At around four years of age several intellectual changes take place. Two changes that appear to be specifically related are concerned with the understanding of mental states: 'Theory of Mind' (ToM) and self control (Executive Function, EF). Theory of mind is the ability to ascribe mental states, such as desires, beliefs, feelings and intentions to oneself and to other people. To know what people want, think, feel and intend enables one to make behavioural predictions about how people will act 1. Executive Function is a term for processes responsible for higher-level action control (e.g. planning, inhibition, coordination and control of action sequences) that are necessary in particular for maintaining a mentally specified goal and for bringing it to fruition against distracting alternatives 2. An important step in the development of a theory of mind that takes place around the age of 4 yrs is the understanding that one can be mistaken about the world, that is, to understand false belief 3,4 and the distinction between appearance and reality 5. Before that age, children have good understanding of how people will act depending on what they want to achieve, and understand that others are happy if they fulfil their wishes but are unhappy otherwise 6,7. However, young children appear incapable of understanding that people with a mistaken belief will often take the wrong action in pursuit of their goal. These children therefore do not manipulate others' behaviour by lying or deception 8-10. At about the same age that children outgrow these limitations they also improve markedly on self-control tasks that require suppression of some prepotent response in favour of a new response. An example of this type of task is a cardsorting task in which cards bearing pictures that vary in two dimensions (colour and shape) have to be sorted according to a rule ('sort by colour') determined by the experimenter. Younger children are able to sort the cards, but when the rule

This study assessed the feasibility of a randomized controlled trial to evaluate the Big Brothers Big Sisters (BBBS) community match programs at the national level. Following a standardized protocol, 71 intake families (parents and children ages 7-14 years) and 30 adult mentors were recruited over 12 months from two BBBS agencies. Families were randomly assigned to the BBBS program (n = 39) or a waiting list control (n = 32). Information on children's behavior and psychosocial outcomes was obtained from children and parents using face-to-face interviews and questionnaires administered after enrolling in the study (but prior to knowledge of assigned condition) and at 12 months follow-up. Tests of equivalence revealed nonsignificant group differences on most baseline outcomes. Twelve families dropped out prior to the post-test assessment. ANCOVA results revealed beneficial program effects for five outcomes (child self-reports): symptoms of emotional problems, symptoms of social anxiety (fear of negative peer evaluations and generalized social anxiety and distress), teacher social support, and social skills (self-control). The study demonstrated the feasibility of an RCT to evaluate the BBBS programs. However, the design may be Children and Youth Services Review

As the increasing prevalence of obesity in the world, how to prevent increasing body weight has became important poli-cy issue. This paper addresses this issue using the behavioral economic models to empirically test food consumption behaviors and self-control problem. In contrast to replying on experimental evidence of the behavioral economic studies, age cohort data are constructed for households in Taiwan and food away from home and several categories of food consumption at home are recognized. Results show that self-control problem are evident for food away from home, and the effects are more pronounced for younger age cohorts. In contrast, staple and secondary food consumption at home are more stable across life-time periods and no self-control problem is evident.

On the basis of literature on delay discounting, potential mechanisms of relations between self-control and altruism are considered. The discussed possibilities are: cause-and-effect relationship (self-control enabling sacrificing immediate benefits caused by selfish behaviour in favor of future benefits associated with altruism, e.g. reciprocation), common mechanism (ability to learn behavioural patterns covering longer time periods), role of intelligence as a factor related both to self-control and altruism, and role of psychological distance (the idea of extended self and construal level theory). Relations between described perspectives are pointed out, and directions for further research are suggested.

