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Based on principles from positive psychology and broaden‐and‐build theory, we examined whether conducting a Three Good Job Search Things intervention can increase metacognitive activities among job seekers. We further theorize that positive affect (i.e., activating and deactivating) serves as a mediating mechanism for the effect of the reflection intervention on metacognitive activities. We designed a randomized control group pretest–posttest experimental study with three groups (i.e., Three Good Job Search Things, active control, and passive control) and two measurement times (N = 116). Results show that the Three Good Job Search Things intervention increased job seekers' metacognitive activities as compared with the passive control group, but not as compared to the active control group. However, the active control group results did not differ significantly from the passive control group. The effects of the intervention on job seekers' metacognitive activities were not mediated by enhanced positive affect. This study contributes to the job search literature by expanding our understanding of how metacognition during job search can be improved by reflecting upon one's job search process. Practitioners Points: Positive psychology interventions, including those integrated into job search training, might offer potential benefits for job seekers, influencing job search behavior while considering well‐being.The Three Good Job Search Things intervention, though not significantly differing from an active reflection control group, might encourage job seekers to engage in metacognitive activities.Low‐cost, online reflection interventions seem a promising tool to improve self‐regulation during job search. [ABSTRACT FROM AUTHOR]

Objectives: This pilot study aims to explore the potential of a positive psychology intervention (PPI) in enhancing the subjective well-being of older individuals with amnestic mild cognitive impairment (MCI), a precursor to dementia. Design and Setting: A randomized trial was conducted, initially recruiting 51 participants aged 65 and above from the Greek Association of Alzheimer's Disease and Related Disorders in Thessaloniki, Greece. The study employed a control-experimental group setup. To ensure randomization, each participant was assigned a unique number, and a random number generator was used for group allocation. Participants: A total of 41 eligible participants with amnestic mild cognitive impairment (MCI) were included in the study after screening. Intervention: The intervention consisted of a 3-week positive psychology program (PPI) where the PERMA Profiler questionnaire was administered at three intervals: pre-intervention, post-intervention, and one month after completion. Main Outcome Measures: The subjective well-being of participants. Results: The analysis, conducted mainly through mixed-measures ANOVAs, supported the study's hypotheses, revealing that the 3-week PPI led to increased PERMA model scores and overall well-being, which persisted even after one month. Conversely, non-participants experienced declines in most domains except for Positive Emotion and Meaning, which demonstrated improvement and recovery during follow-up. Conclusions: These findings suggest the potential of PPI in enhancing the subjective well-being of older adults with amnestic MCI, with implications for addressing dementia-related challenges. Further investigation is warranted to pinpoint PPI effects on MCI and tailor interventions for improved subjective well-being. [ABSTRACT FROM AUTHOR]

This review aimed to assess the use of positive psychology interventions (PPIs), such as using positive mantras, expressive writing, or gratitude diaries, to improve the health behaviours, psychological wellbeing and/or physical health of police staff. The review was registered on PROSPERO before 16 electronic databases were searched for published articles between January 1999 and February 2022. Included studies offered PPIs to improve the physical health (body mass index, blood pressure), psychological well-being (stress, anxiety, mood, emotion, depression, self-efficacy), or health behaviours (physical activity, sitting times, dietary habits, alcohol, or tobacco use) of police staff. The mixed methods appraisal tool (MMAT) was used to assess the risk of bias of included papers. The initial search yielded 4560 results; with 3385 papers remaining after duplicates were removed. Of these, 15 studies were included in the final review. Intervention types included mindfulness-based resilience training (n = 11), physical or wellness practice classes (n = 1), role-play and scenario-based interventions (n = 2) and expressive writing (n = 1). Mindfulness-based interventions improved many psychological wellbeing facets such as anxiety, depression, negative affect and quality of life. Limited improvements were observed for some health behaviours such as alcohol consumption and in self-reported general health. Expressive writing and role-play-based interventions were effective in reducing stress and anxiety, however, improvement in depression scores were inconsistent across studies. Positive psychology interventions are promising to support the health and wellbeing of police staff. Future research should investigate their mechanisms of action to support future innovation in support for police wellbeing. [ABSTRACT FROM AUTHOR]

During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner's current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL. [ABSTRACT FROM AUTHOR]

Background: Community pharmacies are well-placed to deliver well-being interventions; however, to date, nothing has been produced specifically for this setting. The aim of this study was to develop a positive psychology intervention suitable for a community pharmacy setting with the goal of increasing the well-being of community members. Methods: Intervention development consisted of three steps: Step 1—identify the evidence-base and well-being model to underpin the basis of the intervention (Version 1); Step 2—model the intervention and gather user feedback to produce Version 2, and Step 3—revisit the evidence-base and refine the intervention to produce Version 3. Results: Findings from nine studies (seven RCTs, one cross-sectional, one N-1 design plus user feedback were applied to model a 6-week 'Prescribing Happiness (P-Hap)' intervention, underpinned by the PERMA model plus four other components from the positive psychology literature (Three Good Things, Utilising Your Signature Strengths in New Ways, Best Possible Selves and Character Strengths). A PERMA-based diary was designed to be completed 3 days a week as part of the intervention. Conclusions: This work is an important development which will direct the future implementation of interventions to support well-being in this novel setting. The next stage is to gain the perspectives of external stakeholders on the feasibility of delivering the P-Hap for its adoption into community pharmacy services in the future. [ABSTRACT FROM AUTHOR]

