental factor that can positively or negatively affect neurodevelopment, and unfortunately, the likelihood of a poor diet is high during adolescence. Adverse effects of adolescent high fat diet have been observed on reward-related behaviors, reversal learning, and hippocampal-dependent learning tasks in rodents when tested in adulthood. The prefrontal cortex (PFC) continues to develop throughout adolescence and is thus vulnerable to environmental insults such as poor diet. Therefore, we sought to examine the effects of a high fat diet (HFD) consumed only during adolescence on later life adult PFC-dependent executive function. Male and female mice were fed a HFD (60% energy from fat) during either early or late adolescence then switched to standard chow and tested in a battery of touchscreen-based operant tests of executive function in adulthood. Contrary to our prediction of an adverse effect of HFD, there was no effect of adolescent HFD in males, and females showed faster learning and decreased inattention in adulthood. We conclude that the effects of adolescent-limited HFD on adult executive function are mild, positive, and vary by sex. [ABSTRACT FROM AUTHOR]

By the preschool age, children exhibit a diversity of prosocial behaviors that include both sharing resources and helping others. Though recent work has theorized that these prosocial behaviors are differentiated by distinct ages of emergence, developmental trajectories and underlying mechanisms, the experimental evidence in support of the last claim remains scant. The current study focuses on one such cognitive mechanism – numerical cognition – seeking to replicate and extend prior work demonstrating the strong link between children's numerical cognition and precise sharing behavior, and further examining its relationship to instrumental helping. In line with theoretical perspectives favoring the differentiation of varieties of prosocial behaviors, we hypothesize that numerical cognition underlies precise sharing, but not precise helping behavior. Eighty-five 3 to 6-year-old children completed two procedurally similar tasks designed to elicit sharing and instrumental helping behavior, in addition to a Give-N task measuring their symbolic counting skills. Despite the procedural similarity, and the implicit norm of providing half (5 out of 10) stickers in both tasks, children's counting proficiency predicted precise sharing, but not precise helping. These results indicate a unique relationship between children's developing numerical cognition and behavioral fairness, providing empirical support for claims that varieties of prosocial behavior are supported by distinct underlying mechanisms. [ABSTRACT FROM AUTHOR]

Readmission from secure forensic services has significant implications for individuals and providers. Whilst there is research on readmission for forensic services internationally and for medium secure services in the UK, little is known about rates of readmission to low secure services, and there is no research examining predictors of readmission in low secure services specifically. This study aimed to examine rates and predictors of readmission of 94 individuals discharged from UK-based low secure services. A retrospective quantitative design was employed to assess the rate of readmission. Treatment, demographic, clinical and forensic factors were considered to compare readmitted and non-readmitted groups and examined as possible predictors of readmission. In total, 34% patients were readmitted with an average time to readmission of 524 days. Readmitted patients differed significantly from non-readmitted on prescribed antipsychotic medication, previous forensic admissions, psychology intervention and group psychology intervention. Previous secure forensic admissions, scoring present on HCR-20 historical problems with violence and employability were significantly associated with a shorter time to readmission. Deterioration in mental state was the most common reason for readmission. Time to readmission post-discharge from low secure services can be predicted by several factors that are readily available to clinical teams. This novel exploratory investigation is imperative in furthering understanding of factors associated with readmission to LSFS. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effects of kinder training on preschool children's externalizing behavior in the classroom. This study utilized a single-case design. Two preschool teachers facilitated weekly individual play sessions with two students frequently exhibiting externalizing behavior. The findings provide support for kinder training as an effective play-based teacher-intervention model that can improve children's externalizing behavior. Results demonstrated that both student participants showed improvement in externalizing classroom behavior during the intervention phase. Both teacher participants reported observing positive changes in the student participants' externalizing behavior and teacher-student relationships. [ABSTRACT FROM AUTHOR]

