Examination of a Screening Tool for Athletes’ Mental Health and its Direct Implications to Sport Training and Competition

The Sport Interference Checklist (SIC) is a psychometrically validated instrument designed to assess how often cognitive and behavioral factors interfere with athletes performance during training and/or competition as well as the extent to which athletes are interested in pursuing sport psychology to address these problems. The success of this scale inspired an interest in developing new items that assess the influence of specific mental health concerns on sport performance using the SIC format. The Sport Interference Checklist’s Sport Specific Screen for Mental Health (SIC-SSSMH) was empirically developed using 259 athletes to assist in the identification of mental health problems explicitly reported to influence sport performance in both training (SIC-SSSMH-T) and competitive settings (SIC-SSSMH-C). An additional scale was developed to determine athletes’ desire to pursue services from a sport psychologist for endorsed sport-specific mental health factors (SIC-SSSMH-DSP). Factor analyses of SIC-SSSMH-T and SIC-SSSMH-C items reveal one factor for each scale, accounting for 38% of the total variance on the Training scale and 36% of the total variance on the Competition scale. SIC-SSSMH-DSP items also yielded one factor accounting for 54% of total variance. Factor scores for each of these scales exhibit acceptable internal consistency. In addition, these scales demonstrate high convergent validity when compared to the Symptom Checklist 90-Revised (SCL-90-R), a well-established screen for general mental health factors. Recommendations for future screening sport-specific mental health factors are discussed in light of the results

Applying psychological science to the CCTV review process: a review of cognitive and ergonomic literature

As CCTV cameras are used more and more often to increase security in communities, police are spending a larger proportion of their resources, including time, in processing CCTV images when investigating crimes that have occurred (Levesley & Martin, 2005; Nichols, 2001). As with all tasks, there are ways to approach this task that will facilitate performance and other approaches that will degrade performance, either by increasing errors or by unnecessarily prolonging the process. A clearer understanding of psychological factors influencing the effectiveness of footage review will facilitate future training in best practice with respect to the review of CCTV footage. The goal of this report is to provide such understanding by reviewing research on footage review, research on related tasks that require similar skills, and experimental laboratory research about the cognitive skills underpinning the task. The report is organised to address five challenges to effectiveness of CCTV review: the effects of the degraded nature of CCTV footage, distractions and interrupts, the length of the task, inappropriate mindset, and variability in people’s abilities and experience. Recommendations for optimising CCTV footage review include (1) doing a cognitive task analysis to increase understanding of the ways in which performance might be limited, (2) exploiting technology advances to maximise the perceptual quality of the footage (3) training people to improve the flexibility of their mindset as they perceive and interpret the images seen, (4) monitoring performance either on an ongoing basis, by using psychophysiological measures of alertness, or periodically, by testing screeners’ ability to find evidence in footage developed for such testing, and (5) evaluating the relevance of possible selection tests to screen effective from ineffective screener

Perceiving Pain in Others: Automatic and Controlled Mechanisms

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Phonetics Learning Anxiety – Results of a Preliminary Study

The Phonetics Learning Anxiety Scale, a 44-item questionnaire based on a 6-point Likert scale, designed for the purpose of the research sheds light on the nature of this peculiar type of apprehension experienced by advanced FL learners in a specific educational context (i.e. a traditional classroom, rather than a language or computer laboratory), in which the major focus is on pronunciation practice. The obtained quantitative data imply that such factors as fear of negative evaluation (represented by general oral performance apprehension and concern over pronunciation mistakes, pronunciation self-image, pronunciation self-efficacy and self-assessment) and beliefs about the nature of FL pronunciation learning are significant sources of PhLA. Anxiety about the transcription test (IPA Test Anxiety) - one of the other hypothetical determinants of PhLA - did not prove to be correlated with the general level of Phonetics Learning Anxiet

ACT-Enhanced Behavior Therapy in Group Format for Trichotillomania: An Effectiveness Study

Background This study sought to investigate the effectiveness of group treatment for trichotillomania (TTM) in ordinary clinical settings. Treatment consisted of a combination of habit reversal training (HRT) and acceptance and commitment treatment (ACT). Both short- and long-term effects were explored, as well as individual change trajectories. Methods The sample consist of fifty-three patients with TTM. Treatment outcomes were evaluated at post-treatment and at one-year follow-up using self-report questionnaires (Massachusetts General Hospital Hair Pulling Scale, MGH-HS), structured clinical interviews (National Institute of Mental Health Trichotillomania Severity Scale, NIMH-TSS), and the Clinical Global Impression scale for TTM (CGI-TTM). Results Analyses by mixed models for repeated measurements yielded a statistically significant effect of time (p Conclusions ACT-enhanced behavior therapy in a group format seems efficient for reducing symptoms of trichotillomania

A longitudinal study of phonological processing skills and reading in bilingual children

French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading