Adolescent dating violence may lead to adverse health behaviors. We examined associations between sexual teen dating violence victimization (TDVV) and sexual risk behaviors among U.S. high school students using 2013 and 2015 National Youth Risk Behavior Survey data (combined n = 29,346). Sex-stratified logistic regression models were used to estimate these associations among students who had dated or gone out with someone during the past 12 months (n = 20,093). Among these students, 10.5% experienced sexual TDVV. Sexual TDVV was positively associated with sexual intercourse before age 13, four or more lifetime sexual partners, current sexual activity, alcohol or drug use before last sexual intercourse, and no pregnancy prevention during last sexual intercourse. Given significant findings among both sexes, it is valuable for dating violence prevention efforts to target both female and male students.

The authors define peer tutoring and describe the types of peer tutoring reported in the literature. An organizational typography of peer tutoring in school classrooms is presented, and the variables that influence patterns, nature and effectiveness of peer interaction are explored. Cognitive models of peer tutoring approaches that follow either Piagetian theories of cognitive conflict or Vygotskian theories of co-construction are compared and the similarities and differences of each model interrogated. The influences each model may have on cognitive and affective development, as well as metacognition, are illustrated. The authors discuss knowledge transfer issues to facilitate the development of effective models of peer tutoring in the classroom practice of teachers in schools. Finally, areas for future research and development are highlighted.

We compared how 61 seventh graders, with low or high prior knowledge in mathematics, capitalized on two self-regulated learning approaches—generic versus context specific—to (a) enhance self-regulated learning, (b) foster procedural knowledge of routine algebraic tasks, and (c) transfer knowledge to novel mathematical problem solving. The generic approach was based on “IMPROVE” question prompts for comprehension, connection, strategy, and reflection modeled in a free context. The context-specific approach was based on what, when, why, and how (WWWH) question prompts directed explicitly to specific examples in a particular mathematical content area. Findings indicated no difference between the two approaches regarding short-term effects on algebraic procedural tasks; however, differential effects emerged between the two approaches on the self-regulation measure and on long-term transfer to novel tasks (near and far) among students with low or high prior knowledge. The practical and scientific significance of this study are discussed.

Justification: Recent studies showed that neurocognitive insight difficulties occur in subjects with schizophrenia. However, little is known about the different profiles of neurocognitive insight, their relations with neurocognitive functioning, and their specific links with mood factors and outcomes. Aim: The study explored profiles of relationships between objective and subjective cognition in persons with schizophrenia spectrum disorders (SSD) and associations with quality of life (QoL), stigmatization, and mood factors. Method: Participants were 69 outpatients with an SSD. Cluster analysis (Ward method) was performed to explore profiles of interactions between subjective complaints and objective cognitive performances. Analyses of variance (ANOVAs) were then conducted to compare groups on anxiety and depression levels, stigmatization, and QoL. Results: Cluster analysis produced 3 groups: high cognitive impairment/moderate cognitive complaints (N = 26), good cognitive functioning/moderate cognitive complaints (N = 22), and moderate cognitive impairment/high cognitive complaints (N = 21). The second group has higher objective QoL, and the third group has higher levels of anxiety, depression, and stigmatization. Our results show that (a) not all patients with SSD have neurocognitive insight difficulties, (b) relation between objective and subjective cognition is not linear, and (c) differences between profiles may have theoretical and clinical implications.

The main theoretical and practical applications of Rational Emotive Behavior Therapy (REBT) and Cognitive Therapy (CT) are examined and found to be similar to each other in most respects, but REBT bases its concepts of improved treatment of neurotic disorders and of severe personality dysfunctioning largely on philosophical, existential, and humanistic bases, while CT tends to align them with empirical results of outcome studies. Both REBT and CT, however, use philosophic and empirical outcome studies to construct and validate their theories.

This article describes the development and refinement of a measure designed to assess salient aspects of the psychotherapeutic process. The VPPS consists of seven scales which can be grouped under the headings of: Exploratory Processes, Patient Involvement, and Therapist-Offered Relationship. Its reliability and other psychometric properties are considered satisfactory so that the instrument can be recommended for operational use.

Principles and procedures for supervising cognitive behavioral therapy (CBT) were broadly defined in 2 early seminal texts almost 15 years ago (Liese & Beck, 1997; Padesky, 1996) and updated more recently (Beck, Sarnat, & Barenstein, 2008; Newman, 2010). However, the actual practice of CBT supervision often shows poor fidelity to this model (Townend, Iannetta, & Freeston, 2002) with notable deficiencies in the use of direct observation, standardized observational rating systems, and experiential methods in supervision (Milne, 2008). The advent of more specific competency statements on CBT supervision has been a significant leap forward (Falender et al., 2004; Roth & Pilling, 2008) but poses some practical challenges to clinical supervisors in terms of transferring broad competency statements into actual supervisory practice. We address the need for more rigor in CBT supervision within a university training clinic setting and outline some promising ingredients for this specification drawing on competencies, metacognition, and experiential learning theory.

This article reviews the fledgling psychopathy development and intervention literatures. We conclude that long-term, intensive, multiple systems interventions, which integrate cognitive-behavioral and motivation-enhancement techniques, provide the greatest promise for youths exhibiting psychopathy features.

Acceptance and commitment therapy (ACT) for anxiety disorders is a type of cognitive behavioral therapy that focuses on decreasing the behavior regulatory function of anxiety and related cognitions, and has a strong focus on behavior change that is consistent with client values. In this case series, 3 consecutive referrals seeking treatment for anxiety disorders at a private practice were treated with 9–13 sessions of ACT. In-session exposure therapy was not included to determine the effects of ACT without the compounding effects of already proven treatment procedures. The treatment procedure was identical across disorders to test the use of a unified treatment protocol for anxiety disorders: panic disorder with agoraphobia, comorbid social phobia and generalized anxiety disorder, and posttraumatic stress disorder. All participants showed clinical improvement in their specific anxiety disorders as rated on multiple standardized assessments after treatment, with gains maintained at follow-up (8 months or more). Time series assessments, taken throughout treatment, of anxiety and avoidance behaviors showed large decreases in avoidance but not in anxiety, suggesting ACT was effective by changing the way participants responded to anxiety rather than anxiety itself.

Cognitive behavioral therapy (CBT) with exposure and response prevention (ERP) has proven to be an effective treatment modality for children with obsessive-compulsive disorder (OCD). Less research exists demonstrating efficacy for this treatment modality among children with comorbid diagnoses of OCD and autism spectrum disorder (ASD), and virtually, nothing has been reported examining intensive interventions for the most severe cases. As such, this article discusses the treatment of an adolescent male with severe OCD comorbid with ASD, attention deficit hyperactivity disorder (ADHD), generalized anxiety disorder (GAD), and chronic tic disorder using a cognitive behavioral approach and ERP. We conclude with recommendations for continued clinical research to understand approaches to help nonresponders to standard therapeutic approaches with this challenging population.

Although studies have assessed the association between affective dysfunction and parental bonding, little research has assessed the information processing characteristics of individuals with disrupted parental bonding. The current study investigated differences in attentional processing between individuals with relatively poor versus secure parental bonding, and also assessed this processing in conjunction with a mood priming procedure that has been used in previous vulnerability research. Using a Stroop procedure, results indicated that poorly bonded individuals were less distracted by depressive information than were individuals reporting a secure bonding history. Results also suggested that avoidance of anxious information in the poorly bonded group was uniquely associated with maternal overprotection. These results suggest that poorly bonded individuals may cope with their increased vulnerability by avoiding some types of affectively linked information, and that some of this avoidance may be linked to perceptions of a mother who is overly intrusive.

A psycholinguistic account of motivational interviewing (MI) is proposed. Critical to this view is the assumption that therapists and clients are natural language users engaged in a constructive conversation that reveals and augments relevant information about the status of future change in a client’s substance abuse. The role of client speech acts—most notably, verbal commitments—during MI is highlighted. How commitments can be signaled in client speech or gestures is discussed. How these commitment signals can inform therapeutic process and subsequent behavioral outcome is then put forth. Using natural language as a measure, a MI process model is presented that not only posits a mediational role for client commitment in relating underlying factors of desire, ability (self-efficacy), need, and reasons to behavior, but also a pivotal role as a need-satisfying enabler of a social-cognitive mechanism for personal change.

Adler’s Individual Psychology (IP) and Cognitive Behavior Therapy (BT) have many common precepts and suppositions. This paper delineates many of these commonalities and suggests areas in which the therapists may learn from each other.

This study adopted a self-presentation perspective to examine cognitive factors involved in maintaining social anxiety in men in heterosexual situations. The self-regulatory appraisals of 25 socially anxious and 25 nonanxious men were compared using a modified version of the Articulated Thoughts in Simulated Situations (ATSS) procedure (Davison, Robins, & Johnson, 1983). Subjects viewed videotapes of two enacted situations between a male actor and a female actor which differed on whether the individuals were strangers or acquaintances. The subjects were instructed to identify with different male actors who depicted contrasting styles of self-presentation. In contrast to nonanxious men, socially anxious subjects consistently made pessimistic self-appraisals, articulating more negative self-focused thoughts, and displaying negative self-other biases. However, nonanxious men showed equivalent levels of self-focused negative thoughts in response to representations of a protective style of self-presentation. Unexpectedly, for all subjects, the less intimate first meeting situation elicited more negative self-focused thoughts than did the more intimate dating situation. The findings are discussed in terms of self-regulatory components of self-presentational styles and the implications for treatment of social anxiety.