Hartmanncobb8647

The Partners for Change Outcome System (PCOMS) is a feedback system that has been developed as part of psychotherapeutic treatment. The aim of this systematic review was to evaluate the effect of the PCOMS. We searched the literature and included studies that used a randomized controlled trial (RCT) design. We calculated a combined effect size across studies for outcomes related to the number of sessions attended. We also calculated a combined effect size for outcomes related to the participants' well-being. However, in the analysis of the effect on well-being, we excluded studies that included only the Outcome Rating Scale as a measure of effect because this scale is part of the PCOMS. In the calculation of the combined effect size, we used random effect models with inverse weighted variance. In the systematic literature search we identified 14 RCT studies that evaluated the effect of the PCOMS. Based on 12 studies, we found a rather small effect size for the number of sessions attended favoring the PCOMS intervention (Hedges's g = 0.13; 95% confidence interval [CI 0.001, 0.26]). The effect size corresponded to a difference of less than 1 session. Six studies included a well-being scale that was independent of the PCOMS intervention as the outcome. The effect size for the 6 studies was insignificant (Hedges's g = 0.03; 95% Cl [-0.18, 0.23]). We found no evidence that the PCOMS feedback system has an effect on the number of sessions attended by clients or that the PCOMS improves the well-being of clients. (PsycInfo Database Record (c) 2020 APA, all rights reserved).The social-cognitive well-being model (SCWB; Lent, 2004) was designed to explain subjective well-being and other aspects of positive functioning within particular life domains. It has received a substantial amount of inquiry, especially in the context of academic and work satisfaction, in student and adult samples in the United States and other countries (Lent & Brown, 2006a, 2008). We present a meta-analysis synthesizing the empirical findings of 100 studies (154 samples) on the SCWB model that appeared between 2004 and 2017. The original model provided good overall fit to the data across all samples, and most of the predictors produced paths that were consistent with hypotheses. A culture-modified version of the model, which includes indicators of independent/individualistic and interdependent/collectivistic cultural orientations, also fit the data well, offering initial evidence for the incremental validity of these cultural variables in predicting well-being. BTK inhibitor Multigroup analyses showed that the model yielded acceptable fit in both academic and work domains. Within the academic domain, we also found adequate fit for the culture-modified model across gender, racial/ethnic groups, and U.S. and non-U.S. samples. At the same time, some group differences in parameter estimates were statistically and practically significant. Implications for the theory, its research base, and practical applications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).The negative impacts of racism, including experiences of racial trauma, are well documented (e.g., Bryant-Davis & Ocampo, 2006; Carter, 2007). Because of the deleterious effects of racial trauma on Black people, interventions that facilitate the resistance and prevention of anti-Black racism are needed. Critical consciousness is one such intervention, as it is often seen as a prerequisite of resistance and liberation (Prilleltensky, 2003, 2008). To understand how individuals advance from being aware of anti-Black racism to engaging in actions to prevent and resist racial trauma, nonconfidential interviews with 12 Black Lives Matter activists were conducted. Using constructivist grounded theory (Charmaz, 2014) under critical-ideological and Black feminist-womanist lenses, a model of Critical Consciousness of Anti-Black Racism (CCABR) was co-constructed. The 3 processes involved in developing CCABR include witnessing anti-Black racism, processing anti-Black racism, and acting critically against anti-Black racism. This model, including each of the categories and subcategories, are detailed herein and supported with quotations. The findings and discussion provide context-rich and practical approaches to help Black people, and counseling psychologists who serve them, prevent and resist racial trauma. (PsycInfo Database Record (c) 2020 APA, all rights reserved).A fundamental proposition of the psychology of working theory is that for work to be meaningful, it must first be decent. The psychology of working theory also suggests that decent work leads to meaningful work partly by helping workers meet their needs for social connection. Therefore, the purpose of the current study was to contribute to both the meaningful work and psychology of working theory literatures by longitudinally examining the relation between decent and meaningful work and investigating 3 social connection mediators of this relation. We recruited a large online sample of working adults and surveyed them 4 times over a 9-month period. To test our hypotheses, we examined whether social contact, helping others, and community belonging explained the relation between decent and meaningful work at both the between-person and within-person levels. We found that overall levels of decent work were positively associated with overall levels of meaningful work and that positive changes in decent work were associated with positive changes in meaningful work. Moreover, we found that between-person community belonging and within-person helping others mediated the relation between decent work and meaningful work. These results have implications for identifying predictors of meaningful work and advancing the psychology of working theory by identifying specific social connection mediators of decent and meaningful work. (PsycInfo Database Record (c) 2020 APA, all rights reserved).In a 5-year follow-up assessment, 33 students who had taken an undergraduate helping skills course indicated that they had continued to use the helping skills in both their professional lives and personal relationships. On average, there were no significant changes from pretraining to follow-up on empathy, natural helping ability, or facilitative interpersonal skills. Furthermore, although students had increased in self-efficacy for using the skills during training, on average they maintained their self-efficacy levels at the follow-up. The 15 participants who had further mental health education, however, scored higher at follow-up on empathy, natural helping ability, self-efficacy for using the skills, and facilitative interpersonal skills compared with the 18 participants who had no further mental health education (controlling for pretraining levels), suggesting that continued exposure to and practice using the skills helped them continue to improve their helping abilities. Qualitative data indicated that participants typically had positive experiences in the helping skills course.