Re-evaluating the Self-Report Habit Index: the cases of Physical Activity and Snacking habits

Objective. The Self-Report Habit Index (SRHI) was originally reported as one-dimensional (Verplanken and Orbell, 2003). Nevertheless, habit has been described as characterized by several features, and one-dimensional models for the SRHI have shown poor fit. Therefore, we aimed to compare multi-dimensional models with a one-dimension model in both snacking and physical activity habits, besides examining further instrument characteristics. Design. A cross-sectional study was conducted with high school and university students (n = 555). Main outcome measure. The SRHI adapted for physical activity and for snaking habits was applied at one single time. Results. Nested models with one factor, two factors, and three factors were compared. Then, a hierarchical second-order model was tested, and further validity issues, as well as invariance between habits, were examined. Three-dimensional models represented a better fit for both habits. However, fit was still non-adequate in the snacking version. Also, discriminant validity concerns raised for the physical activity SRHI. Also, invariance between the snacking and the physical activity versions was not confirmed. Conclusions. Considering the SRHI as composed by the dimensions of “lack of awareness”, “lack of control”, and “history of behavioural repetition” seems to be more accurate. Nevertheless, our findings suggest that further research is needed.Universidad de Costa Rica/[723-B7-306]/UCR/Costa RicaUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP

The gap between assessment and creating inclusion

Different conceptions and understanding of the terms diversity and inclusion contribute to the slow progress in advancing principles of equity and social justice on college campuses. In particular, diversity and inclusion efforts must address national-level inequities with local instantiations of these inequities. In this chapter, Esteban Cardemil focuses on the critical role that assessment can play in helping advance university diversity and inclusion efforts by highlighting some forms of assessment. Further, he discusses some of the important limitations of assessment that must be acknowledged when conducting this work. Finally, he concludes by arguing that the very weaknesses inherent in assessment can spur the advancement of diversity efforts by encouraging diversity advocates to conceptualize diversity and inclusion as a process, not as an outcome

The prevention of depressive symptoms in inner-city, minority middle school students

This project investigates the effectiveness of the Penn Resiliency Program (PRP) a school-based depression prevention program, with inner-city, minority children. This program teaches cognitive and social problem-solving skills to groups of middle-school children who might be at-risk for developing depressive symptoms by virtue of their low. income status. Previous research had established the effectiveness of the original PRP with predominately middle-income Caucasian children (Jaycox, Reivich, Gillham, & Seligman, 1994; Gillham, Reivich, Jaycox, & Seligman, 1995). We administered the inner-city version of the PRP to two cohorts of low-income, inner-city children: African American and Latino students. 103 African American and 49 Latino children were randomly assigned to either the PRP or a no-treatment control condition. We have followed the participants for six months following the conclusion of the program, measuring self-report depressive symptoms, explanatory style, negative cognitions, and self-esteem. We found a clearly beneficial effect for the Latino children who participated in the program: up to six months after the conclusion of PRP, the Latino prevention children reported fewer depressive symptoms, fewer negative cognitions, and higher self-esteem than the randomly assigned controls. In contrast, the success of the program did not extend to the African American children. The African American prevention children did report significantly fewer symptoms across the follow-up period; however, this improvement was not different from that reported by the African American control children. Analyses indicate that this differential effectiveness was driven by both a less robust response in the African American participants and a significant “natural improvement” in the African American control children. Various possible explanations for these factors are explored. It may be that as the African American children grew older, they became less likely than the Latino children to experience or report depressive symptoms. Comparisons with larger epidemiological studies, as well as implications for future prevention work, are considered

The prevention of depressive symptoms in inner-city, minority middle school students

This project investigates the effectiveness of the Penn Resiliency Program (PRP) a school-based depression prevention program, with inner-city, minority children. This program teaches cognitive and social problem-solving skills to groups of middle-school children who might be at-risk for developing depressive symptoms by virtue of their low. income status. Previous research had established the effectiveness of the original PRP with predominately middle-income Caucasian children (Jaycox, Reivich, Gillham, & Seligman, 1994; Gillham, Reivich, Jaycox, & Seligman, 1995). We administered the inner-city version of the PRP to two cohorts of low-income, inner-city children: African American and Latino students. 103 African American and 49 Latino children were randomly assigned to either the PRP or a no-treatment control condition. We have followed the participants for six months following the conclusion of the program, measuring self-report depressive symptoms, explanatory style, negative cognitions, and self-esteem. We found a clearly beneficial effect for the Latino children who participated in the program: up to six months after the conclusion of PRP, the Latino prevention children reported fewer depressive symptoms, fewer negative cognitions, and higher self-esteem than the randomly assigned controls. In contrast, the success of the program did not extend to the African American children. The African American prevention children did report significantly fewer symptoms across the follow-up period; however, this improvement was not different from that reported by the African American control children. Analyses indicate that this differential effectiveness was driven by both a less robust response in the African American participants and a significant “natural improvement” in the African American control children. Various possible explanations for these factors are explored. It may be that as the African American children grew older, they became less likely than the Latino children to experience or report depressive symptoms. Comparisons with larger epidemiological studies, as well as implications for future prevention work, are considered

