Listen and you will see the person through the dementia

Dementia is an ever-increasing health and social problem, with a growing number of people being affected worldwide. As dementia progresses, dependency on others increases, requiring the presence of caregivers. Caregivers tend to focus on the diagnosis itself – dementia – which makes it difficult to see the person in their uniqueness. The person is there, and can be seen by listening, which requires time and communication skills. The voices of older adults living with several types of dementia, collected while working as a psychologist in a nursing home, are presented in the first person to bring forward the person they are. These excerpts of interactions illustrate the basic psychological need of relatedness, which is built through interaction, stories, and touch, and the needs of competence and autonomy. The framework of this paper encompasses validation therapy, person-centered care, and self-determination theory. Two conclusions emerge: Seeing the person through the dementia enables an adequate psychological assessment and a helpful supportive psychotherapy, and it also makes us acknowledge and help satisfy the three basic psychological needs of relatedness, competence, and autonomy.

Averting the next credibility crisis in psychological science: Within-person methods for personalized diagnostics and intervention.

Personalizing assessments, predictions, and treatments of individuals is currently a defining trend in psychological research and applied fields, including personalized learning, personalized medicine, and personalized advertisement. For instance, the recent pandemic has reminded parents and educators of how challenging yet crucial it is to get the right learning task to the right student at the right time. Increasingly, psychologists and social scientists are realizing that the between- person methods that we have long relied upon to describe, predict, and treat individuals may fail to live up to these tasks (e.g., Molenaar, 2004). Consequently, there is a risk of a credibility loss, possibly similar to the one seen during the replicability crisis (Ioannides, 2005), because we have only started to understand how many of the conclusions that we tend to draw based on between-person methods are based on a misunderstanding of what these methods can tell us and what they cannot. An imminent methodological revolution will likely lead to a change of even well-established psychological theories (Barbot et al., 2020). Fortunately, methodological solutions for personalized descriptions and predictions, such as many within-person analyses, are available and undergo rapid development, although they are not yet embraced in all areas of psychology, and some come with their own limitations. This article first discusses the extent of the theory-method gap, consisting of theories about within-person patterns being studied with between-person methods in psychology, and the potential loss of trust that might follow from this theory-method gap. Second, this article addresses advantages and limitations of available within- person methods. Third, this article discusses how within-person methods may help improving the individual descriptions and predictions that are needed in many applied fields that aim for tailored individual solutions, including personalized learning and personalized medicine.

Intraindividual fluctuations in sleep predict subsequent goal setting in adolescents

The purpose of this study was to investigate within- and between-person associations between sleep and subsequent goal setting in adolescents. We conducted an intensive repeated measures longitudinal study to assess intra- and interindividual associations between sleep and goal setting and potential moderators of such associations. Thirty-nine seventh through 12th graders reported on their sleep quality and propensity to set goals in their daily lives several times per week for approximately four months. We used a combination of multilevel modeling with time-varying covariates and centering techniques to partition within- and between-person variance. We found significant and positive associations between sleep and goal setting within individuals, but no such associations between individuals. That is, students were more likely to set goals for their work after getting a good night’s sleep relative to their own average sleep quality, but getting good sleep on average relative to other individuals showed no association with average goal setting. These relationships were not moderated by participant age, gender, or sociodemographic status as indexed by maternal education. Differences in average sleep between adolescents matters less for their propensity to set goals than whether they experienced better- or worse-than-usual sleep the previous night given their own average. This finding represents the first evidence documenting effects of sleep on goal setting, which is an important psychological precursor to many youth behavioral and achievement outcomes. Our findings highlight the individuality of sleep needs and point to new directions for sleep-related practice and policy aimed at youth.

Personal skills for optimal identity development: A person-centered approach in Italian late-adolescents.