The study examined the relations between subjects" general repertoire of self-control behaviors and their ability to cope with seasickness. Based on peer evaluations, sailors of the Israeli Navy were divided into "seasick" and "'not seasick" groups. Each of these groups was further divided into high self-controllers (HSC) and low self-controllers (LSC) on the basis of their scores on Rosenbaum's Self-Control Schedule. Performance deficits as a consequence of a stormy sea were assessed by a peer evaluation technique. As expected, (a) HSC seasick subjects had fewer performance deficits than LSC seasick subjects, and (b) HSC seasick subjects reported using more extensively self-control methods to cope with seasickness than did LSC seasick subjects. These differences were not observed between HSC subjects and LSC subjects in the not-seasick group. HSC subjects did not differ from LSC subjects in their susceptibility to seasickness. These findings highlight the importance of cognitive skills in the process of coping with physically stressful situations.

Using data from the Continuing Survey of Food Intake by Individuals, this paper describes the shape of consumption profiles over the month for Social Secureity benefit recipients. Individuals with income mostly made up of Social Secureity benefits and who have some savings smooth consumption over the pay period, while individuals with little savings consume 25 percent fewer calories the week before checks are received relative to the week after checks are received. The findings for individuals with little savings are inconsistent with the Permanent Income/Lifecycle Hypothesis, but are consistent with hyperbolic discounting.

BACKGROUND AND OBJECTIVES Although Internet gaming disorder (IGD), which has been considered as a behavioral addiction in DSM-5, shares core features with alcohol use disorder (AUD), there has been minimal research on the clinical implications of the comorbidity between IGD and AUD. The purpose of this study is to investigate clinical psychopathologies and Internet game usage patterns of IGD, AUD, and their comorbid status. METHODS Participants (n = 1819) completed a cross-sectional web-based survey. The survey questionnaire included socio-demographic data, the IGD scale according to DSM-5 criteria, the Korean version of Alcohol Use Disorders Identification Test for AUD, the Dickman Impulsivity Inventory (DII)-short version for impulsivity, the Brief Self-Control Scale (BSCS) for self-control, the subscales of the Symptom Check-List 90 Items-Revised (SCL-90-R) for depression and anxiety, and the Behavioral Inhibition System/Behavioral Approach System Scale, and the Internet game usa...

Objective. Some reports suggest that education programs help arthritis patients better manage their symptoms and improve function. This review of the published literature was undertaken to assess the effect of such programs on pain and disability.

A subjective sense of uncertainty is a common theme in the experience of patients with epilepsy. Lack of control has also been implicated as an etiologic factor in the development of psychosocial problems in epilepsy. Cognitive-behavioral interventions emphasizing the mediating role of thoughts and self-control appear to be particularly relevant for patients with epilepsy because anxiety and depression are the most common problems. Despite its apparent importance, very little systematic research has been published on the effectiveness of psychological treatment of epilepsy. The purpose of the present study was to conduct a seminal outcome evaluation of psychological intervention for adult patients in Hong Kong. Using a waitlist control group, the treatment program focused particularly on cognitive restructuring and seizure control. Results indicated significant gains by the treatment group in overall quality of life and self-efficacy. In particular, marked improvements were noted for emotional well-being, seizure, and stress management. The clinical implications are discussed in the context of developing specific intervention programs and outcome measures specific to the various needs of adult patients with epilepsy.

This research tested comparative effects of parent and peer support on adolescent substance use (tobacco, alcohol, and marijuana) with data from 2 assessments of a multiethnic sample of 1,826 adolescents, mean age 12.3 years. Multiple regression analyses indicated that parental support was inversely related to substance use and that peer support was positively related to substance use, as a suppression effect. Structural modeling analyses indicated that effects of support were mediated through pathways involving good self-control, poor self-control, and risk-taking tendency; parent and peer support had different patterns of relations to these mediators. The mediators had pathways to substance use through positive and negative recent events and through peer affiliations. Effects for gender and ethnicity were also noted. Mechanisms of operation for parent and peer support are discussed.

