Jeremy D. Jewell

Comparing the Family Environments of Adolescents with Conduct Disorder or Depression

We attempted to differentiate the family environments of youth with Conduct Disorder (CD) compared to youth with a depressive disorder. Participants were 34 adolescents from a residential treatment facility. The K-SADS-P was used to determine the youths diagnosis, while their family environment was assessed by the Self Report Measure of Family Functioning Child Version. A MANOVA was used to compare the two diagnostic groups on seven family environment variables. Results indicate that adolescents with CD described their parents as having a permissive and ambiguous discipline style, while adolescents with a depressive disorder described their relationship with their parents as enmeshed. A discriminant function analysis, using the two family environment variables of enmeshment and laissez-faire family style as predictors, correctly classified 82% of the participants. Implications for treatment of youth with both types of diagnoses and their families are discussed.

History and Overview

Generally speaking, friendships in childhood are associated with positive outcomes and being disliked is associated with negative outcomes (Parker & Asher,1987). More specifically, social skills have been linked to academic achievement, psychological adjustment, coping skills, and employment (Miles & Stipek,2006). Conversely, social skills deficits and maladaptive social behaviors are an integral part of the diagnostic criteria of a variety of disorders within the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000). Social problems are also used to demonstrate the impairment in social functioning that is considered for most diagnoses. Research involving social behavior has included many definitional inconsistencies; thus there have been many attempts to define and conceptualize social behavior in children and adolescents. In this chapter we will review basic definitions and conceptualizations of social behavior. This chapter will also provide a broad overview of the assessment and treatment of social problems.

Examining the Effects of Fatal Vision Goggles on Changing Attitudes and Behaviors Related to Drinking and Driving

This study investigated the effectiveness of the Fatal Vision goggles. College students (N = 251) were randomly assigned to one of four groups including two control groups, a group wearing the goggles, and a group watching those wearing the goggles. Attitudes and behaviors toward drinking and driving were assessed immediately prior to and after the intervention, and then again at a four-week follow up. The group wearing the goggles reported significantly greater declines in accepting attitudes toward drinking and driving compared to the other groups at the immediate post-test. However, these differences disappeared after four weeks. Also, the change in attitude was not accompanied by a similar decrease in drunk driving behaviors. Editors Strategic Implications: School and agency administrators, seeking to reduce unacceptably high rates of drinking and driving, will benefit from this well-designed longitudinal experiment. Replication will be necessary, but the authors present strong evidence that this is a prevention strategy that does not result in behavioral change.

A Multiyear Follow-Up Study Examining the Effectiveness of a Cognitive Behavioral Group Therapy Program on the Recidivism of Juveniles on Probation:

The present study evaluated the long-term effectiveness of a cognitive behavioral group therapy program titled Community Opportunity Growth. This study monitored juvenile delinquents’ recidivism across a 7-year time period, with the average length to follow-up being 39 months. It was hypothesized that program graduates (N = 178) would have a significantly lower recidivism rate than a control group (program nonstarters; N = 66) and program dropouts (whose predisposing factors may have influenced their program participation; N = 150). Analyses controlled for sex, ethnicity, age, prior petitions, highest class of prior petition, and months to follow-up. Results show a general trend indicating the long-term effectiveness of the program as graduates had a lower incidence of petitions at follow-up compared with dropouts and fewer petitions compared with the other two groups.

An Investigation of the Look-Ask-Pick Mnemonic to Improve Fraction Skills

Abstract The current study evaluated the effects of the Look-Ask-Pick (LAP) mnemonic on the addition and subtraction of fraction skills of 3 general education sixth graders. Following identification of fraction skill deficits, participants were taught to add and subtract fractions with like denominators, unlike denominators where one divides evenly into the other, and unlike denominators where one does not divide evenly into the other. Using a concurrent multiple baseline across participants design, results indicated increases in both percent problems correct and digits correct per minute for all participants during the LAP intervention. Gains were also sustained at 3-week maintenance. Results are discussed in terms of extending previous LAP mnemonic usage.