Introduction from the new editor

The new editor of the Journal of Latina/o Psychology provides a brief review of the history and recent accomplishments of the journal and identifies a number of priorities for the next few years. These priorities include expanding the topics covered, soliciting special issues, and fortifying the editorial board. The editorial concludes with a list of recommendations for potential authors

Culturally sensitive treatments: Need for an organizing framework

To date, descriptions of culturally sensitive therapies have insufficiently acknowledged the heterogeneity of perspectives on the role of culture in therapy. The generally homogeneous manner in which advocates of culturally sensitive therapies have described this work has likely contributed to the mainstream\u27s slow acceptance of the importance of culture. In this article, I propose an organizing framework that may help recognize the diversity of viewpoints regarding what constitutes culturally sensitive therapy. It is my hope that this framework, along with critical self-evaluation of the strengths and weaknesses of the various perspectives, will lead to more rapid incorporation of culture across treatments. Copyright © 2008 SAGE Publications

Evidence-based practice in a global context

This commentary examines how the adoption of benchmarking can promote the internationalization of evidence-based practice. Given the increasing evidence documenting the role of culture and context in the shaping of experiences and expressions of distress, as well as influencing attitudes and conceptions of mental health services, benchmarking may not represent the best approach to addressing global public health agendas. A brief overview of the sequential approach to developing, evaluating, and disseminating treatments in novel cultural contexts is presented, in which benchmarking can play an important, albeit secondary role. It is argued that in a global context, benchmarking\u27s role may better function to promote dissemination within particular contexts, rather than between them

The role of religious attendance on mental health among mexican populations: A contribution toward the discussion of the immigrant health paradox

In this study, we conducted a path analysis on data from the National Latino and Asian American Study to investigate the role of religious attendance on mental health among Mexican populations. Using data from 868 Latinos of Mexican origin, we further investigated the extent to which religious attendance mediated the direct path between generation status and lifetime prevalence rates of any substance use disorder, depressive disorder, and anxiety disorder. Results indicate that Mexican immigrants endorsed lower lifetime prevalence rates of depressive disorder, anxiety disorder, and substance use disorder and endorsed higher levels of religious attendance. Second, results indicate a significant negative relationship between religious attendance and prevalence rates for depressive disorder, anxiety disorder, and substance use disorder. Third, results indicate that religious attendance was a mediator for the relationship between generation status and the lifetime prevalence rates of substance use disorder only. These results provide a contribution toward the discussion of the immigrant health paradox and further highlight the role that religious attendance plays in the relationship between generational status and the lifetime prevalence rates of substance use disorder

Religiosity and well-being among Mexican-born and U.S.-born Mexicans: A qualitative investigation

In this study, 40 Latinas/os of Mexican origin (20 Mexican-born and 20 U.S.-born) from the Southwest United States participated in in-person qualitative interviews centered on two interrelated aims. The first aim was to better understand participants\u27 perceptions regarding their religiosity, as well as their view of the relationship between religiosity and their well-being. The second aim explored generational influences on participants\u27 descriptions of religiosity. Using thematic analysis, we found generational differences in how participants described their religiosity. Specifically, Mexican-born immigrants perceived that their religiosity was informed by their social connections, having more life stressors, and traditional upbringing. U.S.-born Mexican Americans, however, perceived themselves as being less interested in social connections and having fewer life stressors relative to than Mexican-born immigrants. These perceptions seemed to contribute to a reduced interest in religion. In addition, participants also viewed religiosity as helping their psychological well-being. This was generally seen with Mexican-born immigrants who described that social support, a religious locus of control, and adherence to religion-specific morals and guidelines were aspects of religiosity commonly connected to their well-being. Clinical and research implications are discussed

Effective psychotherapy with low-income clients: The importance of attending to social class

The purpose of this article is to explore some of the issues associated with conducting psychotherapy with low-income clients. Throughout the article, we draw from our specific clinical experiences working with low-income Latina mothers in a depression prevention program. The themes that we address regarding class and psychotherapy are in the areas of assessment of social class, integration of class issues into the therapy process, and managing differences in social class between therapists and clients. As we discuss these themes, we provide concrete recommendations in order to advance awareness and effectiveness in working with economically disadvantaged populations. © Springer Science+Business Media, LLC 2011