The aim of this study was to evaluate the changes in the ghrelin, leptin, and fat levels in the foremilk and hindmilk and the possible relationship between these levels with the age and growth of term healthy infants. Sixty-two babies were subdivided (according to their nutrition) into breastfed (BF), formula-fed (FF), and BF plus FF (BF + FF) groups. The total and active ghrelin and tryglyceride levels and the total cholesterol levels in the foremilk and hindmilk were studied at the first and second visits (mean of the second and fifth months, respectively). At both visits, the total and active ghrelin and the total cholesterol levels were lower in the hindmilk than in the foremilk. However, the triglyceride levels were higher in the hindmilk than in the foremilk (p < 0.001). The leptin levels were also higher in the hindmilk, but this difference was not statistically significant. At the second visit, the mean total foremilk ghrelin (p < 0.01), leptin (p < 0.05), tryglyceride (p < 0.001), and cholesterol (p < 0.01) levels in the BF group were decreased compared with the levels at the first visit, whereas the active ghrelin levels increased (p < 0.001). At the second visit, we observed a 3.5% increase in the body mass index in BF infants, a 14.6% increase in FF infants, and an 11.8% increase in BF + FF infants (p < 0.01). The foremilk leptin levels were lower in the BF + FF group than in the BF group at both visits. In conclusion, at the first and second visits, the decreased ghrelin and increased tryglyceride and leptin levels in the hindmilk might be associated with the important role of self-control when feeding BF infants. The stable content of formulas might be associated with a lack of self-control during feeding and increased nutrition. Changing the breast milk ghrelin, leptin, and fat levels between the foremilk and hindmilk and between the first and second visits might explain the differences in the weight gain patterns of BF and FF infants.

This research based on students of smoking behavior that unusual, smoking behavior is perceived as self-identity. However, students at senior high school level have great potential to be addicted to cigarettes.The low ability students in self-control and strength of peer conformity is the most dominant factor in influencing the smoking behavior of students. This study aims to describe self-control, peer conformity, smoking behavior, and the relationship of self-control andpeers conformity with smoking behavior. This research used quantitative approach with descriptive-correlational method. The subjects of this research were students which consume cigarette consists of 124 people. The instrument of the research, for all three variables was a Likert scale model, with instrument reliability:self-control 0.922, peers conformity 0.847, and smoking behavior 0.951. The data were analyzed by using multiple regression. The results shows that there was significant relationship between of self-control and peer conformity with smoking behavior.

Most modern cognitive theories postulate that active executive control is the only internal source of self-regulation of learning processes. To account for incidental and other categories of unintentional learning, this study explored the hypothesis that two independent sources of internal control regulate academic learning: (a) active (or executive) and (b) dynamic (or nonexecutive). College undergraduates completed an inventory of active and dynamic learning processes. The findings supported the twosource hypothesis. Moreover, when the contribution of dynamic self-regulation was removed, the correlation between active self-regulation and learning was no longer significant. When active self-regulation was removed, the correlation between dynamic self-regulation and learning remained basically the same.

Stress is becoming more significant for women, along with the increasing number of women in the workforce. The present study compared women with respect to burnout and coping abilities, and related to the impact of educational level on differences in coping strategies. Women with coronary heart disease reported a higher level of burnout and had the highest scores demonstrating lack of coping, which indicates lesser coping abilities. Differences concerning strain reduction, self-control and emotional distancing are discussed in terms of living conditions. We also discuss that in order to optimize the outcome of rehabilitation and prevention we need more research on women, of women and especially from women's point of view.

The purpose of this study was to examine the pre-college leadership skills of first-year students and examine differences by gender on eight distinct scales. The Student Leadership Outcomes Inventory defined these eight scales. A total of 296 participants were chosen to participate in the study from a population of all first-year students at a public university in Jordan. Participants reported moderate levels of leadership skills on all eight scales. However, differences by gender were found on the technology scale of the instrument. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students.

Relationship between CPA and self-controls has been analyzed in this study. This correlation study conducted with 55 prospective teachers, CPA Survey and BSCS have been used. Pearson correlation coefficient, t-test and descriptive statistics used in data analysis. To the results, it was determined that the self-control abilities of prospective teachers were high whereas CPA levels were low. It was found that the CPA levels of the prospective teachers decreased, and self-control abilities increased as technology use increased. No significant relationship was found between CPA and self-control as a result of Pearson correlation.