Etiology and Relationships to Developmental Disabilities and Psychopathology

This chapter reviews a variety of developmental disabilities and psychological disorders that children experience, first describing the relevant symptoms of these disorders and second attempting to understand how social skills are related to the disorder. One theme throughout this chapter is the question of whether social skills deficits can be understood etiologically or whether these deficits are rather a behavioral consequence of a disorder. Specifically, social skills deficits are often either a diagnostic criterion of a particular disorder or a direct consequence of the disorder itself (or both). As such, the social skills deficits co-occur with the disorder. However, in some cases there is evidence to suggest that a prior social skills deficit precedes the manifestation of the disorder and therefore is part of the etiology of the disorder. This is similar to the perennial chicken and the egg question but reframed as, which came first, the disorder or the social skills deficit?

The Children First Program: The Effectiveness of a Parent Education Program for Divorcing Parents

ABSTRACT This study evaluated the effectiveness of the 2nd and 3rd editions of the Children First parent education programs for parents experiencing divorce or separation. Participants were 678 parents experiencing separation or divorce in 2 Midwestern counties. Changes from pretest to posttest on participants’ knowledge, attitudes, and likelihood of adaptive coparenting were assessed. Both editions of the program had a significant positive effect on all 3 measures of adaptive coparenting. The effect sizes from pretest to posttest for the 2nd edition were small, whereas the effect sizes for the 3rd edition of the program were nearly twice as large. Superiority of the 3rd edition might be due to an increased focus on explicit training on adaptive coparenting behaviors.

An Investigation of the Effectiveness of the Relaxation Skills Violence Prevention (RSVP) Program With Juvenile Detainees

This study investigated the effectiveness of the Relaxation Skills Violence Prevention (RSVP) program with a sample of juvenile detainees. The RSVP program is a five-session group therapy program that teaches ways to identify and cope with anger using the relaxation skills of deep breathing, guided imagery, and progressive muscle relaxation. Using a randomized controlled experimental design, the study obtained a total of 137 youth. Results supported the hypothesis that the RSVP group would experience significant declines on a measure of anger and perceived ability to control one’s present and future anger when compared to the control group.

Addressing Cultural Responsiveness in Consultation: An Empirical Demonstration

ABSTRACT This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management focused phase. After decreases in disruptions stabilized, the consultant introduced a culturally responsive phase of consultation. Data are analyzed via a multiple-baseline-across-participants design depicting rates of classroom disruptions, labeled praise, and opportunities to respond (OTR). The greatest decrease in the number of classroom disruptions occurred during the traditional, classroom-management consultation phase. However, unexpected improvements were noted in teachers’ use of effective management procedures during the cultural responsiveness phase. Thus, teachers’ management practices benefited from applying culturally responsive instruction and interventions, beyond what was observed when consultation focused on management alone. Implications for research and consultation practice are discussed.

Diagnostic Classification Systems

On the surface, the purpose of the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM–IV–TR; American Psychiatric Association, 2000) is straightforward. Contemporary practice requires a standard “catalogue” of mental disorders, with each disorder defined conceptually, and criteria for formal diagnosis set forth. This chapter explores the development of the DSM–IV–TR, the history of the DSM including previous versions, advantages and disadvantages of the current model of classification, and possible revisions for future editions of the DSM. To begin, however, one must understand that the concept of “mental disorder” is complicated by many issues, including the idea that mental disorders are rooted in societal norms as well as the context of history. The origin of the concept of mental illness may date back to prehistoric man. That is, it is likely that prehistoric man had some understanding of the “mind”, and that surgery to the skull might relieve symptoms of illness due to head injury (Liu & Apuzzo, 2003). As human society has progressed, however, the concept of mental illness has both expanded as well as become more complex. Consider, for example, the mental disorder of depression. In the case where a person may suffer a personal loss and experience grief, at what point in time does that grief become psychopathological depression? In this case, culture and society must somehow draw the line between the normal grieving process and psychopathology. The distinction must be made in terms of the specific behaviors exhibited (frequent fatigue or suicidal ideation) as well as the duration of the pathological behavior (one week