Ottesenbuck7951

Objective Most mental health practitioners receive minimal trauma training in their degree curriculum and rely on supplemental training to build additional skills. Since 2016, the Core Curriculum on Childhood Trauma (CCCT) has been used for brief in-service training of more than 2,000 mental health practitioners. Prior evaluation showed statistically significant learning outcomes posttraining, yet little was known about retention of learning or impact on clinical practice. Method We collected 100 mixed-method follow-up surveys from participants completing CCCT training between October 2016 and August 2019. Results Statistically significant increases were seen between pretraining and follow-up self-report (6-24 months later) for four child trauma skills (effect sizes 0.90-1.07). selleckchem identified four key impacts on clinical practice increased empathy, understanding of trauma complexity, systematic approach to case conceptualization, and catalyzing further trauma learning. Conclusions Positive learning outcomes 6-24 months posttraining suggest that the CCCT is an effective tool for in-service training and that retained learning can translate into improved trauma-informed clinical practice. (PsycInfo Database Record (c) 2021 APA, all rights reserved).When we see or hear a word, we can rapidly bring its meaning to mind. The process that underlies this ability is quite complex. Over the past 2 decades, considerable progress has been made toward understanding this process. In this article, I offer four broad principles of semantic processing derived from lexical-semantic research. The first principle is that the relationship between form and meaning is not so arbitrary, and I explore that by describing efforts to understand the relationship between form and meaning, highlighting advances from my own lab on the topics of sound symbolism and iconicity. The second principle is that more is better, and I summarise previous research on semantic richness effects and how those effects reveal the nature of semantic representation. The third principle is the many and various properties of abstract concepts. I point to abstract meaning as a challenge for some theories of semantic representation. In response to that challenge, I outline what has been learned about how those meanings are acquired and represented. The fourth principle is that experience matters, and I summarise research on the dynamic and experience-driven nature of semantic processing, detailing ways in which processing is modified by both immediate and long-term context. Finally, I describe some next steps for lexical-semantic research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Guided by multiple theories illustrating the transactional nature of the relation between parents' and children's behaviors, the present meta-analysis provides synthesized evidence on the strength of child-driven effects in eliciting changes in parents' psychological stress and parenting practices. A meta-analysis of 45 independent samples with 640 effect sizes found significant positive associations between children's externalizing behaviors and parents' subsequent functioning (r = .087, 95% CI [.07, .10]). These associations were net of parents' functioning at baseline, and the strength of these associations was statistically comparable with the effects of parents on children's externalizing behaviors (r = .075, 95% CI [.06, .09]). In addition, the strength of the child-driven effects did not vary as a function of child gender, age, or the time interval between assessments. The implications of these findings with respect to research on the dynamic relation between parenting functioning and children's adjustment are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).In the midst of an aging global workforce, organizations must develop a better understanding of how work design interacts with aging to influence worker well-being. Grounded in socioemotional selectivity theory, the present study assesses how the effects of flexible schedules on sick day use, subjective health perceptions, work-to-family conflict, affective commitment, and work engagement change with age. The study uses 3,623 observations from the Linked Personnel Panel, a federally collected and maintained data set consisting of three waves from 2013-2017 in Germany. Results show that flexible schedules have age-specific effects for some outcomes and age-neutral effects for others. Flexible schedules were related to lower sick day use and higher subjective health perceptions only among older workers and reduced work-to-family conflict only among middle-aged workers. Relationships with work engagement and affective commitment were more consistently positive across age. The results point to the importance of understanding age-specific policy effects in the face of workforce aging. (PsycInfo Database Record (c) 2020 APA, all rights reserved).The ability to recognize an individual face is essential to human social interaction. Even subtle errors in this process can have huge implications for the way we relate to social partners. Because autism spectrum disorder (ASD) is characterized by deficits in social interaction, researchers have theorized about the potential role of atypical face identity processing to the symptom profile of ASD for more than 40 years. #link# We conducted an empirical meta-analysis of this large literature to determine whether and to what extent face identity processing is atypical in ASD compared to typically developing (TD) individuals. We also tested the hypotheses that the deficit is selective to face identity recognition, not perception, and that methodological variation across studies moderates the magnitude of the estimated deficit. We identified 112 studies (5,390 participants) that generated 172 effect sizes from both recognition (k = 119) and discrimination (k = 53) paradigms. We used state-of-the-art approaches for assessing the validity and robustness of the analyses. We found comparable and large deficits