This study explores the perceptions of past, present, and future happiness and the sources of happiness of millennials, and the subgroups of late and early millennials, and male and female millennials. A semi-structured questionnaire was administered to 1,580 millennials from eight technical institutions in eastern India. An 11-step ladder was used to assess their past, present, and future happiness. Their sources of happiness were assessed by filling out 10 incomplete sentences that started with "I feel happy...." The millennials felt that they would be happier in the future than they were in the past and are at the present, suggesting optimism about the future. Similarly, early millennials expected to be happier in the future than late millennials. The content analysis of the responses suggested that the happiness of millennials resided in interpersonal relationships, leisure activities, positive self-evaluation, achievements, comfort, prosocial behaviors, food, recognition, adventure, and material possessions. The sources of happiness of late millennials were mainly in interpersonal-focused behaviors and early millennials in self-focused behaviors; male millennials in interpersonal-focused behaviors, instrumental behaviors, and outdoor activities, and female millennials in expressive acts, indoor activities, and, achievement-oriented behaviors. Findings support the positive-activity model and folk theories. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore political street art images as sequences in a dialogue that feeds from, and extends to, wider political discourse. The paper argues for the centrality and predominance of the visual in the way everyday political discourse is negotiated and in the process through which space is produced in the city. The images are conceptualized through sociocultural psychology as intervention tools that are used by different social actors in response to different political dialogues in public discourse. A longitudinal methodology is used to follow the transformative social lives of those images as they borrow from, and respond to, one another. A longitudinal series of images will be presented from one wall in the area of Tahrir Square during and after the Egyptian revolution of 2011, images which were made by different social groups in response to political and social changes, and which thus demonstrate contested political dialogue in the form of inscribing and re-inscribing the recent history of the revolution. [ABSTRACT FROM AUTHOR]

Theoretically, increasing family resilience, may contribute to an increase the resilience of communities. However families in South Africa experience challenges to their resilience, often owing to a variety of historic, socio-economic, and political factors. Research and intervention planning that attempts to ameliorate the effects these factors, especially upon families who live within disenfranchised communities, should begin with a consideration of the relationships between researcher and community stakeholders. The aim of this paper is to discuss lessons learned during the process of intervention development in which the whole community (should they choose to) can participate. The Family Resilience Strengthening Programme is an intervention that was developed with the aim of strengthening family resilience processes using a participatory action research approach (PAR). Participants of this project were from a small, rural community from the West Coast of South Africa. We argue that PAR can be used to foster family resilience and, in so doing, can mobilise communities and their resources to increase community resilience. Key lessons learned during this project is discussed and addresses aspects important in community engagement such as the quality of communication and a unifying of different stakeholder community groups. Moreover, we encourage researchers and practitioners engage with the value that communities contribute to research and intervention planning, and the need to maintain, and further develop, those relationships both throughout and after the research process. [ABSTRACT FROM AUTHOR]

There are numerous interventions worldwide targeting young people's participation in STEM. While gender imbalance seems to be a focus of many of these interventions, it is not clear how many specifically target females, and from those that do, what their characteristics and strengths are. We address this gap in the existing literature by conducting a systematic review of STEM interventions that target secondary school girls. Through the review, we identify thirty-two (32) interventions that we analyse to categorise their relevant characteristics, goals and evaluation approaches. This analysis reveals a lack of clarity around defining and describing the interventions themselves, as well as a wide variety of degrees of rigour when measuring and reporting intervention success. Using an intervention's ability to influence decisions to undertake STEM tertiary studies as a determinant of success, we uncover the importance of repeated or sustained engagement activities. Further, we find that successful activities enable STEM identity formation by combining inclusive curriculum and pedagogies with exposure to female role models. Finally, we argue that longitudinal evaluations of interventions have great potential to enrich both research and practice in this area. [ABSTRACT FROM AUTHOR]

Numeracy indicates number sense, measurement and geometry but is most often connected to number sense only. Since the domains of geometry and measurement are strongly connected to becoming skilful in science an intervention was carried out to improve children's science skills through measuring and geometry activities and enhance both their numeracy and science skills. Forty 6 year-old's from 10 Kindergartens and their teachers participated. Three conditions had specially developed activities to elicit practicing measuring and geometry skills for 10 min at a time in small groups during 12 weeks. Condition 1 also offered personal feedback to the teachers every two weeks; condition 2 included monthly professional meetings; condition 3 only had the special developed activities; condition 4 served as control condition. The results revealed significant improvements with regard to numeracy and science skills. Concerns regarding types of interventions to enhance teachers skills to guide small group work are discussed. [ABSTRACT FROM AUTHOR]

This article provides protocols of a mindfulness and acceptance-based intervention and a psychological skills training intervention. Both consist of four 90 minute group workshops in a time period of one month. All workshops were accompanied with methods that support behavioral change. We considered four principles in the program development to support behavioral change (i.e., supporting processing and learning of the workshop content, strengthening motivation to get involved with the program, promoting regular practice of formal exercises, reactivation of content between workshops). We conclude with evaluating the participants' feedback on the workshops and by giving advice how practitioners could use these programs. [ABSTRACT FROM AUTHOR]

