Steven Prentice-Dunn

The Self-Efficacy Scale: Construction and Validation

Self-efficacy theory asserts that personal mastery expectations are the primary determinants of behavioral change. Further, it is suggested that individual differences in past experiences and attribution of success to skill or chance result in different levels of generalized self-efficacy expectations. To measure these generalized expectancies, a Self-efficacy Scale was developed. A factor analysis yielded two subscales: a General Self-efficacy subscale (17 items) and a Social Self-efficacy subscale (6 items). Confirmation of several predicted conceptual relationships between the Self-efficacy subscales and other personality measures (i.e., Locus of Control, Personal Control, Social Desirability, Ego Strength, Interpersonal Competence, and Self-esteem) provided evidence of construct validity. Positive relationships between the Self-efficacy Scale and vocational, educational, and military success established criterion validity. Future research and clinical uses of the scale were discussed.

Physical activity, sedentary behavior, and childhood obesity: A review of cross-sectional studies

This systematic review examined the associations of physical activity (PA) and sedentary behavior to childhood overweight and obesity in cross-sectional studies from the last 10 years. Cross-sectional approaches are cost-effective methods for identifying relationships that can then be followed by longitudinal studies to establish temporality and create targeted interventions. The 17 selected studies contained a variety of measures of PA and sedentary behavior. PA was related negatively to child weight status in some studies; however, it was not associated in others. In general, sedentary behaviors were positively associated with weight status. However, gender differences appeared in some studies for each variable. Limitations of cross-sectional approaches were discussed, as was the need for more accurate measures of PA, sedentary behavior, and body composition.

Reducing Skin Cancer Risk: An Intervention Based on Protection Motivation Theory

Caucasian college students who intentionally tanned participated in a brief skin cancer intervention based on protection motivation theory (PMT). This intervention targeted skin appearance and consisted of brief lectures, a comprehensive essay, video clips about a young man who died of melanoma, and short discussions. Compared to a waitlist control group, the intervention group showed increases on PMT variables and intentions at post-test. The waitlist group later received the intervention and showed similar increases. Additionally, all but one PMT variable maintained post-test levels at a one-month follow-up. Photographs taken at post-test and at the one-month follow-up were judged by raters blind to the hypothesis. Seventy-two percent of participants were judged to have lighter skin whereas only 16 percent had darker skin. These results provide additional support for theory-based methods for changing maladaptive attitudes and behaviors associated with skin cancer risk.

Effects of deindividuating situational cues and aggressive models on subjective deindividuation and aggression

This experiment demonstrated that a subjective state of deindividuation mediates the effect of deindividuating situational cues on aggression displayed by small groups (n = 4) of coacting aggressors. The deindividuated state was composed of two factors, Self-Awareness and Altered Experiencing, both of which had a causal influence on aggressive behavior. These data are interpreted in terms of deindividuation theories which assume that certain input variables reduce self-awareness and concern about social evaluation and thereby weaken the restraints against expressing antisocial behavior. Also as predicted, compared with a no-model control condition, a high-aggressive model disinhibited overt displays of aggression, whereas a low-aggressive model inhibited aggression among both individuated and deindividuated group members.

Protection Motivation Theory and Stages of Change in Sun Protective Behavior

This study examined the usefulness of the stage of change model and protection motivation theory (PMT) in creating brief persuasive appeals to promote healthy sun-behavior. College women (N = 254) read one of four essays that manipulated the level of threat and coping appraisal. The transition from the precontemplation to contemplation stage was promoted by threat appraisal information, but transition from contemplation to the preparation stage occurred only when individuals were provided with both high threat and high coping information. Thus, brief communications based on PMT may create attitudes leading to behavior change when later, more intensive, interventions are introduced.

Client factors related to outcome in a residential and day treatment program for children

Abstract Previous evaluations of residential and day programs for emotionally disturbed children have neglected the effects of pre‐admission client variables on treatment outcome. The present study examined the influence of nine such client factors on behavioral ratings improvement and academic improvement of 50 children discharged from Brewer‐Porch Childrens Center, University of Alabama. Structural analyses revealed that the childs I.Q., age, parental involvement, and living situation were predictors of behavioral ratings improvement, while parental involvement, race, and I.Q. were predictors of academic gains. Results were related to existing knowledge of individual client variables’ effects on treatment outcome. In addition, the research model employed was discussed in terms of its utility for internal program analysis and its contribution to knowledge of intervention effects.

Effects of Coping Information and Value Affirmation on Responses to a Perceived Health Threat

In this study, we examined the effects of coping information and self-affirmation on an individuals response to threatening health information. A total of 202 women college students read an essay containing threatening information about breast cancer. The essay described their population as being at risk for breast cancer and included both pictures of cancerous breasts and vivid descriptions of chemotherapy treatments. Participants were randomized into either the low-affirmation condition or the high-affirmation condition when they first arrived. In addition, half of the participants were randomly assigned to receive coping information that described breast self-examinations as an effective method of detecting breast cancer and focused on the importance of early detection. Participants who received coping information scored lower on maladaptive behaviors (avoidance, hopelessness, religiosity), suggesting that coping information plays a role in decreasing maladaptive behaviors. No significant differences were found between the low-affirmation and high-affirmation conditions. Supplemental analyses indicated that vicarious exposure to breast cancer (having a friend, relative, or mother diagnosed with breast cancer) affected how individuals interpret threatening health information. Participants with previous exposure scored higher on the adaptive coping modes (behavioral intentions, rational problem solving) and 1 maladaptive coping mode (religiosity) when compared to individuals without previous exposure. In addition, participants in the high-affirmation condition with previous exposure scored higher on avoidance and hopelessness than those without previous exposure. The results suggest that coping information and previous exposure are factors that need to be considered when presenting threatening health information.

Residential and inpatient treatment of children and adolescents

I. Issues.- 1. Issues in Residential and Inpatient Treatment.- II. Models.- 2. A Psychoanalytic Model.- 3. The Behavioral Model.- 4. The Medical Inpatient Model.- 5. The Peer Culture Model.- 6. The Psychoeducational Model: Cumberland House after 25 Years.- 7. The Wilderness Challenge Model.- III. Methods.- 8. Outpatient Treatment as an Alternative to Residential Treatment or Inpatient Hospitalization.- 9. Pharmacotherapy.- 10. Individual and Group Psychotherapy.- 11. Partners in Care: Involving Parents in Childrens Residential Treatment.- 12. Educational Programming.- 13. Issues in the Evaluation of Residential and Inpatient Treatment Programs.- IV. Special Populations.- 14. Treatment of Schizophrenic Children and Adolescents.- 15. Mentally Retarded Children and Adolescents.- 16. Conduct-Disordered Children and Adolescents.- 17. Care Considerations for the Abused and Neglected Child.- 18. The Suicidal Child and Adolescent.- 19. Adolescent Alcohol and Substance Abuse.

Characteristics of children in residential treatment programs: Findings and clinical implications

Each year a large number of children with emotional and behavioral problems are placed in residential treatment facilities. Without adequate descriptions of these children, proper placement, treatment, and outcome evaluation cannot be realized. This article presents descriptive data on 211 children placed in several residential treatment programs in the state of Alabama. Characteristics of these children were obtained from standardized questionnaires completed by supervisory staff members in the facilities. These findings, as well as issues relevant to clinical practice, are presented.

The Effect of Success or Failure on Self-Efficacy and Task Persistence of Conduct-Disordered Children.

Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success groups self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Banduras self-efficacy theory and to educational programming for conduct-disordered children.