in ASD for both face identity recognition (Hedge's g = -0.86) and discrimination (Hedge's g = -0.82). This means that the score of an average ASD individual is nearly 1 SD below the average TD individual on tasks assessing both aspects of face identity processing. These deficits generalize across age groups, sex, IQ scores, and task paradigms. These findings suggest that deficits in face identity processing may represent a core deficit in ASD. (PsycInfo Database Record (c) 2020 APA, all rights reserved).A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of the school year. We examined two issues (a) whether reciting nursery rhymes in MSA would be more effective in promoting language and preliteracy skills in kindergarteners compared to listening to the same texts, and (b) whether there are additional advantages for using texts directly referring to the alphabet. Thus, 136 kindergarteners (Mage = 56; 61 girls), all native speakers of Arabic and with middle-low socioeconomic background, were assigned to a 10-session (2 months) program in 1 of 4 intervention conditions wherein nursery rhymes related/not related to the alphabet, were either repeatedly recited or listened to. The achievements of children in the intervention conditions were compared to those of peers that were given nonlinguistic activity of similar length (control). The four intervention groups improved their performance at the postintervention assessment in all tests of MSA aptitude and outperformed the control group in receptive and expressive vocabulary and listening comprehension. Also, the reciting groups were better than the control and listening groups in tests assessing vocabulary and morpho-syntactic sensitivity. Our results highlight the contribution of structured interventions based on rhyme repetition to MSA proficiency of kindergarteners. Moreover, the results suggest that reciting may be superior to listening in advancing language proficiency in preschoolers. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Despite widespread interest in the construct of executive functioning (EF), we currently lack definitive evidence regarding the best measurement model for representing the construct in substantive analyses. The most common practice is to represent EF ability as a reflective latent variable, with child performance on individual EF tasks as observed indicators. The current article critically evaluates the dominant use of reflective latent variable models in the child EF literature and compares them to composite models, a reasonable alternative. We review the literature suggesting that reflective latent variable models may not be the most appropriate representation of the construct of EF. Using preschool (Mage = 48.3 months) and first grade (Mage = 83.5 months) data from the Family Life Project (N = 920), we also investigate the implications of measurement model specification for the interpretation of study findings. Children in this sample varied in terms of sex (49% male), race (43% black) and socioeconomic status (76% low-income). Our findings show that the conclusions we draw from 2 substantive analyses differ depending on whether EF is modeled as a reflective latent variable versus a composite variable. We describe the implications of these findings for research on child EF and offer practical recommendations for producers and consumers of developmental research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).This study uses a quasi-experimental research design to investigate whether a personal resources intervention combined with strengths use can increase work engagement. Following job demands-resources theory, we argue that when employees strengthen their beliefs regarding how much control they have over their environment (i.e., increase their personal resources) and use their character strengths, they will be more engaged at work. The intervention focused specifically on impacting assertiveness, self-efficacy, and resilience. We hypothesized that the intervention would increase work engagement through an increase in personal resources. Participants were all enrolled for a personal resources training and were assigned to training intervention groups (n = 54) or waiting-list control groups (n = 48). Results of multivariate analyses of variance supported our hypotheses that the intervention increased personal resources, strengths use, and work engagement. In addition, process analyses using a bootstrapping procedure showed that in the intervention group (not in the control group), the intervention had a positive impact on changes in work engagement through changes in self-efficacy and resilience. We discuss the implications of these findings for job demands-resources theory, as well as the practical implications. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Although proactive behavior is an important determinant of individual work performance, its consequences for employee well-being and other personal outcomes have been largely neglected. In this study, we adopted a within-person perspective to investigate how taking charge behavior (a form of proactivity) affects employees' life outside of work by examining when and how it impacts on their ability to detach and recover from work. link2 Drawing upon resource drain theory, we hypothesized that taking charge has the potential to undermine the process of detachment and recovery from work by draining personal resources. However, based on self-determination theory, we identified autonomous motivation as an essential boundary condition, such that the negative effects of taking charge on detachment and recovery via resource drain occur only when daily autonomous motivation is low. link3 We tested this model on a sample of 77 managers, who provided daily survey data 3 times per day over 5 consecutive working days. Our analyses showed that daily taking charge behavior was negatively related to detachment in the evening, via resource drain, only on days in which people reported low autonomous motivation at work.