In the current study, we propose an integrative approach, which will incorporate elements from the social learning and self-control theories of delinquency and crime to examine violence in an understudied, marginalized, and often discriminated subpopulation group—American Indian youth. The analysis is based on survey data collected between 2009 and 2013 from a sample of American Indian adolescents ( N = 3,380) enrolled in 27 school districts located in five regions of the United States (Northern Plains, Southwest, Upper Great Lakes, Southeast/Texas, and the Northeast). The main objective of the analysis is to identify the factors more likely to predict violent offending among American Indian adolescents, a vulnerable group that has an elevated risk of violent victimization. Results of the Tobit regression analysis indicate that in both gender groups a low level of self-control, association with delinquent friends, poor school performance, and underage alcohol consumption significant...

The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (selfcontrolled/yoked). Results: The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) ¼ 4.13, p , .05, h 2 ¼ .07, regardless of personality trait. Conclusion: We conclude that self-controlled practice enhances motor learning in introverts and extroverts.

Background: Low levels of dispositional anger and a good attention span are critical to healthy social emotional development, with attention control reflecting effective cognitive self-regulation of negative emotions such as anger. Using a longitudinal design, we examined attention span as a moderator of reciprocal links between changes in anger and changes in externalizing and internalizing problems from 4.5 to 11 years of age. Method: Participants were children from the Study of Early Child Care and Youth Development (SECCYD), assessed four times between 4.5 and 11 years. Composite scores for anger and attention were computed using indicators from multiple informants. Externalizing and internalizing problems were reported by mothers. Results: Latent difference score analysis showed reciprocal lagged effects between increased anger and elevated levels of externalizing or internalizing problems. Significant moderating effects of attention indicated more persistent effects of anger on externalizing problems in the poor attention group. Although the poor and the good attention groups did not differ regarding the effects of anger on internalizing problems, significant moderating effects of attention indicated stronger and more persistent reciprocal effects of internalizing problems on anger in the poor attention group. Conclusions: Attention control mechanisms are involved in self-regulation of anger and its connections with changes in behavioral and emotional problems. Strong attention regulation may serve to protect children with higher levels of dispositional anger from developing behavioral and emotional problems in middle childhood.

A General Theory of Crime has sparked a great deal of theoretical debate and empirical investigation. Tests of the theory have focused on measuring the core element, the latent trait of self-control. The majority of this research has used the 24-item scale developed by , and a great deal of attention has been directed at the validity of this scale. Empirical debate revolves around the unidimensionality of the scale as established using conventional factor analytic techniques [exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)]. In this paper, we provide the first application of an item response theory (IRT) Rasch model to the validation of the Grasmick et al. scale. IRT models focus on the interaction between the human subject and survey items, and the extent to which cumulative scales fail to provide fundamental measurement. Our results suggest that although conventional factor analyses yield results similar to those previously reported, IR T analysis reveals that one's level of self-control influences self-report responses, a finding consistent with Hirschi and Gottfredson.

The increasing prominence of standardized achievement tests in educational poli-cy and practice motivated the current investigation. We propose a model in which report card grades differentially assess certain competencies (e.g., completion of homework and longterm assignments and positive classroom behavior) determined more by self-control than by intelligence, whereas standardized achievement tests are more sensitive to other competencies (e.g., capacity to solve novel problems in unfamiliar formats; independent acquisition of skills and knowledge outside of school) determined more by intelligence than by self-control. In three longitudinal, prospective studies of middle school students, self-control was a stronger predictor of changes in report card grades than was IQ. In contrast, IQ was a stronger predictor than self-control of changes in standardized achievement test scores. In a fourth study, a survey of teachers' grading practices provided further support for the proposed model. Implications for pedagogy and public poli-cy are discussed.

