Pilot outcomes of cognitive processing therapy implementation in military health system outpatient behavioral health clinics.

Enterprise data indicates that U.S. service members (SMs) with posttraumatic stress disorder (PTSD) may not receive an evidence-based treatment (EBT) or may receive an EBT with low fidelity to the core components. Successful delivery of EBTs requires provider training and ongoing supervision/consultation, adjustment of clinic processes and structure, and leadership support. The Department of Defense (DoD) Practice-Based Implementation (PBI) Network is a dedicated team of implementation science specialists that support the integration of EBTs into clinical practice in the Military Health System (MHS). The PBI Network conducted a Cognitive Processing Therapy (CPT) pilot to investigate the acceptability and feasibility of a novel trauma specialist implementation approach proposed by South Texas Research Organizational Network Guiding Studies on Trauma and Resilience (STRONG STAR). This approach, CPT Trauma Specialist (CPT-TS), called for training designated behavioral health (BH) therapists as the primary CPT providers in their clinics. In collaboration with the Uniformed Services University Center for Deployment Psychology, the PBI Network provided training and consultation to 26 providers across 13 MHS BH clinics and supported ongoing facilitation. Despite provider interest and clinic leadership support, less than half of the pilot provider participants were able to meet the consultation and CPT delivery requirements for designation as a CPT trauma trained specialist. Prevalent implementation barriers included lack of adequate clinic resources, provider challenges balancing clinical and military-related duties, the need to focus on high-risk patients, and other military system-related constraints. These findings highlight the need for implementation scientists to examine alternatives to traditional training models and identify fidelity-consistent adaptations that allow for delivery of evidence-based care within highly constrained systems of care. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Young children do not perceive distributional fairness as a moral norm.

Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is culturally variable, raising the possibility that fairness may not fall squarely in the moral domain. In 2 preregistered studies, we examined whether U.S. American children who were primarily White see fairness as a moral or conventional norm. In study 1 (N = 96), we did not obtain the established moral-conventional difference needed to investigate questions about the status of fairness. We improved our design in our second preregistered study. In study 2 (N = 94), 4-year-olds rated moral transgressions (e.g., hitting) as more serious than fairness and conventional transgressions (e.g., wearing pajamas to school), but importantly, they rated fairness and conventional transgressions as similarly serious. In contrast, 6- and 8-year-olds rated moral transgressions as more serious than fairness and conventional transgressions, and fairness as more serious than conventional transgressions. An additional, forced-choice procedure revealed that most 6-year-olds also categorized fairness with moral rather than conventional transgressions; 4- and 8-year-olds' responses on this measure did not show systematic patterns. U.S. American children may not equate norms of fairness in resource distribution with harm-based moral norms, even into middle childhood. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Further examination of the immediate impact of television on children's executive function.

Three studies examined the short-term impact of television (TV) on children's executive function (EF). Study 1 (N = 160) showed that 4- and 6-year-olds' EF is impaired after watching 2 different fast and fantastical shows, relative to that of children who watched a slow, realistic show or played. In Study 2 (N = 60), 4-year-olds' EF was as depleted after watching a fast and fantastical educational show as it was after a fast and fantastical entertainment 1, relative to that of children who read a book based on the educational show. Study 3 (N = 80) examined whether show pacing or fantasy was more influential, and found that only fantastical shows, regardless of their pacing, disrupted 4-year-olds' EF. Taken together, these studies show that 10-20 min watching televised fantastical events, relative to other experiences, results in lower EF in young children.