Introduction. The Doctor of Philosophy (PhD) degree is the zenith of academic achievement and the most prestigious of the doctoral programs, however there is a growing concern about the mental health issues among this graduating population. In the past decade Western research has presented a bleak depiction of mental health status of the trainee graduates with alarming titles in their editorials, which has lead both, academics and policy makers to implement several interventional strategies. Whereas mental health status of doctoral students from developing countries has not been addressed adequately and attempts to design interventional programs for this segment of population are quite limited. Therefore aim of this trial study is to establish the efficacy of an indigenously designed intervention Lets Flourish Together for PhD scholars based upon positive psychology techniques to promote well-being and enhance flourishment. Methods and Analysis. The intervention comprises of eight components based on positive psychology techniques, to be delivered over a period of 8-weeks. 154 PhD scholars will be recruited from six universities of Pakistan showing moderate levels of psychological distress assessed during screening process (t0) through DASS-21, in a two-armed randomized controlled trial. Other assessments will take place at (t1) before the start of the intervention, (t2) a week after the intervention and (t3) following a month. The primary outcome measure of the study is DASS-21, whereas secondary outcomes are flourishment (Positive Psychotherapy Inventory), motivation (Motivation for PhD Studies), perceived social support (Multidimensional Scale of Perceived Social Support), time management skills (Time Management Questionnaire), extent of task delaying (Procrastination Scale), personality traits (Ten Item Personality Inventory), sleep quality (Jenkins Sleep Scale) and physical activity (Six-point Physical Activity Scale). Analysis of data will be based on intention-to-treat principles. Ethics and Dissemination. This trial has been approved by the Institutional Review Board of the Foundation University School of Science and Technology (FURC/IRB/Spring-2022/29). Results will be published in peer-reviewed journals and presented in conferences. Trial Registration. The trial is registered at the WHO Primary Trial Registry Platform through Chinese Clinical Trial Registry; ChiCTR2200063701, dated: 9-15-2022. This is protocol version 1, in case of any important protocol modification, trial registry will be updated. [ABSTRACT FROM AUTHOR]

• We examine different intrapreneurial behavioral components in order to build an intrapreneurship intervention. • We draw on interviews with 94 employees and a quasi-experimental research design of 190 employees in existing teams. • Our analyses show that intrapreneurial behavior in the intervention group is higher immediately after the intervention and three months later, compared to the control group. • Our theorizing demonstrates the positive contribution of using positive psychology interventions to develop intrapreneurship in employees. Intrapreneurial behavior is more and more valued in today's society. However, actually instigating this behavior in individuals is challenging. Drawing upon the theory of planned behavior, we investigate which behavioral components in employees help develop positive intrapreneurial norms, attitudes, perceived behavioral control, intentions and behavior. This work comprises two studies: a first qualitative study with 94 employees to determine twenty intrapreneurial behavioral components. Then, we create and test an intervention in a second study in ten existing teams with 90 employees undergoing a one-month intervention and 100 in a control group. Our results show that our intervention group indeed becomes better in intrapreneurial attitudes, perceived behavioral control, intention, and behavior, compared to the control group, immediately and three months after the intervention. This while contextual turbulence causes a decrease in the intrapreneurial behavior of the control group. To our knowledge, this paper is the first to create an intrapreneurship intervention, and to investigate behavioral components of intrapreneurial behavior. [ABSTRACT FROM AUTHOR]

This study investigated the effects of the 6 Minutes Journal (6MT), a commercial diary combining several positive psychology interventions, including gratitude, goal-setting, and self-affirmation exercises, on several mental health outcome measures. In a randomized controlled trial, university students (N = 157) were randomly assigned to one of two groups: 6MT (n = 77) and a wait list control group (n = 80). Participants in the intervention group were instructed to follow the instructions of the 6MT for 4 weeks. Participants in both groups completed measures of perceived stress, positive and negative affect, self-efficacy and resilience at baseline, after 2 (t1), and 4 (t2) weeks. We used path-analyses with autoregressive and cross-lagged effects to test our hypotheses of the effects of the 6MT. Participants in the intervention group reported decreased levels of perceived stress and negative affect, as well as increased levels of resilience and self-efficacy compared to the control group. Positive affect was not statistically significantly influenced. The data showed a statistically significant increased levels of self-efficacy and resilience only after 4 weeks, suggesting that changing these constructs needs more time. The 6-minute diary does not appear to make individuals fundamentally more positive. However, the intervention may have a protective function against negative influences on well-being. [ABSTRACT FROM AUTHOR]

Biofeedback is an effective strategy to decrease levels of activation and anxiety. The purpose of this study is to determine the degree to which amateur athletes are able to learn to control their autonomic responses through biofeedback. The hypothesis of this study is that amateur athletes with biofeedback intervention will significantly decrease their level of psychophysiological activation compared to those without the intervention. Sixteen amateur marathon athletes participated, from the city of Andria de la Puglia, Italy. They were randomly assigned to two groups, one control and one experimental (i.e., biofeedback condition, which used peripheral temperature, skin conductance, and heart rate techniques). During the intervention period, there were six 15-minute individual sessions over two weeks. Anxiety was evaluated using the STAI survey, which is a subjective scale of activation and a psychophysiological profile. The statistical analysis used in this study is analysis of variance of repeated measurements was used with a significance level of .05. For the Post Hoc or a posteriori comparison, the Sidak and the Bonferroni procedure were conducted. A significant interaction was found between the evaluation conditions, timepoints, group, including peripheral temperature and in the skin conductance. The experimental group has significant lower activation compared to the control group, higher increase of the peripheral temperature and lower conductance. There is no difference in anxiety measured with the STAI. In conclusion, the biofeedback group has learned to control their autonomic responses, as indicated by a significant decrease in the level of psychophysiological activation, compared to the group without intervention. [ABSTRACT FROM AUTHOR]

The cycle of negativism is a spiral which leads to outcomes which impact negatively on the child's life. It helps parents learn how to use a system of rewards and consequences to change a child’s behavior. ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood. The doctor will also ensure that any ADHD symptoms are not due to another medical or psychiatric condition. Researcher has studied a girl child in urban city area having identified Attention Deficit Hyperactivity disorder whose motivation to become involved in a task or to complete a task is inconsistent. It is found also that child’s impulsive nature made it difficult for her to await her turn in games. Researcher used ADHD rating scale, SSQ-R, WISC-R tools which seek information on the child's ability to pay attention or concentrate in eight situations in school. Finally interventions of parents, teachers and counselors to the overcome the problems faced by the ADHD child were studied. It is finally found that such child having ADHD should always be provided with mental and emotional support and other necessary needs and always be encouraged. This type of problem child must never be kept alone and isolated and then only this type of problem child can be mainstreamed. The cycle of negativism is a spiral which leads to outcomes which impact negatively on the child's life. It helps parents learn how to use a system of rewards and consequences to change a child’s behavior. ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood. The doctor will also ensure that any ADHD symptoms are not due to another medical or psychiatric condition. Researcher has studied a girl child in urban city area having identified Attention Deficit Hyperactivity disorder whose motivation to become involved in a task or to complete a task is inconsistent. It is found also that child’s impulsive nature made it difficult for her to await her turn in games. Researcher used ADHD rating scale, SSQ-R, WISC-R tools which seek information on the child's ability to pay attention or concentrate in eight situations in school. Finally interventions of parents, teachers and counselors to the overcome the problems faced by the ADHD child were studied. It is finally found that such child having ADHD should always be provided with mental and emotional support and other necessary needs and always be encouraged. This type of problem child must never be kept alone and isolated and then only this type of problem child can be mainstreamed. [ABSTRACT FROM AUTHOR]

