Cognitive Strengths Assessment and Intervention in First Episode Psychosis: A Thematic Analysis of Clinicians’ Perspectives

Background Cognitive deficits are associated with poor functional outcomes in individuals recovering from a first episode of psychosis (FEP). Existing treatments that target cognitive deficits in FEP may enhance cognitive function, but improvements to real-world functioning are less consistent. Furthermore, these treatments may not adequately address the personal recovery goals of young people attending FEP services. A novel cognitive strengths-based approach may overcome these shortcomings. Methods This qualitative study used semi-structured interviews to explore clinicians' (N = 12) perspectives toward the potential development of a cognitive strengths-based assessment or intervention in FEP. The interviews were analysed using thematic analysis. Results Five higher-order themes emerged: (1) pro-strengths attitude despite unfamiliarity and minimal use, (2) default to a cognitive deficit lens, (3) potential benefits of a cognitive strengths approach, (4) potential risks and barriers, and (5) considerations for successful implementation. While clinicians acknowledged their current deficit approach, they supported implementing a cognitive strengths assessment or intervention and highlighted their potential benefits for the personal recovery needs of young people with FEP. Conclusions These findings suggest that a deficit-focused approach to cognitive function amongst clinicians may be common practice in FEP services. Nevertheless, a cognitive strengths approach to assessment and intervention was viewed favourably by clinicians and may represent a novel method of supporting personal recovery. Thus, the design and implementation of a cognitive strengths approach may be worthwhile. Future exploration of other stakeholder perspectives, such as young people with FEP, is essential.

Positive Psychology Traits as Predictors of Successfully Engaging People Through Social Media

The purpose of the present study was to determine whether a relationship exists between individuals’ character strengths and the amount of success they have engaging people on social media. We used the Values in Action Character Strengths Assessment (Peterson & Seligman, 2004) to measure positive psychology traits of young adults and gathered objective data to assess their levels of social media engagement on Instagram. We hypothesized that the key positive psychology traits of appreciation of beauty and excellence, creativity, and social intelligence would predict success in social media engagement. Regression analyses indicated that only social intelligence was a predictor of higher levels of social media engagement (β = .38, p < .001). This means that individuals who possessed more social intelligence received more likes, comments, and follows on their social media accounts. We also conducted additional exploratory analyses on the remaining 21 positive psychology traits to supplement our hypothesis-guided analyses. As an exploratory study, replication of this study is necessary and it would be useful to expand this research to additional populations.

Is the Child Really What’s Being Rated? Sources of Variance in Teacher Ratings of Socioemotional Skills

This study examined three potential sources of variance in teacher ratings of the socioemotional skills of children: occasion, child, and teacher. The ratings were prepared using the Devereux Student Strengths Assessment. In total, 344 children were assessed in both the fall and spring of kindergarten and first grade, providing a total of 1,067 ratings across 106 teachers. We employed cross-classified random effects models to account for multiple occasions of measurement that were nested within both children and teachers, which allowed us to determine the amounts of variance attributable to occasion, children, and teachers. Overall, occasion accounted for the greatest proportion of variance (43%-50%) across a variety of socioemotional subscales, followed by child (36%-46%), and teacher (11%-16%). Findings suggest that caution is warranted when using these scales for high-stake decisions.

Self-Perceived Strengths Among Adolescents With and Without Substance Abuse Problems

The importance of examining positive aspects of youth development has been emphasized across disciplines involved in the care of youth with substance abuse problems. However, little is known about the strengths of adolescents with substance abuse problems, especially youth entering residential treatment. Utilizing the Strengths Assessment Inventory, a measure assessing psychological and social strengths, we examined patterns of strengths across groups of age- and gender-matched youth who reported no substance use, frequent substance use, and those entering treatment for severe substance use. Each group consisted of 43 participants ranging in age from 14 to 18 years. Results indicated that, on average, individuals entering treatment scored lower on personal strengths. However, through the use of more sophisticated statistical approaches, it was found that certain strengths were predictive of individuals belonging to the treatment group. Results are discussed in terms of their relevance to the treatment of adolescent substance abuse problems.