Background: Selective mutism is a rare childhood anxiety disorder characterized by a consistent failure to speak in certain social situations where speech is expected, despite fluent speech in other situations. The purpose of this meta-analysis was to investigate the efficacy of psychological interventions for selective mutism in randomized controlled trials (RCTs).
Methods: Five RCTs with a total of 233 participants were analysed using a randomeffects model. A quality assessment of the included studies revealed that psychometrically sound measures and treatment manuals were used across all studies.
Results: The results of the analyses showed psychological interventions to be more effective than no treatment, with the overall weighted effect size of g = 0.87, indicating a large mean treatment effect. This effect did not significantly differ with whether only selective mutism specific or nonselective mutism specific measures were included in the analysis.
Conclusions: These findings provide support for the efficacy of psychological treatment for selective mutism. Future research could examine the effects of the successful treatments identified in this meta-analysis when compared with a psychological placebo or another bona fide treatment.

When a student paper states that performance anxiety can lead to sexual impudence, we might laugh. When a dissertation uses the expression 'It is argued' more times than we can count, we might cry. High-quality written communication is important at all levels of psychology education and in most fields of employment related to psychology. Accordingly, the APA's Task Force on Undergraduate Major Competencies (2002) named effective writing skills one of the top goals for undergraduate psychology education. Despite the importance of written communication, the quality of student writing in psychology courses, even at the graduate level, is often so low as to make academics despair. Although writing skills are not usually the focus of psychology courses, we believe that instructor efforts to improve student writing can be beneficial regardless of the course topic. We provide below a list of strategies we use to help our psychology students improve their writing skills. The strategies are based on psycho-educational principles such as instruction, prompting, modeling, and reinforcement. In addition to actually improving writing skills, these strategies aim to increase motivation for writing improvement. We see enhancing motivation as the key to helping students because students themselves can find ways to improve their writing if they try. Also, with high intrinsic motivation, students will continue to strive to improve their writing after they finish any particular course. We also help students learn specific writing rules. We believe that helping a student learn just one writing rule (e.g., noun-pronoun agreement in number) can lead to a lifetime of improved writing.

This study assessed the effectiveness of training leaders in behaviors that satisfy meeting attendees’ psychological needs for autonomy, competence, and relatedness. Three managers who regularly lead meetings with their work-groups participated in the study. The study used a research design of multiple baselines across groups and began with baselines ranging over three to five meetings. Group leaders then received a session of behavioral skills training with a role-play component, followed by post-training assessment over three to five meetings. The final assessment occurred one month later. Leaders reported the number of recommended leader behaviors they used prior to training and at subsequent meetings. Group members anonymously completed ratings of (1) the extent of their psychological need satisfaction, (2) their satisfaction with each meeting, and (3) how productive each meeting was. Meeting leaders showed significantly more use of the recommended behaviors after training than before training. Member ratings indicated a significant increase in need satisfaction, satisfaction with meetings, and meeting productivity after the training of their leader. Significant positive effects remained at a one-month follow-up. The findings show that training leaders in needs-focused behaviors to use in running meetings can be used to satisfy attendee-needs and to improve meeting satisfaction and productivity.

The enzyme telomerase, through its influence on telomere length, is associated with health and mortality. Four pioneering randomized control trials, including a total of 190 participants, provided information on the effect of mindfulness meditation on telomerase. A meta-analytic effect size of 'd' = 0.46 indicated that mindfulness meditation leads to increased telomerase activity in peripheral blood mononuclear cells. These results suggest the need for further large-scale trials investigating optimal implementation of mindfulness meditation to facilitate telomerase functioning.

This meta-analysis consolidated findings on the relationship between mindfulness and flow. A weighted meta-analytic effect size of r = 0.38, p = .0001, based on 17 studies comprising 10,102 individuals, indicated that greater mindfulness is associated with higher levels of flow. Mindfulness was more strongly associated with dispositional, or trait, flow than with state flow. Both mindfulness and flow have connections with a variety of beneficial outcomes. A better understanding of synergistic relationships between the two characteristics may provide a foundation for further theoretical development and has practical implications for programs intended to facilitate positive outcomes.

Telomeres protect the ends of chromosomes, and short telomere length is associated with poor health and mortality. This study reports a meta-analytic investigation of the relationship between perceived stress and telomere length, including results from eight studies with a total of 1143 participants. A meta-analytic effect size of r = -0.25, p < 0.001, indicated that higher levels of perceived stress were associated with shorter telomere length. Examination of the studies for moderators of effect size identified some significant moderators, such as a difference in effect sizes between samples comprised of only women and mixed-sex samples. These results are only suggestive as they are based on a small set of studies, and funnel plot analyses indicated a publication bias. A significant relationship between more perceived stress and shorter telomere length is consistent with theoretical frameworks positing that stress induces physiological changes that result in shortened telomeres.