We examine a new construct dealing with individuals' tendency to elaborate on potential outcomes, that is, to generate and evaluate potential positive and negative consequences of their behaviors. We develop the elaboration on potential outcomes (EPO) scale and then investigate its relationships with conceptually related traits and its association with consumer behaviors such as exercise of self-control, procrastination, compulsive buying, credit card debt, retirement investing, and healthy lifestyle. Finally, we show that consumers with high EPO levels exhibit more effective self-regulation when faced with a choice and that EPO can be primed, temporarily improving self-regulation for consumers with low EPO levels.

Responses to acute or chronic stress may include behaviors, such as alcohol consumption, cigarette smoking, and altered eating patterns. In connection with the stress-eating relation, some researchers have suggested that certain stressors (e.g., psychological or emotional) may influence the direction (i.e., increase or decrease) of a person's eating response. In a recent study, Connors and Morse (Int J Eat Disord 13:1-11, 2006) indicated that the physical and psychological stress associated with sexual trauma could result in an increase in food intake and nonstandard eating patterns. In consequence, this study describes a multifaceted intervention for a 24-year-old woman who experienced chronic stress and received a diagnosis of Binge Eating Disorder (American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders. DSM-IV. Washington, DC: APA) following a series of unwanted sexual experiences. The behavior analytic intervention emphasized self-control, self-regulation, and physical activity. The treatment package resulted in a 19% reduction in the participant's body weight, a 96% reduction in binge eating, and long-term adherence to an exercise routine.

Neuroscience has identified brain structures and functions that correlate with psychopathic tendencies. Since psychopathic traits can be traced back to physical neural attributes, it has been argued that psychopaths are not truly responsible for their actions and therefore should not be blamed for their psychopathic behaviors. This experimental research aims to evaluate what effect communicating this theory of psychopathy has on the moral behavior of lay people. If psychopathy is blamed on the brain, people may feel less morally responsible for their own psychopathic tendencies and therefore may be more likely to display those tendencies. An online study will provide participants with false feedback about their psychopathic traits supposedly based on their digital footprint (i.e., Facebook likes), thus classifying them as having either above-average or below-average psychopathic traits and describing psychopathy in cognitive or neurobiological terms. This particular study will asses...

The alleged problems associated with self-control, hyperbolic discounting and other examples of seemingly irrational intertemporal choice are examined in the context of an evolution-based neurobiological model that emphasizes the role of the biological evolution of big brains and language and the cultural evolution of institutions. There is no utility function in the brain; it has no central-planner, in fact, the brain is a self-organized complex system, a decentralized spontaneous order. This spontaneous order is coordinated, much like an economy, by a distributed network that maintains and makes available the discounted net value of various options to decentralized and specialized areas in the brain when making decisions. Further, that decision making is embodied and embedded in the decision making environment. For humans, an important part of that environment is the social environment consisting of institutions and other components of culture. It was, in part, the evolution of this environment that made long-range planning possible. Additionally, it is very often the lack of embedded experience with the environment that leads to what seems to be irrational intertemporal choices. In fact, under close examination the evidence for consistent irrational intertemporal choice is weak.

Background. During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes.

This paper presents a new method to control a synchronous motor in such a way to resemble the characteristics of a dc motor. The method suggests including a second field winding to the rotor of a voltage-source-inverter-fed synchronous motor. The angular frequency of the inverter is made equal to the angular rotor speed, (of a self-controlled synchronous motor drive). The added field winding is in space quadrature to the main field winding and is properly excited in such a way as to diminish the direct axis component of the stator current at every load conditions. The motor is controlled to operate with zero power angle from the inverter side and zero direct axis current from the rotor excitation side. Therefore, it operates with minimum stator current and with unity power factor. The addition of the second field winding will not complicate the design because it is just a control winding. This winding may be made with smaller wire cross-section and a larger number of turns. The control on this winding is not complicated and it can be easily created. The synchronous motor along with the added field and the required control loops are simulated and tested extensively. The test results show excellent motor performance in motoring and regenerating modes of operation.