The present study examined the association between identity statuses and some competences such as creativity, personal growth initiative and agency, which can actually be considered as resources for the development of optimal identity in our de-standardized society (personal skills for optimal identity development, PSID). Participants were 250 adolescents (118 males and 132 females) attending the last two years of various high schools in Italy. We used five self-report measures of identity development, agency, creativity, and personal growth initiative, and specific psychosocial correlates (anxiety, depression and well-being) to examine the association between identity, PSID and both well- and ill-being. Based on a person- centered approach, five typologies were obtained in order to describe the differentiated interplay between identity and PSID. Our findings suggested that late adolescents showing medium/high levels of PSID seem to be more advanced in their identity definition; as a result, they show positive psycho-social functioning, supporting the hypothesis that PSID can allow the acquisition of optimal identity. Suggestions for developing interventions to foster personal resources in this age group are discussed.

Configural analysis of oscillating progression

Oscillating series of scores can be approximated with locally optimized smoothing functions. In this article, we describe how such series can be approximated with locally estimated (loess) smoothing, and how Configural Frequency Analysis (CFA) can be used to evaluate and interpret results. Loess functions are often hard to describe because they cannot be represented by just one function that has interpretable parameters. In this article, we suggest that specification of the CFA base model be based on the width of the window that is used for local curve optimization, the weight given to data points in the neighborhood of the approximated one, and by the function that is used to locally approximate observed data. CFA types indicate that more cases were found than expected from the local optimization model. CFA antitypes indicate that fewer cases were found. In a real-world data example, the development of Covid-19 diagnoses in France is analyzed for the beginning period of the pandemic.

Personalizing psychological care for chronic cancer-related fatigue: A case study on symptom dynamics.

Approximately 25% of cancer patients suffer from chronic cancer-related fatigue (CCRF), which is a complex, multifactorial condition. While there are evidence-based interventions, it remains unclear what treatment works best for the individual patient. Psychological network models can offer a schematic representation of interrelations among fatigue and protective and perpetuating factors for the individual patient. We explored whether feedback based on these individual fatigue networks can help personalize psychological care for CCRF. A 34-year old woman with CCRF was referred to our mental healthcare institute for psycho-oncology. During the waitlist period, she filled out an experience sampling app for 101 days, including five daily assessments of fatigue, pain, mood, activity and fatigue coping. The interplay between items was visualized in network graphs at the moment-level and day-level, which were discussed with the patient. For example, acceptance of fatigue in the past three hours was associated with less hopelessness and less fatigue in the following moment. At the day-level, acceptance was also being associated with less fatigue, less hopelessness, a better mood, and more motivation to do things. The patient recognized these patterns and explained how unexpected waves of fatigue can make her feel hopeless. This started a dialogue on how cultivating acceptance could potentially help her handle the fatigue. The patient would discuss this with her therapist. Feedback based on individual fatigue networks can provide direct insight into how one copes with CCRF and subsequently offer directions for treatment. Further research is needed in order to implement this in clinical practice.

“Doing” mindsets in the classroom: A coding scheme for teacher and student mindset-related verbalizations

There is a growing body of research showing the crucial role that students’ growth versus fixed ability-mindsets have in their school achievement, enjoyment, and resilience. The overwhelming majority of this research adopts a variable-oriented approach. As a result, little is known about how teachers and students co-regulate each other’s mindsets within classroom interactions. This manuscript addresses the need for more person-oriented research that examines how teachers and students do mindsets in naturalistic settings, i.e., their mindset-related verbalizations. In this manuscript, we provide a coding scheme to study the moment-to-moment dynamics of mindset-related verbalizations of both teachers and students within Science, Technology, Engineering, and Mathematics (STEM) contexts: The STEAM (Student-TEAcher-Mindset) coding scheme. We demonstrate the utility of the coding system through content and ecological validity, inter-rater reliability, and a case study of STEAM-generated time-series data. We show how these data can be used to chart moment-to-moment dynamics that occur between teacher and student. The coding scheme provides teachers and researchers with a practical tool for analyzing how person-specific mindset-related language can wax and wane in the context of peer and teacher interactions within STEM lessons.