Agentic engagement, or attempts to proactively influence instruction, predicts positive classroom climate and students' motivation. As such, it is a potentially effective target for intervention, though causal evidence is limited. This investigation explored whether an agentic orientation could be cultivated through a brief, online intervention for university students and the potential benefits of such an intervention. Three randomized field experiments with college students in psychology (Study 1 and Study 2) or introductory physics and chemistry courses (Study 3) tested the effects of an agentic orientation intervention compared with an alternative study skills intervention or an inactive control condition. The intervention encouraged students to view their motivational experiences in class as malleable and responsive to agentic behaviors they were encouraged to use. Relative to the alternative intervention (Studies 1 and 3) and inactive control (Studies 1, 2, and 3), students exposed to the target intervention at the beginning of the semester later reported a more agentic mindset. Indirect effects indicated that the intervention predicted greater student-reported in-class agentic and other forms of engagement, instructor autonomy support, need satisfaction, domain personal interest, and intention to persist in the field at the end of the semester via an enhanced agentic mindset. Multigroup comparisons suggested that the intervention worked similarly for students who have been traditionally underrepresented in science compared with their counterparts, with limited evidence of variation on certain outcomes. The investigation provides preliminary causal evidence regarding the benefits of intervening on an agentic orientation. Educational Impact and Implications Statement: Three randomized field experiments were conducted with college students in psychology, physics, and chemistry courses to examine whether an agentic orientation (that is, an orientation for proactively and constructively influencing the flow of instruction and motivational experiences in the classroom) could be cultivated through a brief, online intervention, as well as the benefits of such an intervention. Results suggested that students exposed to the intervention at the beginning of the semester later viewed their classroom motivational experiences as malleable and responsive to agentic behavior more so than students in an alternative intervention or an inactive control condition. In turn, this agentic mindset predicted more engagement, including agentic engagement, as well as more need satisfaction, personal interest in the domain, intention to persist in the field, and instructor autonomy support, according to student reports at the end of the semester. Results point to the potential power of targeting students' agentic orientation as a lever for changing motivation and the classroom climate. [ABSTRACT FROM AUTHOR]

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over‐representation of quantitative studies conducted mostly in the United States and an over‐representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well‐being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies. [ABSTRACT FROM AUTHOR]

The high prevalence of mental illness in college students results in adverse consequences that have led to developing prevention programs, with the potential of self-monitoring (SM) to reduce symptomatology. SM as indicated in this study intends to help individuals set goals, increase self-regulation, and provide awareness of personal psychological difficulties along with available support networks. In two studies, an electronic monitoring system was first tested on a bi-weekly basis (SM-B; N = 100), then implemented on a weekly basis (SM-W; N = 186). Monitoring was shown to be feasible in the pilot and showed promising reductions in stress and anxiety in the SM-B condition. While there were reductions in symptoms across experimental and control groups, SM-W significantly reduced anxiety and stress compared with controls. These studies support that implementation of a basic electronic monitoring and feedback system could help protect against mental health degradation over the course of a student's time in college. Important implications for prevention of psychological distress in college students are discussed. [ABSTRACT FROM AUTHOR]

Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students' tendency of spontaneous focusing on quantitative relations (SFOR), which is related to the development of rational number knowledge. In this study, 4th grade students (N = 129) took part in a quasi-experimental study comparing an intervention condition (n = 71) aimed at improving students' multiplicative relational reasoning and fraction knowledge with a control condition (n = 58) of business as usual fraction instruction. Five lessons of intervention activities were designed to promote students ability to recognize and describe multiplicative relations in their everyday surroundings. There was an overall positive effect on the students' mathematical knowledge. Students who participated in the intervention improved their ability to recognize and describe multiplicative relations embedded in pictures representing everyday situations. There were no significant differences in the development of fraction knowledge despite replacing five traditional fraction lessons. These findings provide further evidence that researchers and educators should continue to pay attention to issues surrounding students' spontaneous mathematical focusing tendencies. [ABSTRACT FROM AUTHOR]

We conducted a cluster randomized controlled trial (RCT) to test the effects of a self-determination theory-based intervention on athlete motivation and burnout. In addition, we examined the feasibility and acceptability of the intervention. We randomly assigned youth Gaelic football coaches (N = 6) and their teams to an experimental or a delayed treatment control group (n = 3 each group). We employed linear mixed modeling to analyze changes in player motivation and burnout as a result of their coach participating in a 12-week SDT-based intervention. In addition, we conducted a fidelity assessment to examine whether the intervention was implemented as planned. The findings demonstrated the feasibility and acceptability of implementing a self-determination theory-based intervention in the coaching domain. In addition, this study demonstrated favorable trends in the quality of player motivation and burnout symptoms as a result of an SDT-based intervention. [ABSTRACT FROM AUTHOR]

Historically, positive psychology research and practice have focused on studying and promoting well-being among individuals. While positive psychology interventions focusing on the well-being of communities and marginalized groups have recently been developed, studies reporting on their nature and characteristics are lacking. The aim of this paper is to examine the nature of community-level positive psychology interventions. It reviews the target populations, intervention modalities, objectives, and desired effects of 25 community-level positive psychology interventions found in 31 studies. This scoping review shows that community-level programs based on positive psychology vary greatly in all these aspects. However, most interventions are aimed at individual-level changes to achieve target group outcomes. Contextual issues such as social conditions, values, and fairness affecting well-being are rarely considered. Discrepancies between community-level positive psychology interventions and community psychology in terms of values and social change are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the effects of a number sense intervention in 5-year-old Italian children (n = 96) from different socioeconomic status (SES) backgrounds. We investigated whether a short-term intervention could enable low SES children to reach the same level of their middle-upper SES peers in number sense; in addition, we compared the efficacy of the intervention for low SES children at two levels of intensity. Four groups of children were compared as follows: 2 low SES groups that received 8 or 20 intervention sessions, 1 middle-upper SES group that received eight intervention sessions, and 1 middle-upper SES control group. The results show that at the baseline, the middle-upper SES children obtained higher scores than the low SES children in three of the four scales of the Battery of Numerical Intelligence (BIN). Regarding the effectiveness of the intervention, all intervention groups showed a higher change in the counting subscale score than the control group. The low SES group that received the high-intensity intervention showed a greater change in the BIN total score than all other groups. [ABSTRACT FROM AUTHOR]