The aim of this article was to describe the implementation of a team-based MAC intervention, and discuss important aspects to consider when implementing the MAC protocol in elite team sports. The MAC program contains seven modules in which core concepts such as mindfulness, acceptance, and values-driven behavior are being taught and practiced. We experienced conceptual as well as practical challenges in the application of the MAC protocol. A general recommendation in implementing MAC concepts and exercises for teams is to make the content of the program sport-specific. [ABSTRACT FROM AUTHOR]

We study the asymptotic behavior of instrumental variable estimators in the static panel model under many-instruments asymptotics. We provide new estimators and standard errors based on concentrated instruments as alternatives to an estimator based on maximum likelihood. We prove that the latter estimator is consistent under many-instruments asymptotics only if the starting value in an iterative procedure is root-N consistent. A similar approach for continuous updating GMM shows the derivation is nontrivial. For the standard cross-sectional case (T = 1), the simple formulation of standard errors offer an alternative to earlier formulations. [ABSTRACT FROM AUTHOR]

There is strong evidence that children of mothers with insecure attachment styles have poor outcome trajectories. Maternal sensitivity may be the behaviour which links mother and child attachment models. This would, therefore, be a natural target for treatment in attachment interventions. A systematic literature review was conducted to determine the body of knowledge regarding maternal sensitivity, with a focus on the evidence-base for maternal sensitivity measures and interventions. We searched the PsychINFO and Medline databases up to December 2016, for peer-reviewed journal articles with 'maternal sensitivity' in the subject heading, MeSH Terms or abstract fields. One thousand four hundred and fifteen articles were retrieved. Following removal of duplicates and non-relevant material, 687 articles reviewed and categorized. There is extensive research linking maternal sensitivity, attachment, and child outcomes. Far fewer articles exist of published maternal sensitivity measures or interventions. At present, the evidence-base for directly affecting attachment via maternal sensitivity interventions is equivocal. [ABSTRACT FROM AUTHOR]

Behaviour analysis provides a functional definition of operant behaviour but at the same time often uses topographic definitions of classically-conditioned behaviour. This may be an ontological error, which would have serious consequences. Functional accounts of classical conditioning have been proposed, and they are part of a move towards locating all conditioning processes within behavioural ecology. It is recommended that behaviour analysts use a systematically functional account of all behaviour, which distinguishes between the roles of phylogenetic and ontogenetic functions, and which can embrace unconditioned behavioural repertoires as well as the behaviour changes produced by classical conditioning and operant conditioning in one framework. [ABSTRACT FROM AUTHOR]

The aim of this study was to measure changes in levels of self-esteem and the response to stress after positive psychology intervention for occupationally injured workers to motivate them to return to work. The participants included 221 male and 44 female employees of a corporation in Korea who attended a psychological rehabilitation program for 2 weeks. Questionnaires including the Multidimensional Psychological Test (MPT), Rosenberg Self-Esteem Scale, and a stress response test were administered to measure levels of self-esteem and stress. The significant increase in self-esteem levels was found in men and women (p <.001). In addition, there was a significant decrease in stress response scores after the intervention. Conclusions: The psychological rehabilitation program was effective in increasing self-esteem and reducing stress response among workers with occupational injury. [ABSTRACT FROM AUTHOR]

Recent studies suggest that positive perinatal maternal mood can buffer the effects of negative feelings and promote women and infant well-being. Evidence from Positive Psychology has shown that Positive Psychology Interventions (PPIs) can enhance well-being and/or reduce negative symptoms. The objective of this comprehensive narrative review was to identify and critically review the current evidence about the use of PPIs designed to improve women's mental well-being during the perinatal period. A systematic search of four online databases was conducted. Two intervention programmes have been identified. Both interventions were online-based and gratitude was the common PPI. The common target was women's mental health well-being during the perinatal period. This review has synthesised the first studies in the wake of a new model of PPIs aimed to foster women's well-being during the perinatal period. Nevertheless, much more research is required to establish which, how, and for whom PPIs can be suitable. [ABSTRACT FROM AUTHOR]

This article offers a reflection on how we might co-design with and for care amid the era of digital economy through a critique of current approaches to supporting mental well-being outside of therapy. Lenses of care theory and posttraumatic growth guide this critique, examining six themes of creative approaches that have been identified through a thematic review of 83 existing interventions: online communities, digitisation and re-design of psychology intervention, biometrics and data-driven, creative sharing of stories, symbolic engagements, and creative offerings of comfort and encouragements of self-care. In particular, approaches that lie within the sharing economy are scrutinised, presenting neoliberal drives that oppose its values of fairness and equity. Involvement of trusted others in the co-design of care entanglements is proposed, suggesting that these involvements would allow for reciprocal care encounters to be personalised towards those who have experienced trauma and their trusted others. [ABSTRACT FROM AUTHOR]

