The influence of trial-by-trial feedback on trust in health, first-episode and chronic psychosis

Trust is crucial to establishing reciprocal, positive social interactions and seems to be compromised in psychosis. The trust game offers methods to assess an individual’s trust responses to trust-reciprocating, positive feedback. Various computational techniques have been implemented to measure trust responsiveness, mostly based on investments. Here, we propose a new method, focusing on feedback response. Psychosis patients show social dysfunction and reduced trust during early and more progressed illness stages. The present study inspects differences in feedback responsiveness of 102 first-episode psychosis patients (FEPs), 43 chronic psychosis patients (CPs), and 39 healthy controls (HCs) by adopting a novel assessment approach. Additionally, baseline trust, the trust exerted without any prior knowledge of the partner’s trustworthiness, and mean trust were examined. Participants performed a multi-round trust game, playing the investor role, and were paired with a computer, programmed to return at least the invested amount, representing a trustworthy partner. The new method detected group differences, more distinguished than the former methods. Contrary to our expectations, baseline trust was intact in patients. Relative to HCs, patients were less responsive to feedback, failing to integrate the positive information into their decision-making process. The magnitude of returns was not associated with increases in trust. This novel method showed promising results and confirmed patients’ deficits within the social interactional domain

School psychology in Portugal: practitioners’ characteristics and practices

Little empirical evidence is available on the professional characteristics and practices of school psychologists in Portugal. This study surveyed a total of 477 Portuguese school psychologists employed in public (80%) and private schools (20%). Portuguese school psychologists are described with regard to demographic, professional, and educational backgrounds, school settings, roles performed, and main target populations served. Evaluating and counseling regular education students, vocational guidance, and special education-related activities emerged as the most time-consuming professional practices. A professional practice primarily focused on students, mainly from the highest education levels, was also observed. Results are compared with findings of previous surveys and reviewed in the context of the current literature on the school psychologist’s role. Implications for the field are also provided.Department of Educational Psychology and Special Education, University of Minho, Braga, PortugalSchool Psychology Program, School of Education, University of North Carolina, Chapel Hill, North Carolina, US