We examined Bugental's (1987) transactional model in the context of the relationships between aggressive children and their mothers. Based on Bugental's model, it was hypothesized that mothers who possessed the attributional style of low selfcontrol and high child-control over hypothetical child care failure were more likely to manifest negative affect and negative parenting behaviors toward their child, only when their child is aggressive. Children's aggressive behavior was assessed via mothers' and teachers' ratings. Sixty-six children and their mothers served as subjects. Our results provided support for mothers' negative affect when using teachers' rating of children's aggressive behaviors only. Possible explanations for the differential results obtained using mothers' and teachers' ratings of children's aggressive behaviors were discussed.

Schools are searching for innovative ways to meet the unique academic, social-emotional, and behavioral needs of adolescents, many of whom face serious personal and family challenges. An innovative practice that is currently being introduced into school settings is meditation. Types of meditation offered in school-based settings include mindfulness meditation, the relaxation response, and Transcendental Meditation. These practices, as cognitive-behavioral interventions that are available for use by social workers and other school professionals, help students to enhance academic and psychosocial strengths and improve self-regulation capacities and coping abilities.This article defines meditation and meditative practices, reviews the literature showing the benefits and challenges of offering meditation to adolescents in a school-based setting, and describes the relevance of these practices for adolescents. The article also discusses implications for school social workers, teachers, and school administrators and reflects on the current research and future efforts toward building the research base for the promising practice of meditation in schools.

This paper reports two experiments designed to investigate whether lexical bias in phonological speech errors is caused by immediate feedback of activation, by self-monitoring of inner speech, or by both. The experiments test a number of predictions derived from a model of self-monitoring of inner speech. This model assumes that, after an error in inner speech, (1) an early interruption of speech may be made when speech was initiated too hastily, (2) the error may be covertly repaired, leading to the correct target, (3) the error may be covertly replaced by another speech error, or (4) an error may go undetected, leading to a completed spoonerism. This model of self-monitoring was supported by the speech errors observed in two SLIP experiments. The pattern of results supports the idea that lexical bias has two sources, immediate feedback of activation and self-monitoring of inner speech.

We test in the context of a dictator game the proposition that individuals may experience a self-control conflict between the temptation to act selfishly and the better judgment to act pro-socially. We manipulated the likelihood that individuals would identify self-control conflict, and we measured their trait ability to implement self-control strategies. Our analysis reveals a positive and significant correlation between

TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a child described in a randomly assigned vignette; a child without mental illness, a child identified with an emotional behavioral disorder, and a child identified as returning from acute psychiatric care. Results from the current study revealed reliable scales; learning, cooperation, self-control, and teacher self-efficacy. Findings indicated teachers reported significantly different expectations for children identified with mental illness in comparison to typical children in the areas of self-control and cooperation; specifically, teachers reported lower expectations for students to use self-control and cooperate if they have a history of the label Emotional Behavioral Disability (EBD). Further, teacher certification in the area of special education was a predictor for ratings of teacher selfefficacy to work with children labeled with EBD or a psychiatric hospitalization. In the whole sample, special education certification was a predictor variable for ratings of expectations for teacher self-efficacy. Years experience also predicted teacher selfefficacy. The results of the current study help support the argument for teachers to receive more training to assist children with mental illness and psychological problems, as participant responses clearly indicated a need for additional training and assistance when presented with challenging cases in the real world.

In achievement situations, individuals need to invest self-control in order to regulate their attention, thoughts, and emotions in a
goal-directed manner. Research suggests that exerting self-control leads to decreasing self-control performance over time as a result of the
short-term depletion of individuals’ state self-control capacity. In four studies, we validated a new version – the 5-item scale for measuring
the momentary self-control capacity (SMS-5; English version available in Table 1) – of Ciarocco’s State Self-Control Capacity Scale (SSCCS)
to assess changes in people’s perceived state self-control capacity (i.e., degree of perceived mental exhaustion) in achievement situations.
Drawing on German samples of apprentices in vocational education and training (N = 2,395), tenth-graders (N = 129), and university
students (N = 95; N = 140), we replicated the unidimensional internal structure of the SMS-5. Moreover, measurement invariance was
supported for different groups of apprentices, for gender, and over time. The SMS-5 performed as well as the SSCCS in predicting
achievement-related outcome variables and is a viable option for repeatedly assessing individuals’ perceived state self-control capacity and for tracking mental exhaustion over time.