The focus of this article is on understanding Early Intervention as a discourse; how it is generated and reproduced and how it makes possible certain processes and practices and limits others. In particular the research study considers the dominant discourse of neuroscience associated with the notion of early childhood and how this is translated in policy and practice. This is explored through a single complex case study of a self-proclaimed Early Intervention City in Northern Ireland. The study findings highlight the ways in which the policy discourse, claiming an evidence base from neuroscience, locates the origin of social problems in a deficit model of neurological development in early childhood and advocates parenting programmes as a solution which will bring transformative change. The analysis of accounts from the field demonstrated a high degree of critical engagement amongst parents/carers, programme providers and policy makers. While 'silver bullet' claims from evidence-based programmes persist and 'home grown' initiatives promise community contextualised solutions, social inequalities for young children in the case study area remain persistently intractable. [ABSTRACT FROM AUTHOR]

Work engagement is associated with important individual and organisational outcomes (e.g. employee health and well-being, performance). This narrative systematic review aims to synthesise the increasing number of work engagement interventions and inform future research by exploring: (1) the specific intervention foci, delivery methods and content of engagement interventions; (2) intervention effectiveness; and (3) underlying mediators and moderators. A systematic search for interventions employing a validated engagement measure revealed 40 studies. Five were personal resource building, twelve job resource building, three leadership training, eighteen health promotion, and two job and personal resource building. Twenty (50%) studies observed significant positive effects on work engagement, two (5%) had a negative effect, and eighteen (45%) had no effect. Job and personal resources, job demands and well-being were important mediators. Moderators included the specific intervention focus and delivery method, employee participation, manager support, and intervention level (top-down vs bottom-up). Bottom-up interventions, and job crafting and mindfulness interventions particularly, were most successful. Implementation difficulties were common, including poor response and attrition rates, and adverse factors (e.g. organisational restructuring, redundancy, economic downturn). We highlight implications for research and practice and stress the need to test underlying theories to build knowledge around how, why, and when interventions work. [ABSTRACT FROM AUTHOR]

The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College's tutorial programme. The research involved the implementation of an intervention programme that consisted of three workshops based on social skills training, problem solving and anger management techniques, the development of empathic skills, education on the role of the bystander, and victimisation prevention strategies (N = 158). Two self-report questionnaires were administered, pre-test and post-test to analyse the effectiveness of the intervention programme. The questionnaires included measures of attitude towards physical and relational aggression; victimisation; popularity and aggression; bystander and victimisation beliefs; and empathy towards victims. A control group completed the two questionnaires in the same time frame but without undertaking the intervention workshops. Post implementation, aggression scores for both physical and relational aggression significantly decreased for the intervention group against a control. Additionally, popularity was found to positively correlate with both physical and relational aggression. This study highlights the necessity for intervention programmes in educational environments in terms of the shaping of prosocial attitudes of students and to ensure the safeguarding of students. [ABSTRACT FROM AUTHOR]

The instructional effect of worked examples has been investigated in many research studies. However, most of them evaluated the overall performance of the participants in solving post-intervention problems, rather than individual step performance in multi-step problems. The two experiments reported in this article investigated the relations between using worked examples and individual step performance in solving isomorphic problems. In Experiment 1, the effect of worked examples was found for overall performance for novice learners, whereas this effect was gradually reduced from Step 1 (the most difficult one) at which the effect was the strongest, to Step 3 (the easiest one) at which the effect was the weakest or even disappeared. In Experiment 2, relatively more knowledgeable participants learned the same sets of materials, and no effect of worked examples was found for either overall performance or individual step performance. Learner levels of expertise and levels of element interactivity were used to explain the results. [ABSTRACT FROM AUTHOR]

The paper is concerned with the growth of knowledge in consumer research and its implications for our conceptions of consumer behaviour and marketing management. It argues that, despite its success in initiating the modern era of consumer research, cognitive psychology's very pre-eminence is now a barrier to intellectual development in the field. Scientific progress requires the juxtaposing of alternative theoretical stances with cognitive consumer psychology to encourage an interplay of competing explanations. The paper begins this process by developing a model of purchase and consumption based on a critical reappraisal of behaviour analysis, a psychological paradigm which is antithetical at almost all points to cognitivism. This original model provides a unique interpretation of the major classes of consumer behaviour: maintenance, accumulation, pleasure and accomplishment. The paper considers the implications of the model for our understanding of consumer choice and marketing management. It concludes by describing the research that is now required to substantiate and develop the model further, and its unique comprehension of the nature of managerial marketing. [ABSTRACT FROM AUTHOR]