Cluster Analysis of Child Externalizing and Prosocial Behaviors in a Randomized Effectiveness Trial of the Family-Check Up and Internet-Delivered Parent Training (iComet)

Objective: To explore whether children with various externalizing/prosocial behavior profiles benefit differently from face-to-face training than from an internet-based parent management training (PMT) programme. Methods: A total of 231 families with children (aged 10 to 13 years) with externalizing behavior problems (EBP) were randomized to receive either the Family Check-Up, delivered by therapists in the community, or the internet-based PMT program (iComet). Person-oriented analysis was used for subtyping the children according to combinations of prosocial behavior and EBP. Results: The person-oriented analysis resulted in five significantly different clusters. There were no significant differences between the five clusters in relation to the total difficulties score of the Strengths and Difficulties Questionnaire, family warmth or family conflict, but the within-group effect sizes for the main outcome (total difficulties score) from baseline to post-treatment varied from Cohen’s d of 0.52 to 2.56. There were no significant interaction effects between the clusters and type of intervention. However, for children high on symptoms of attention deficit hyperactivity disorder and moderate to high on oppositional defiant disorder, and low to relatively high on prosocial behaviors (Cluster 3 respectively 5), substantial residual EBP-symptomatology remained at post-treatment, although both interventions resulted in significant effects. The other three clusters were within the non-clinical EBP-range at post-intervention, irrespective of treatment condition. There were no significant differences between the clusters regarding treatment completion rate (ranging from 47.2% to 67.4%). This study illustrates the value of distinguishing between different profiles of children in the context of PMT for parents of children with EBP.

Exploring Idiographic Approaches to Children's Executive Function Performance: An Intensive Longitudinal Study

Traditional variable-centered research on executive functions (EFs) often infers intraindividual development using group-based averages. Such a method masks meaningful individuality and involves the fallacy of equating group-level data with person-specific changes. We used an intensive longitudinal design to study idiographic executive function fluctuation among ten boys from Grade 4. Each of the participants completed between 33 and 43 measurement occasions (M = 38.8) across approximately three months. Data were collected remotely using a computerized short version of the Dimensional Change Card Sort task. Multi-group analyses of three participant pairs (Participants 5 and 3, 5 and 2, and 5 and 6) demonstrated that Participant 5 differed from Participants 3 and 2 in different ways but Participants 5 and 6 were similar in all comparisons. Dynamic structural equation modeling demonstrated unique individual trajectories, which were not represented by the trajectory of group-averages. Although more than half of the participants showed a negative association between EFs and inattention, two participants showed a positive association between EF and inattention. This study demonstrated meaningful person-specific trajectories of EFs, suggesting that future study should undertake the analysis of individual development before data-aggregation or generalization from aggregate statistics to individuals.

Is Autonomy Always Beneficial for Work Engagement? A Six-year Four-Wave Follow-Up Study

Work engagement is expected to result from job resources such as autonomy. However, previous results have yielded that the autonomy–work engagement relationship is not always particularly strong. Whereas previous longitudinal studies have examined this relationship as an average at a specific point in time, this study examined whether this relationship is different within individuals from one time to another over the years. Furthermore, experiences of work engagement are expected to affect how employees benefit from autonomy, but no studies have so far investigated whether the initial level of work engagement affects the autonomy–work engagement relationship. This study aimed to first identify the different kinds of longitudinal relationship patterns between autonomy and work engagement, and then to investigate whether the identified relationship patterns differ in terms of the initial mean level of work engagement. The four-wave study was conducted among Finnish managers (n = 329) over a period of six years. Multilevel regression mixture analysis identified five relationship patterns. Four of the patterns showed a positive predictive relationship between autonomy and work engagement. However, the relationship was statistically significant in only one of these patterns. Furthermore, when the initial mean level of work engagement was high, autonomy related more strongly to work engagement. However, an atypical pattern was identified that showed a negative association between autonomy and work engagement. In this pattern, the mean level of work engagement was low. Consequently, autonomy may not always enhance work engagement; sometimes this relationship may even be negative.