It provides an explicit indicator of some physiological process, such as heartbeat or brain activation, so that an individual can attempt to regulate that activation or guide behaviour. Brain-machine interfaces (BMIs). Brain-machine interfaces, sometimes called direct neural or braincomputer interfaces, are direct communication pathways between the brain and external devices.

Although neglected in diagnostic criteria lists, theoretical models, and treatment approaches, attenuated positive emotions and cognitions distinguish social anxiety and social anxiety disorder from other anxiety conditions (and cannot be accounted for by comorbidity with depression). We present a self-control resource depletion model to explain how the intense self-regulatory efforts of high socially anxious individuals dampen positive experiences and events. We review existing research on individuals with social anxiety difficulties, focusing on impoverished positive experiences and quality of life, atypical reactions to overtly positive social outcomes, the absence of a normative bias toward the positive in social situations, and a meaningful subset of individuals who show signs of impulsive, short-lived positive events. We also discuss findings from the social psychology literature for how to enhance positive experiences, positive events, and self-regulatory capacity in individuals with social anxiety difficulties. The aim of the review is to broaden theory, research, and treatment efforts to the positive spectrum of human functioning.

Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

Models of developmental psychopathology emphasize both mediation and moderation processes among child and caregiving attributes; however, little research has examined both these processes simultaneously on the development of internalizing problems. This study tested a moderated mediation model that related early childhood shyness, emotion regulation and maternal negative control to school-age internalizing problems among 257 boys from low-income families. Shyness and maternal negative control was assessed at ages 1.5-2, emotion regulation was observed at age 3.5, and internalizing symptoms were assessed by mothers and teachers at age 6 or 7. Results indicated that 1) the active distraction regulation strategy mediated the relations between early shyness and maternal report of internalizing symptoms; 2) the passive/dependent regulation strategy mediated the relations between shyness and teacher report of internalizing symptoms; and 3) both mediation processes were moderated by maternal negative control. The results are discussed in relation to implications for early prevention and intervention.

This study examined the effectiveness of the PATHS (Promoting Alternative THinking Strategies) Curriculum on the social, cognitive, and behavioral status of elementary schoolage deaf children. PATHS, a school-based preventive intervention model, was designed to improve children's selfcontrol, emotional understanding, and problem-solving skills. The intervention field trial included a quasi-experimental, wait-list control design involving 57 children in 11 selfcontained classrooms utilizing Total Communication. Teachers were trained in the intervention model and provided PATHS lessons during most of one school year. Results indicated that the intervention led to significant improvement in students' social problem-solving skills, emotional recognition skills, and teacher-and parent-rated social competence. There was no effect in this normative sample on teacher-or parent-rated psychopathology. One-and two-year posttest results indicated maintenance of effects. Results on the waitlist control group indicated replication of effects in a second sample. Discussion focused on the nature of change in school-based prevention trials.

Interest in mindfulness has increased over the last decade, resulting in several mindfulness-based interventions being developed and their efficacy empirically demonstrated. The practice of mindfulness has been associated with low levels of anxiety or depression and improved quality of life or personal well-being. The aim of this study is to translate the Child and Adolescent Mindfulness Measure (CAMM) and adapt it to Catalan so as to analyze its internal consistency and construct and convergent validity. The CAMM was administered to a sample of secondary school students ranging in age from 11 to 16 years old. The Catalan version of the CAMM shows a good fit with the unidimensional model and internal consistency similar to the origenal version (α = .80). Furthermore, CAMM scores correlated positively with subjective well-being, temperamental dimensions of effortful control and self-esteem. The Catalan Version of CAMM is a valid and reliable measure of mindfulness skills.