The article discusses the behavioral revolution in teacher education. The suggestion of T. S. Kuhn that scientific revolutions emerge on the strong shoulders of entirely new paradigms would appear that the paradigm developed by the operant school of psychology will be for the foreseeable future of the basic human behavior model used in psychology and in all of the social sciences. A group of strategies derived from the principles of operant psychology is emphasized by behavior analysis in education. This include the precise specification and objective measurement of behavior and the validation of strategies through experimentation.

The article discusses the role of operant psychology in shaping behavior and learning. It has been found that effects help in the development of specific behaviors. Operant model is of great importance for physical education teachers and coaches. Operant psychology analyzes skill acquisition on the basis of the interaction between a performer and the environment, without considering intervening variables. Reinforcement of the learning patterns depend on time intervals and performers responses. Reinforcement is divided into two types: fixed and variable. A scientific analysis of the environmental variables can be done for skill acquisition. Topology and magnitude of a response are critical factors for the development of skilled behavior.

An introduction is presented in which the editor discusses articles in the issue on topics including the role of design in creating interventions to promote stimulation; the importance of the design research process; and the use of an auto-ethnographic approach to identify issues.

Research with children has demonstrated that both positive vicarious learning (modelling) and positive verbal information can reduce children's acquired fear responses for a particular stimulus. However, this fear reduction appears to be more effective when the intervention pathway matches the initial fear learning pathway. That is, positive verbal information is a more effective intervention than positive modelling when fear is originally acquired via negative verbal information. Research has yet to explore whether fear reduction pathways are also important for fears acquired via vicarious learning. To test this, an experiment compared the effectiveness of positive verbal information and positive vicarious learning interventions for reducing vicariously acquired fears in children (7-9 years). Both vicarious and informational fear reduction interventions were found to be equally effective at reducing vicariously acquired fears, suggesting that acquisition and intervention pathways do not need to match for successful fear reduction. This has significant implications for parents and those working with children because it suggests that providing children with positive information or positive vicarious learning immediately after a negative modelling event may prevent more serious fears developing. [ABSTRACT FROM AUTHOR]

AP@LZ is an electronic organiser that was designed to support the day-to-day activities of persons with Alzheimer's disease. To assess the potential of this technology, three participants (NI, JB, RD) were approached to take part in the study. They benefited from a structured cognitive intervention to learn how to operate AP@LZ; the intervention included the following learning stages: Acquisition, Application and Adaptation. Pre- and post-intervention measures were collected. NI, for whom a longitudinal study was conducted, still continued to use AP@LZ 24 months post-intervention. JB and RD also showed a gradual improvement in their performance throughout the intervention phase (sessions 1 to 19 for JB: performance increased from 50 to 100%; sessions 1 to 25 for RD: from 56 to 89%). The results of the use of AP@LZ in activities of daily living suggest that the application was beneficial for three persons with Alzheimer's disease whose profiles differed notably (age, cognitive and social profiles). Thus, results indicate that they were all able to learn how to operate AP@LZ's functions and to use them in their activities of daily living. Cognitive intervention appears to play an important role for the promotion of learning and adoption of such technology. [ABSTRACT FROM AUTHOR]

This study introduces an intervention that enabled a man (LH) with acquired topographical disorientation (TD) to travel independently without fear of getting lost. Adapting an errorless method, LH learned to use a smartphone to find his routes accurately and reliably. A time-series design (A1-B1-A2-B2) was used: In all phases, LH was given a printed map on which city locations were indicated. He had to walk to the indicated locations while naturalistic outcomes were recorded. In Phases A, he navigated without his smartphone, and in Phases B, with it. In Phases A, LH made numerous surplus direction changes, and openly expressed his frustration. In Phases B, he did not have surplus direction changes and could calmly find his routes. Before intervention, LH and his wife were frustrated and worried about his way-finding. They rated their confidence in his navigational ability and his actual ability in way-finding to various locations as low. After intervention, they were more confident that LH could travel by himself without getting lost and rated his ability as much higher for various scenarios. As a consequence of intervention LH gained greater independence and quality of life. [ABSTRACT FROM AUTHOR]