Despite innovations in contraceptive methods, unintended pregnancies remain common. Researchers have examined psychological approaches to decrease unintended pregnancies through contraceptive use. Research findings on the effects of these psychological approaches show conflicting evidence. The aim of this meta-analysis was to clarify the impact of these psychological interventions on unintended pregnancies. Twenty-five randomised controlled trials (RCTs) with a total of 29,479 participants were analysed. Psychological interventions intended to increase the use of contraceptive methods were efficacious compared to control conditions, odds ratio for pregnancy in the intervention condition = 0.83. The results also showed that the longer an intervention’s follow-up period was, the less the prevention effect. Quality assessment of included studies indicated that all used a treatment manual and reported attrition. It also showed that most studies reported the reasons for drop-out and assessed the facilitator’s adherence to the intervention protocol. Altogether, these results support the efficacy of psychological interventions aimed at preventing unintended pregnancy thought contraceptive use.

The purpose of this meta-analysis was to quantify the relationship between the Five-Factor Model of personality and alcohol involvement and to identify moderators of the relationship. The meta-analysis included 20 studies, 119 effect sizes, and 7,886 participants. Possible moderators examined included: five-factor rating type (self vs. other); study time-frame (cross sectional vs. longitudinal); sample type (treatment vs. non-treatment); type of alcohol involvement measure used; gender of the participants; and age of the participants. The meta-analysis showed alcohol involvement was associated with low conscientiousness, low agreeableness, and high neuroticism, a personality profile that: a) fits on the low end of a superordinate personality dimension that has been called self-control; and b) makes treatment difficult. Several significant moderators of effect size were found, including the following: studies of individuals in treatment for alcohol problems showed a more negative pattern of personality traits than did other studies; crosssectional studies, but not longitudinal studies, showed a significant effect for agreeableness, perhaps suggesting that low agreeableness may have a different causal link to alcohol involvement from the other factors; mixed-sex samples tended to have lower effect sizes than single-sex samples, suggesting that mixing sexes in data analysis may obscure effects.

Objective: The present study examined the efficacy of bibliotherapy in assisting individuals experiencing distress related to tinnitus. Methods: One hundred sixty-two tinnitus sufferers from Australia participated in a study designed to examine the effectiveness of a cognitive–behaviorally based self-help book in reducing distress. To maximize the ecological validity of the findings, we excluded no individuals interested in treatment for tinnitus-related distress. Results: The experimental condition lost 35% of participants at postassessment, compared to 10% in the control group. In an analysis of participants who completed postintervention assessment, those assigned to the intervention condition, who received a tinnitus self-help book, showed significantly less tinnitus-related distress and general distress 2 months later compared to those assigned to the waiting list control condition. The intervention group's reduction in tinnitus-related distress and general distress from preintervention to postintervention 2 months later was significant, and these participants maintained a significant reduction in distress on follow-up 4 months after they received the tinnitus self-help book. A long-term follow-up of all participants, who at that time had received the book at least a year previously, showed a significant reduction in tinnitus distress. Although these group differences and pre–post changes were significant, effect sizes were small. Intention-to-treat analyses showed no significant effect for between-groups analyses, but did show a significant effect for the 1-year follow-up pre–post analysis. Conclusion: Information on the effectiveness of using a self-help book, without therapist assistance, in alleviating distress is important, as bibliotherapy can provide inexpensive treatment that is not bound by time or place.

As teachers, we want to motivate our students to learn during a unit and to continue learning about the topic after the unit ends. This article describes about a hundred methods we use to help motivate students to learn. The methods form 12 categories: (1) making content relevant to student values and goals, (2) helping students achieve their goals through learning, (3) providing potent models of learning, (4) prompting and persuading students to learn, (5) establishing a positive relationship with students. (6) rewarding student achievement and learning efforts, (7) not de-motivating students, (8) enhancing student learning self-efficacy, (9) using engaging teaching methods, (10) using an appealing teaching style, (11) giving motivational feedback, and (12) monitoring student motivation levels and adjusting motivation methods as needed. Teachers at any level of the educational system may be able to increase their motivational impact by using the methods that suit their personality, their topic, their students, and their setting.