Rigorously evaluated interventions that target protective factors and positive resources rather than ameliorating negative outcomes in child refugees are rare. To address this, we developed and evaluated a short, group-based resilience-building intervention called Strengths for the Journey (SFJ), which was designed for war-affected children. We conducted a quasi-randomized pilot study of the SFJ intervention with 72 7- to 14-year-old forcibly displaced children (Mage = 10.76, 64.8% female) in three refugee camps in Lesvos, Greece. Intervention effectiveness was assessed by measuring pre-post changes in well-being, self-esteem, optimism, and depressive symptoms from before (T1) to immediately after the intervention/wait-list task (T2). Four focus group interviews were conducted with 31 of the participants to discuss their views on the effects of the intervention and the continued use of the skills that were learned. Using repeated-measures ANOVAs, we found improvements in well-being, F (1, 46) = 42.99, ηp2 =.48, self-esteem, F (1, 56) = 29.11, ηp2 =.40, optimism, F (1, 53) = 27.16, ηp2 =.34, and depressive symptoms, F (1, 31) = 62.14, ηp2 =.67, in the intervention group compared with the wait-listed group (p <.05). Focus group participants highlighted the importance of SFJ in developing a sense of togetherness and building their strengths. Child refugees in low-resource settings may benefit from brief, first-line interventions that target protective factors such as well-being, hope, self-esteem, and belonging. [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]

Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of acceptability measurement, which has been one of the most common way to measure social validity, within the intervention literature published across five school psychology journals between 2005 and 2017. Findings suggested just over one third of intervention studies included acceptability assessment. Intervention studies that were delivered individually, targeted behavior skills, and included treatment integrity data were significantly more likely to include acceptability assessment. When acceptability was measured it was typically evaluated one‐time following treatment completion using self‐report tools completed by teachers. Nearly half of studies employed one of seven published tools and the remaining half used researcher‐created measures. The published tools were adapted in a variety of ways and inconsistently reported either item or total scores making it difficult to summarize these data according to intervention target or delivery format. Implications of findings are described. [ABSTRACT FROM AUTHOR]

School is configured as a social space that can essentially contribute to cognitive and emotional evolvement. Furthermore, it emerges as an important resource for Positive Psychology. This review aimed to evaluate studies that present interventions based on Positive Education. Databases searched were MEDLINE, LILACS, Psycinfo, SciELO, and Scopus, using the terms "Positive Education" and "Intervention". The study's analysis was descriptive, and the characteristics of the interventions were reported. Fourteen studies that met the proposed eligibility criteria were included. As a result, nine studies were focused on positive education in the children's and adolescents, three were directed to college students, and two exclusively meant for teachers and school leaders. The importance of stimulating the development of strength of character among students were apparent. [ABSTRACT FROM AUTHOR]

The integration of psychologists and other behavioral health providers in primary care practice continues to evolve and reshape approaches to patient care. This study is a replication and extension of a 2013 study describing dual interviewing encounters involving psychology trainees and family medicine residents within an integrated primary care clinic as it relates to behavioral health assessments and interventions. Psychology trainees provided descriptions of 400 collaborative patient encounters involving 337 single and 63 repeat encounters. Psychology trainees coded the frequency of behavioral health assessments and interventions by the psychology trainee, family medicine resident, or both. Seventy-eight percent of encounters contained an assessment, and 20% contained interventions. Compared to the 2013 study, there were significantly fewer behavioral health interventions offered and a significantly greater number of psychoeducation/supportive interventions offered collaboratively. It was discovered that discussions between psychology trainees and family medicine residents immediately after patient encounters occurred 50% of the time and involved issues of case conceptualization. These informal discussions may be an important source of behavioral health education for family medicine residents. This study adds to efforts to better understand what occurs during these encounters. [ABSTRACT FROM AUTHOR]

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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]

Rationale: Both methylphenidate (MPH), a catecholamine reuptake blocker, and guanfacine, an alpha2A agonist, are used to treat attention-deficit hyperactivity disorder (ADHD). Childhood impulsivity, including delay discounting, is associated with increased substance use during adolescence. These effects can be mitigated by juvenile exposure to MPH, but less is known about the long-term effects of developmental exposure to guanfacine in males and females.Objective: This study aims to determine sex differences and dose-dependent effects of juvenile exposure to MPH or guanfacine on delay-discounting and later cocaine self-administration.Methods: The dose-dependent effects of vehicle, MPH (0.5, 1, and 2 mg/kg p.o.) or guanfacine (0.003, 0.03, and 0.3 mg/kg, i.p.) on discounting were determined in male and female Sprague-Dawley rats beginning at postnatal day (P)20. At P90, the amount, motivation, and sensitivity to cocaine following early drug exposure were determined with self-administration.Results: Guanfacine, but not MPH, significantly reduced weight by 22.9 ± 4.6% in females. MPH dose dependently decreased delay discounting in both juvenile males and females, while guanfacine was only effective in males. Discounting was associated with cocaine self-administration in vehicle males (R2 = −0.4, P < 0.05) and self-administration was reduced by guanfacine treatment (0.3 mg/kg). Guanfacine significantly decreased cocaine sensitivity in both sexes.Conclusions: These data suggest that MPH is effective in reducing delay discounting in both sexes. Due to both weight loss and ineffectiveness on discounting in females, guanfacine should be used only in males to reduce delay discounting and later cocaine use. [ABSTRACT FROM AUTHOR]