Stress induction reduces people's ability to modify their instrumental choices following changes in the value of outcomes, but the mechanisms underpinning this effect have not been specified because previous studies have lacked crucial control conditions. To address this, the current study had participants learn two instrumental responses for food and water, respectively, before water was devalued by specific satiety. Choice between these two responses was then measured in extinction, reacquisition and Pavlovian to instrumental transfer (PIT) tests. Concurrently during these tests, a negative emotional appraisal group evaluated aversive images (stress induction), whereas a control group evaluated neutral images, at the same time as choosing between the two instrumental responses. Negative emotional appraisal abolished the impact of water devaluation on instrumental choice in the extinction test, but did not affect instrumental choice in the reacquisition or PIT tests. These findings suggest that negative emotional appraisal selectively impaired participants’ ability to retrieve the expected value of outcomes required to make goal-directed instrumental choices in the extinction test, and that this effect was not due to task disengagement, nullification of the devaluation treatment or impaired knowledge of response-outcome relationships. [ABSTRACT FROM AUTHOR]

Stress induction reduces people's ability to modify their instrumental choices following changes in the value of outcomes, but the mechanisms underpinning this effect have not been specified because previous studies have lacked crucial control conditions. To address this, the current study had participants learn two instrumental responses for food and water, respectively, before water was devalued by specific satiety. Choice between these two responses was then measured in extinction, reacquisition and Pavlovian to instrumental transfer (PIT) tests. Concurrently during these tests, a negative emotional appraisal group evaluated aversive images (stress induction), whereas a control group evaluated neutral images, at the same time as choosing between the two instrumental responses. Negative emotional appraisal abolished the impact of water devaluation on instrumental choice in the extinction test, but did not affect instrumental choice in the reacquisition or PIT tests. These findings suggest that negative emotional appraisal selectively impaired participants’ ability to retrieve the expected value of outcomes required to make goal-directed instrumental choices in the extinction test, and that this effect was not due to task disengagement, nullification of the devaluation treatment or impaired knowledge of response-outcome relationships. [ABSTRACT FROM AUTHOR]

Objective: This study adapted an existing computer-delivered brief alcohol intervention (cBAI) for use in Veterans with the hepatitis C virus (HCV) and examined its acceptability and feasibility in this patient population.Methods: A four-stage model consisting of initial pilot testing, qualitative interviews with key stakeholders, development of a beta version of the cBAI, and usability testing was used to achieve the study objectives.Results: In-depth interviews gathered feedback for modifying the cBAI, including adding HCV-related content such as the health effects of alcohol on liver functioning, immune system functioning, and management of HCV, a preference for concepts to be displayed through "newer looking" graphics, and limiting the use of text to convey key concepts. Results from usability testing indicated that the modified cBAI was acceptable and feasible for use in this patient population.Conclusions: The development model used in this study is effective for gathering actionable feedback that can inform the development of a cBAI and can result in the development of an acceptable and feasible intervention for use in this population. Findings also have implications for developing computer-delivered interventions targeting behavior change more broadly. [ABSTRACT FROM AUTHOR]

Causal induction in the real world often has to be quick and efficient as well as accurate. We propose that people use two different frames to achieve these goals. The A-frame consists of heuristic processes that presuppose rarity and can detect causally relevant factors quickly. The B-frame consists of analytic processes that can be highly accurate in detecting actual causes. Our dual frame theory implies that several factors affect whether people use the A-frame or the B-frame in causal induction: among these are symmetrical negation, intervention and commitment. This theory is tested and sustained in two experiments. The results also provide broad support for dual process accounts of human thinking in general. [ABSTRACT FROM PUBLISHER]

Adversity in early childhood may have a profound impact on physical and mental health as well as general well-being later in life. Despite increasing research evidence on the lifelong impact of adverse experiences, one of the key questions that motivated this research was how to translate this knowledge into preventive measures. This article presents data from an exploratory study aimed to explore strategies and effective practices to prevent adverse experiences in early childhood. An ecological framework organized participants’ suggested actions, highlighting the importance of proactive, multifaceted approaches and interventions that connect the child to the background environment where adversity takes place. [ABSTRACT FROM PUBLISHER]

This paper shares some clinical thoughts obtained during the first years of an Early Intervention Programme in the Faculty of Psychology of a South American University. It includes a brief review of literature which supports the relevance of early interventions and discusses some of the theoretical concepts which guided the clinical work which the authors describe. The paper concludes with reflections on one of the team's first cases. [ABSTRACT FROM AUTHOR]