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Full-Text Articles in Cognitive Psychology
Explicit And Inferred Motives For Nonsuicidal Self-Injurious Acts And Urges In Borderline And Avoidant Personality Disorders, Avigal Snir, Eshkol Rafaeli, Reuma Gadassi, Kathy R. Berenson, Geraldine Downey
Explicit And Inferred Motives For Nonsuicidal Self-Injurious Acts And Urges In Borderline And Avoidant Personality Disorders, Avigal Snir, Eshkol Rafaeli, Reuma Gadassi, Kathy R. Berenson, Geraldine Downey
Psychology Faculty Publications
Nonsuicidal self-injury (NSSI) is a perplexing phenomenon that may have differing motives. The present study used experience sampling methods (ESM) which inquired explicitly about the motives for NSSI, but also enabled a temporal examination of the antecedents/consequences of NSSI; these allow us to infer other motives which were not explicitly endorsed. Adults (n = 152, aged 18–65) with borderline personality disorder (BPD), avoidant personality disorder (APD), or no psychopathology participated in a 3-week computerized diary study. We examined 5 classes of explicit motives for engaging in NSSI, finding support primarily for internally directed rather than interpersonally directed ones. We then …
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Faculty Scholarship
Few studies that engage youth in community-based participatory research (CBPR) focus on issues of safety/violence, include elementary school-aged youth, or quantitatively assess outcomes of the CBPR process. This article expands understanding of CBPR with youth by describing and evaluating the outcomes of a project that engaged fifth-grade students at 3 schools in bullying-focused CBPR. Results suggest that the project was associated with decreases in fear of bullying and increases in peer and teacher intervention to stop bullying. We conclude with implications for the engagement of elementary school-aged youth in CBPR to address bullying and other youth issues.
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
Faculty Scholarship
The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Faculty Scholarship
When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by school-based mental health clinicians in preschool/kindergarten classrooms. Results suggest that students (N = 80) demonstrated increases in emotional understanding and prosocial behavior. Children with low initial levels of problem behavior demonstrated large and continual increases in prosocial behavior over the entire course of the intervention, whereas children with high initial levels of problem behavior only demonstrated …