Abstract Objective To determine if low-cost air-quality monitors providing personalised feedback of household second-hand smoke (SHS) concentrations plus standard health service advice on SHS were more effective than standard advice in helping parents protect their child from SHS. Design A randomised controlled trial of a personalised intervention delivered to disadvantaged mothers who were exposed to SHS at home. Changes in household concentrations of fine Particulate Matter (PM 2.5) were the primary outcome. Methods Air-quality monitors measured household PM 2.5 concentrations over approximately 6 days at baseline and at one-month and six-months post-intervention. Data on smoking and smoking-rules were gathered. Participants were randomised to either Group A (standard health service advice on SHS) or Group B (standard advice plus personalised air-quality feedback). Group B participants received personalised air-quality feedback after the baseline measurement and at 1-month. Both groups received air-quality feedback at 6-months. Results 120 mothers were recruited of whom 117 were randomised. Follow up was completed after 1-month in 102 and at 6-months in 78 participants. There was no statistically significant reduction in PM 2.5 concentrations by either intervention type at 1-month or 6-months, nor significant differences between the two groups at 1-month (p = 0.76) and 6-month follow-up (p = 0.16). Conclusions Neither standard advice nor standard advice plus personalised air-quality feedback were effective in reducing PM 2.5 concentrations in deprived households where smoking occurred. Finding ways of identifying homes where air-quality feedback can be a useful tool to change household smoking behaviour is important to ensure resources are targeted successfully. Highlights • Health professionals can successfully deliver personalised air quality information in home settings. • We found no evidence that air-quality feedback helps create a smoke-free home. • Finding parents for whom this intervention may work requires a targeted approach. [ABSTRACT FROM AUTHOR]

Abstract We present a meta-analysis of 24 studies on procrastination interventions (total k = 44, N = 1173) in order to find out 1) whether people can reduce their level of procrastination, and 2) if so, which type of intervention leads to the strongest reduction. We compared four different types of interventions: Self-regulation, cognitive behavioral therapy, other therapeutic approaches, and interventions focusing on individuals' strengths and resources. A large reduction in procrastination after the interventions was found, and the effects remained stable in follow-up assessments. The findings so far suggest that cognitive behavioral therapy reduced procrastination more strongly than the other types of interventions. Other moderator variables, such as the duration of the intervention, had no significant effects. We propose future research that may help to build stronger evidence for the effects of interventions, as well as some guidelines for interventions. Highlights • Four different types of interventions were included. • A large reduction in procrastination after the interventions was found. • The effects of the interventions remain stable in follow-up assessments. • Cognitive-behavioral therapy reduced procrastination most. • Other moderators (e.g., duration, sample characteristics) had no effects. [ABSTRACT FROM AUTHOR]

We study the spatial-temporal pattern of the spread of the 2009 H1N1 influenza virus using a metapopulation model linked by commuting flow based on the reported influenza cases during the early stages of the epidemic in the Republic of Korea. The spatial heterogeneities, such as the local reproductive number and peak time, are investigated at province level. Furthermore, we discuss the effect of early intervention strategies, isolation and commuting restrictions, on the reduction of incidence at each province level. A major finding of this study is that early intervention at the source area of infection is more effective than interventions at the commuting-hub areas if the cost is limited. [ABSTRACT FROM AUTHOR]

Abstract Suicide is more highly stigmatized than most mental health conditions; however, no interventions have aimed to modify the stigma of suicide in the general population. This study tested the efficacy of two brief web-based interventions—psychoeducation and interpersonal exposure—in reducing suicide-related stigma in a student/community sample. A sample of 266 adults completed baseline measures of suicide-related stigma, were randomized into one of three conditions (psychoeducation, interpersonal exposure, control), in which they browsed an assigned website for twenty minutes, and completed post-intervention and one-month follow-up stigma measures. Results indicated that the two interventions were more efficacious than the control in reducing suicide-related stigma; this effect was accentuated for individuals without prior exposure to suicide. Although future research is needed to understand the mechanisms of change and the generalizability of these findings, it is possible that web-based interventions could be a cost- and time-effective avenue of targeting the widespread stigma of suicide. Highlights • Suicide is highly stigmatized, increasing isolation and decreasing help-seeking. • This study tested two brief web-based interventions: psychoeducation and exposure. • Both psychoeducation and interpersonal exposure reduced stigma of suicide. • These results were strongest among those with no prior exposure to suicide. • Web-based interventions may be a cost-/time-effective method of reducing stigma. [ABSTRACT FROM AUTHOR]

Impulsive choice involves choosing a smaller-sooner (SS) reward over a larger-later (LL) reward. Due to the importance of timing processes in impulsive choice, time-based interventions have been developed to decrease impulsive choice. The present set of experiments assessed the durability and generalizability of time-based interventions. Experiment 1 assessed fixed interval (FI) or variable interval (VI) intervention efficacy over 9 months. The FI intervention decreased impulsive choice, and this effect persisted over time, but the VI intervention effects were only apparent when tested immediately after the intervention. Experiment 2 examined the generalizability of the FI and VI interventions on choice tasks manipulating the SS delay, LL delay, or LL magnitude. The FI intervention decreased sensitivity to delay, promoting LL choices in both delay tasks, but the VI intervention only altered choices when manipulating the SS delay. Experiment 3 further examined the FI intervention effects on tasks that manipulated the LL delay or magnitude immediately following the intervention. The intervention decreased sensitivity to both delay and magnitude. The experiments indicate that the FI intervention is effective at decreasing impulsive choice behavior for an extended period across changing delays and magnitudes, suggesting a relatively broad effect on choice behavior. [ABSTRACT FROM AUTHOR]

This phase II trial evaluated psychosocial and health outcomes of an intervention designed to improve emotion regulation skills in adults suffering from Adverse Childhood Experiences (ACEs). The study utilized a pretest-posttest design in which 92 adults enrolled in the community-based program completed pretest measures, attended either a faith-based or secular version of the 12-week ACE Overcomers program, and then completed posttest measures. The theory-guided program involved group sessions providing education and skills training to improve emotion regulation, self-awareness, resilience, and social functioning. Pretest and posttest surveys included measures of emotional regulation (suppression, rumination, cognitive reappraisal, and mindfulness), resilience (ego resilience and general self-efficacy), emotional experiences (perceived stress, moods, and depressive symptoms), quality of life (the SF-36 domains), and physical symptoms and illness (symptom load and sick days). Analyses revealed significant improvements from pretest to posttest in all facets of emotion regulation ( p  < .01), psychological resilience ( p  < .001), mental well-being ( p  < .001) and physical symptoms and illness ( p  < .001), and in specific facets of quality of life ( p  < .001). The faith-based and secular versions of the program yielded comparable improvements in well-being. Improvements were comparable for older versus younger participants, except that younger participants reported greater improvements in perceived stress ( p  < .05). These preliminary findings support the application of an emotion regulation perspective to interventions for adults with high ACEs. The study, with its single-group design, represents a promising step in the translational research pathway and provides support for further studies utilizing comparison groups. [ABSTRACT FROM AUTHOR]

Some explanations appeal to facts about the causal structure of a system in order to shed light on a particular phenomenon; these are explanations which do more than cite the causes X and Y of some state-of-affairs Z, but rather appeal to “macro-level” causal features—for example the fact that A causes B as well as C, or perhaps that D is a strong inhibitor of E—in order to explain Z. Appeals to these kinds of “macro-level” causal features appear in a wide variety of social scientific and biological research; statements about features such as “patriarchy,” “healthcare infrastructure,” and “functioning DNA repair mechanism,” for instance, can be understood as claims about what would be different (with respect to some target phenomenon) in a system with a different causal structure. I suggest interpreting counterfactual questions involving structural features as questions about alternative parameter settings of causal models, and propose an extension of the usual interventionist framework for causal explanation which enables scientists to explore the consequences of interventions on “macro-level” structure. [ABSTRACT FROM AUTHOR]

The available evidence suggests that driver improvement interventions (with the aim to increase driver safety, most often by education or training) do not work. The average effect calculated in several meta-analyses is close to, and not always possible to distinguish from, zero, despite total samples sizes of several hundred thousand drivers. However, it is possible that all studies included in these meta-analyses have under-estimated the effect, due to a methodological error; all crashes have been used as dependent variable, instead of only those that the targeted drivers have caused. This error is expected to have considerably deflated the effect sizes, but it is not known how large this effect could be. Using crash data for bus drivers in which culpability had been reliably established, a simple simulation was performed to determine the difference between using culpable and all crashes as an estimator of a safety effect. Using data for six years, calculations were made on single years. About ten percent of culpable crashes in each year were deleted to simulate a safety effect, where after the difference between the original and the simulated variable were calculated, using culpable only and all crashes in parallel. The effects using these two different kinds of datasets could then be compared and the under-estimation effect estimated. Culpable crashes, as compared to all crashes, yielded larger differences in means between time periods, and smaller standard deviations. In between-subjects comparisons resulted in 15–30 percent larger effects for culpable crashes. Within-subjects calculations yielded larger but not as systematic effects. The effect of driver improvement on crash involvement has been systematically under-estimated, as extremely few evaluation studies seem to have taken culpability for crashes into account. Therefore, new evaluations need to be undertaken, and/or old data re-analysed, to calculate a better estimate of the true effect of training and education in driving safety. [ABSTRACT FROM AUTHOR]

Background: Genetic research on depression and burnout has focused mostly on adverse factors, although various aspects in daily life related to positive coping and well-being have been shown to potentially be protective. Using a large genetically informative sample, we aim to explore the potential relationship between flow proneness and work-related depressive symptoms and burnout.Methods: About 10,000 Swedish twins filled in the Swedish Flow Proneness Questionnaire, a subscale of the Hopkins Symptom Checklist (SCL) depression scale, and the Emotional Exhaustion subscale of the Maslach Burnout Inventory-General Survey. A higher score indicated more flow, less emotional exhaustion and less depression. The classical twin design and co-twin control analyses were applied.Results: Phenotypic correlations were .43 between depressive symptoms and flow proneness, .34 between burnout and flow proneness, and .62 between depressive symptoms and burnout. Broad-sense heritabilities (G) ranged between 33-35% for the three variables. Associations between the variables were due to significant genetic as well as non-shared environmental influences. Co-twin control analyses showed that associations remained significant when controlling for all genetic and shared familial factors, in line with a causal relationship.Limitations: Although the co-twin control design can test for consistency of associations with a causal relationship, it cannot unequivocally establish causality.Conclusions: Genetic liability has a substantial influence on associations between flow proneness and emotional problems at work (depression, burnout). However, the presence of significant environmental correlations is in line with a (partly) causal relationship between flow and work related depression and burnout, which in turn may suggest that interventions which increase flow could potentially reduce emotional problems at work. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of the multi-dimensional intervention model for common problems in the individual psychological counseling process. This study has a mixed nature. In the quantitative aspect of the study; the study was conducted with an experimental design in the form of a single group pre-test, post-test and follow-up test. There were two groups in the study; the individuals who applied the psychological counseling process and the individuals who received counseling help. The psychological counseling process with these individuals has been carried out. Counselors' ages range varied from 22 to 26. The clients are all feminine. Counselors conducted the psychological counseling process in ten sessions, one session per week and 90 minutes. The study was thus conducted with 12 clients. The ages of the individuals involved in the study are between 19 and 55 years. The average age is 25.25 and the standard deviation is 10.32. Four of the clients are male and eight of them are female. Beck Depression and Trait Anxiety scales were used in the study. According to research findings, it was found that the levels of anxiety and depression were decreased at the end of experimental period. It was also found that similar patterns continued as a result of follow-up studies. The qualitative findings of the study also showed that the clients were gained awareness, and also they solved their problems. [ABSTRACT FROM AUTHOR]

Context: Few interventions exist to address patients' existential needs.Objectives: Determine whether an intervention to address seriously ill patients' existential concerns improves preparation, completion (elements of quality of life [QOL] at end of life), and reduces anxiety and depression.Methods: A randomized controlled trial comparing outlook intervention, relaxation meditation (RM), and usual care (UC). Measures included primary-a validated measure of QOL at the end of life and secondary-Functional Assessment of Cancer Therapy-General, anxiety (Profile of Mood States), depression (Center for Epidemiological Studies-Depression Scale), and spiritual well-being (Functional Assessment of Chronic Illness Therapy-Spiritual Well-Being). Qualitative interviews assessed outlook intervention acceptability. Enrolled patients were nonhospice eligible veterans with advanced cancer, congestive heart failure, chronic obstructive pulmonary disease, end-stage renal disease, or end-stage liver disease.Results: Patients (n = 221) were randomly assigned 1:1:1 to outlook, RM, and UC. Patients were 96% males, 46% with cancer, 58.4% married, and 43.9% of African American origin. Compared with UC, outlook participants had higher preparation (a validated measure of QOL at the end of life) (mean difference 1.1; 95% CI 0.2, 2.0; P = 0.02) and mean completion (1.6; 95% CI 0.05, 3.1; P = 0.04) at the first but not second postassessment. Compared with RM, outlook participants did not show significant differences over time. Exploratory analyses indicated that in subgroups with cancer and low sense of peace, outlook participants had improved preparation at first and not second postassessment, as compared with UC (mean difference 1.4; 95% CI 0.03, 2.7; P = 0.04) (mean difference = 1.8; 95% CI 0.3, 3.3; P = 0.02), respectively.Conclusion: Outlook had an impact on social well-being and preparation compared with UC. The lack of impact on anxiety and depression differs from previous results among hospice patients. Results suggest that outlook is not demonstratively effective in populations not experiencing existential or emotional distress. [ABSTRACT FROM AUTHOR]

Background: Research is yet to investigate whether psychological interventions delivered early after diagnosis can benefit patients with head and neck cancer (HNC).Purpose: The aim of this study was to investigate the effectiveness of a brief self-regulatory intervention (targeting illness perceptions and coping) at improving HNC patient health-related quality of life (HRQL).Methods: A pilot randomized controlled trial was conducted, in which 64 patients were assigned to receive three sessions with a health psychologist in addition to standard care or standard care alone. Participants completed questionnaires assessing HRQL, general distress, and illness perceptions at baseline and again 3 and 6 months later.Results: Compared to the control group, patients who received the intervention had increased treatment control perceptions at 3 months (p = .01), and increased social quality of life at 6 months (p = .01). The intervention was particularly helpful for patients exhibiting distress at baseline.Conclusion: A brief psychological intervention following HNC diagnosis can improve patient perceptions of treatment and social quality of life over time. Such interventions could be targeted to patients who are distressed in order to confer the greatest benefit.Trial Registration Number: 12614000813684. [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]

Early childhood is a phase of rapid development in many aspects, and early interventions can be more effective than interventions provided later on. In prior research, working memory training has demonstrated the possibility to improve the fluid intelligence of both adults and school-aged children. This study examined the training effects of enhancing the development of fluid intelligence in the long-term for preschoolers. Seventy-four preschoolers participated in the experiment. Participants in the experimental group were trained for 14 days using n-back program. Fluid intelligence tests were administered four times: pretest, post-test, 6-month follow-up, and 12-month follow-up. Results indicated that, the experimental group significantly enhanced their working memory performance. The experimental group also significantly outperformed the two control groups on the fluid intelligence post test and maintained their superior performance for up to 12 months. Implications are discussed within the context of providing effective early childhood interventions to improve fluid intelligence. [ABSTRACT FROM AUTHOR]

This study investigated changes in brain function that occurred over a 7-day behavioral intervention for adults who stutter (AWS). Thirteen AWS received the intervention (AWS+), and 13 AWS did not receive the intervention (AWS-). There were 13 fluent controls (FC-). All participants were scanned before and after the intervention. Whole-brain analysis pre-intervention showed significant differences in task-related brain activation between AWS and FC- in the right inferior frontal cortex (IFC) and left middle temporal cortex, but there were no differences between the two AWS groups. Across the 7-day period of the intervention, AWS+ alone showed a significant increase of brain activation in the left ventral IFC/insula. There were no changes in brain function for the other two groups. Further analysis revealed that the change did not correlate with resting-state functional connectivity (RSFC) that AWS showed in the cerebellum (Lu et al., 2012). However, both changes in task-related brain function and RSFC correlated with changes in speech fluency level. Together, these findings suggest that functional reorganization in a brain region close to the left IFC that shows anomalous function in AWS, occurs after a short-term behavioral intervention for stuttering. [ABSTRACT FROM AUTHOR]

Obesity is a growing public health problem in the United States, particularly in middle-aged and older adults. Although the key factors leading to a population increase in body weight are still under investigation, there is evidence that certain behavioral interventions can mitigate the negative cognitive and brain ("neurocognitive") health consequences of obesity. The two primary behaviors most often targeted for weight loss are caloric intake and physical activity. These behaviors might have independent, as well as overlapping/synergistic effects on neurocognitive health. To date obesity is often described independently from behavioral interventions in regards to neurocognitive outcomes, yet there is conceptual and mechanistic overlap between these constructs. This review summarizes evidence linking obesity and modifiable behaviors, such as physical activity and diet, with brain morphology (e.g., gray and white matter volume and integrity), brain function (e.g., functional activation and connectivity), and cognitive function across the adult lifespan. In particular, we review evidence bearing on the following question: Are associations between obesity and brain health in aging adults modifiable by behavioral interventions? [ABSTRACT FROM AUTHOR]

This paper introduces the Special Section on Advances in Psychological Prevention and Treatment Interventions to Promote Children's Mental Health. The three articles in the Special Section provide perspectives on the adaptation, evaluation, and implementation of evidence-based psychological interventions for children in countries in Northern and Eastern Europe, and Latin America. The articles highlight disparate methodologies for the examination of intervention data, including addressing causal inference in the absence of availability of true experiment data (i.e., randomised controlled trial data), randomised trial data from a school-based prevention programme, and predictors of change in an evidence-based treatment programme. Together, the articles highlight the movement of evidence-based practices into routine care settings and emerging strategies for settings in which randomised trial data are not yet available. They demonstrate the contribution of psychological research to the advancement of practices for improving children's mental health. [ABSTRACT FROM AUTHOR]

Gavage is a common technique for orally administering compounds to small laboratory animals using a syringe. It involves highly repetitive thumb extensor exertions for filling the syringe, a risk factor for DeQuervain's tenosynovitis. As an intervention, a series of bench tests were performed varying fluid viscosity, syringe size and needle size to determine the forces required for drawing fluid. Forces up to 28 N were observed for a viscosity of 0.29 Pa s. A guide is presented to minimize thumb forces for a particular combination of syringe (3 mL, 5 mL and 10 mL), fluid viscosity (0.001 Pa s, 0.065 Pa s, 0.21 and 0.29 Pa s), and needle length (52 mm, 78 mm and 100 mm) based on maximum acceptable exertion levels. In general, a small syringe and large needle size had a greater number of acceptable rat gavages per day due to the lower forces experienced as compared to all other syringe and needle combinations. [ABSTRACT FROM AUTHOR]

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Introduction: Despite much research, interventions to improve medication adherence report disappointing and inconsistent results. Tailored approaches that match interventions and patient determinants of non-adherence were seldom used in clinical trials. The presence of a multitude of theoretical frameworks and models to categorize interventions and patient determinants complicated the development of common categories shared by interventions and determinants. We retrieved potential interventions and patient determinants from published literature on medication adherence, matched them like locks and keys, and categorized them according to the Theoretical Domains Framework (TDF). Methods: We identified the most relevant literature reviews on interventions and determinants in a pragmatic literature search, extracted all interventions and determinants, grouped similar concepts to umbrella terms and assigned them to TDF categories. All steps were finalized in consensus discussion between the authors. Results: Sixteen articles (5 with determinants, 11 with interventions) were included for analysis. We extracted 103 interventions and 42 determinants that we divided in 26 modifiable and 16 unmodifiable determinants. All interventions and modifiable determinants were matched within 11 categories (Knowledge; Skills; Social/professional role and identity; Beliefs about capabilities; Beliefs about consequences; Intentions; Memory, Attention and decision processes; Environmental context and resources; Social influences; Emotion; and Behavioral regulation). Conclusion: In published trials on medication adherence, the congruence between interventions and determinants can be assessed with matching interventions to determinants. To be successful, interventions in medication adherence should target current modifiable determinants and be tailored to the unmodifiable determinants. Modifiable and unmodifiable determinants need to be assessed at inclusion of intervention studies to identify the patients most in need of an adherence intervention. Our matched categories may be useful to develop interventions in trials that investigate the effectiveness of adherence interventions. [ABSTRACT FROM AUTHOR]

Deliberate practice leads to world-class excellence across domains. In the current investigation, we examined whether psychologically "wise" interventions targeting expectancies and values--stock antecedents of ordinary effortful behaviors--could motivate nonexperts to engage in deliberate practice and improve their achievement. As a preliminary, we developed and validated a novel task measure of deliberate practice and confirmed its association with (a) expectancy-value beliefs, and (b) achievement in the nonexpert setting (Study 1). Next, across 4 longitudinal, randomized-controlled, field experiments, we intervened. Among lower-achievers, wise deliberate practice interventions improved math performance for 5th and 6th graders (Study 2), end-of-semester grades for undergraduates (Study 3), and end-of-quarter grades for 6th graders (Study 4); the same pattern of results emerged in end-of-quarter grades for 7th graders (Study 5). Following the intervention, expectancy-value beliefs and deliberate practice improved for 1 month (Study 4), but not 4 (Study 5). Treatment proved beneficial over and above 2 control conditions: 1 that taught standard study skills (Studies 2 and 3), and 1 that discussed deep interests, generalized motivation, and high achievement (Studies 4 and 5). Collectively, these findings provide preliminary support for the heretofore untested hypothesis that deliberate practice submits to the same laws that govern typical forms of effortful behavior, and that wise interventions that tap into these laws can spur short-term gains in adaptive beliefs, deliberate practice, and objectively measured achievement. [ABSTRACT FROM AUTHOR]

Objective: Pro-inflammatory cytokines have been implicated in the pathophysiology and maintenance of depression. This study investigated the effects of a brief mindfulness intervention on salivary proinflammatory correlates of depression (IL-6, TNF-α) and self-reported symptoms of depression in college women. Methods: Sixty-four females with a cut score of >16 on the Center for Epidemiological Studies for Depression Scale (CES-D) were assigned to a 4-week mindfulness-based intervention (MBI; N = 31) or a contact-control group (N = 33). For both groups, salivary cytokines and depressive symptoms were assessed at baseline and posttreatment. For the mindfulness group only, salivary cytokines were also assessed at a 3-month follow-up. Results: Both groups showed similar reductions in depression. However, MBI (vs. control) predicted greater reductions in IL-6 and TNF-α; changes in IL-6 were sustained at 3-month follow-up. Higher baseline depressive symptoms predicted greater reductions in inflammation in the mindfulness group. Conclusion: MBIs may reduce inflammatory immune markers commonly implicated in depression. Individuals with greater depressive symptoms may benefit more from mindfulness training. Although reductions in salivary cytokines in the mindfulness condition were not attributable to changes in depressive symptoms, future work should examine the possibility that such reductions are protective against the development of future depressive episodes. [ABSTRACT FROM AUTHOR]

Background: Intervention trials for young people at ultra high risk (UHR) for psychosis have shown cognitive behaviour therapy (CBT) to have promising effects on treating psychotic symptoms but have not focused on functional outcomes. We hypothesized that compared to an active control, CBT would: (i) reduce the likelihood of, and/or delay, transition to psychosis; (ii) reduce symptom severity while improving social functioning and quality of life, whether or not transition occurred.Method: This was a single-blind randomised controlled trial for young people at UHR for psychosis comparing CBT to an active control condition, Non Directive Reflective Listening (NDRL), both in addition to standard care, with a 6month treatment phase and 12months of follow-up. Statistical analysis is based on intention-to-treat and used random effect models to estimate treatment effects common to all time-points.Results: Fifty-seven young people (mean age=16.5years) were randomised to CBT (n=30) or NDRL (n=27). Rate of transition to psychosis was 5%; the 3 transitions occurred in the CBT condition (baseline, 2months, 5months respectively). The NDRL condition resulted in a significantly greater reduction in distress associated with psychotic symptoms compared to CBT (treatment effect=36.71, standard error=16.84, p=0.029). There were no significant treatment effects on frequency and intensity of psychotic symptoms, global, social or role functioning.Conclusion: Our sample was higher functioning, younger and experiencing lower levels of psychotic like experiences than other trials. The significantly better treatment effect of NDRL on distress associated with psychotic symptoms supports the recommendations for a stepped-care model of service delivery. This treatment approach would accommodate the younger UHR population and facilitate timely intervention.Trial Registration: ANZCTR 12606000101583. [ABSTRACT FROM AUTHOR]

Counting skills are foundational for young children to build number concepts in mathematics. Multitiered instruction that involves core instruction as well as supplemental interventions is implemented to support young children in the learning process and promote early intervention of basic skills. Researchers show that explicit instruction is successful in teaching students in preschool. More research needs to be conducted on brief explicit mathematic interventions that target the skill of counting and are supplemental to preschool mathematics core instruction. In this study, researchers examine the effects of using explicit instruction as an intervention to teach counting skills for four children who were at risk for mathematics difficulties or who received special education services for developmental delay in an inclusive preschool setting. The researchers find a functional relation for a 15-minute supplemental explicit intervention and counting skills. Implications of these findings are also discussed. [ABSTRACT FROM AUTHOR]