A new approach to problems of multiple significance testing was presented in Benjamini and Hochberg (1995), which calls for controlling the expected ratio of the number of erroneous rejections to the number of rejections–the False Discovery Rate (FDR). The procedure given there was shown to control the FDR for independent test statistics. When some of the hypotheses are in fact false, that procedure is too conservative. We present here an adaptive procedure, where the number of true null hypotheses is estimated first as in Hochberg and Benjamini (1990), and this estimate is used in the procedure of Benjamini and Hochberg (1995). The result is still a simple stepwise procedure, to which we also give a graphical companion. The new procedure is used in several examples drawn from educational and behavioral studies, addressing problems in multi-center studies, subset analysis and meta-analysis. The examples vary in the number of hypotheses tested, and the implication of the new procedure on the conclusions. I...

On the Adaptive Control of the False Discovery Rate in Multiple Testing With Independent Statistics

Child and adolescent patients may display mental health concerns within some contexts and not others (e.g., home vs. school). Thus, understanding the specific contexts in which patients display concerns may assist mental health professionals in tailoring treatments to patients' needs. Consequently, clinical assessments often include reports from multiple informants who vary in the contexts in which they observe patients' behavior (e.g., patients, parents, teachers). Previous meta-analyses indicate that informants' reports correlate at low-to-moderate magnitudes. However, is it valid to interpret low correspondence among reports as indicating that patients display concerns in some contexts and not others? We meta-analyzed 341 studies published between 1989 and 2014 that reported cross-informant correspondence estimates, and observed low-to-moderate correspondence (mean internalizing: r = .25; mean externalizing: r = .30; mean overall: r = .28). Informant pair, mental health domain, and measurement method moderated magnitudes of correspondence. These robust findings have informed the development of concepts for interpreting multi-informant assessments, allowing researchers to draw specific predictions about the incremental and construct validity of these assessments. In turn, we critically evaluated research on the incremental and construct validity of the multi-informant approach to clinical child and adolescent assessment. In so doing, we identify crucial gaps in knowledge for future research, and provide recommendations for "best practices" in using and interpreting multi-informant assessments in clinical work and research. This article has important implications for developing personalized approaches to clinical assessment, with the goal of informing techniques for tailoring treatments to target the specific contexts where patients display concerns. (PsycINFO Database Record

The validity of the multi-informant approach to assessing child and adolescent mental health.

This study examined the mediating effects of the self-stigma associated with seeking counseling and attitudes toward seeking counseling on the link between perceived public stigma and willingness to seek counseling for psychological and interpersonal concerns. Structural equation modeling of data from 676 undergraduates indicated that the link between perceived public stigma and willingness to seek counseling was fully mediated by self-stigma and attitudes. Perceptions of public stigma contributed to the experience of self-stigma, which, in turn, influenced help-seeking attitudes and eventually help-seeking willingness. Furthermore, 57% of the variance in attitudes toward counseling and 34% of the variance in willingness to seek counseling for psychological and interpersonal concerns were accounted for in the proposed model.

/pdf/perceived-public-stigma-and-the-willingness-to-seek-1hr0ewti9q.pdf

Perceived public stigma and the willingness to seek counseling: The mediating roles of self-stigma and attitudes toward counseling.

Child and adolescent patients may display mental health concerns within some contexts and not others (e.g., home vs. school). Thus, understanding the specific contexts in which patients display concerns may assist mental health professionals in tailoring treatments to patients’ needs. Consequently, clinical assessments often include reports from multiple informants who vary in the contexts in which they observe patients’ behavior (e.g., patients, parents, teachers). Previous meta-analyses indicate that informants’ reports correlate at low-to-moderate magnitudes. However, is it valid to interpret low correspondence among reports as indicating that patients display concerns in some contexts and not others? We meta-analyzed 341 studies published between 1989 and 2014 that reported cross-informant correspondence estimates, and observed low-to-moderate correspondence (mean internalizing: r = .25; mean externalizing: r = .30; mean overall: r = .28). Informant pair, mental health domain, and measurement method moderated magnitudes of correspondence. These robust findings have informed the development of concepts for interpreting multi-informant assessments, allowing researchers to draw specific predictions about the incremental and construct validity of these assessments. In turn, we critically evaluated research on the incremental and construct validity of the multi-informant approach to clinical child and adolescent assessment. In so doing, we identify crucial gaps in knowledge for future research, and provide recommendations for “best practices” in using and interpreting multi-informant assessments in clinical work and research. This article has important implications for developing personalized approaches to clinical assessment, with the goal of informing techniques for tailoring treatments to target the specific contexts where patients display concerns.

https://papers.ssrn.com/sol3/Delivery.cfm?abstractid=2632484

The Validity of the Multi-Informant Approach to Assessing Child and Adolescent Mental Health

Critical Thinking and Education

Publisher Summary This chapter features the concept of ascribed epistemic authority offered as a unique perspective on source effects in social judgment. It assumes that both the self and external sources may be assigned different degrees of epistemic authority in different domains and that this determines the ways in which individuals process information, make decisions, and undertake actions. The present framework traces the socio-developmental aspects of epistemic authority assignments and considers individual differences in the distribution of authority assignments across sources. The chapter conceives of epistemic authority ascriptions as meta-cognitive beliefs about a source of information. It introduces a perspective on source effects framed from the subjective standpoint of the information's recipient. This perspective highlights the developmental, individual differences, self-related, and applied aspects of source phenomena. The treatment of source effects in several major models of persuasion is reviewed. A final discussion highlights the unique properties of the epistemic authority and considers its implications for the place of source effects in notions of information processing and human judgment.

/pdf/says-who-epistemic-authority-effects-in-social-judgment-3o6a3d25c0.pdf

Says Who?: Epistemic Authority Effects in Social Judgment

Adolescents' help-seeking behaviour: the difference between self- and other-referral

The study examines the phenomenon of adolescents' idolization of pop singers. Male and female adolescents from three age groups (ages 10–11, 13–14, and 16–17) were compared with regard to the intensity of idolization, its behavioral manifestations, causes for selecting the idol, and reliance for knowledge on the idol. The results of self-reports indicated that the phenomenon of idolization, expressed especially in worshipping and modeling, is strongest in the youngest age group and decreases in intensity with age. Also, it was found that girls idolize singers more than boys. The youngest age group, especially girls, rely on singers with regard to knowledge concerning personal matters. These findings were explained within the frameworks of gender differences, adolescence characteristics, and youth culture development.

Adolescent Idolization of Pop Singers: Causes, Expressions, and Reliance

This study compared teachers’ and classes’ perceptions of the actual and preferred classroom environment in 78 sixth grade classes in Israel. The Classroom Environment Scale (CES) (Moos & Trickett, 1974) was administered, and similarities between the perceptions of teachers and classes were found, particularly pertaining to the preferred or ideal classroom. The teachers and classes differed most in their respective perceptions of the real classroom. The validity of the CES and the relationship between the organizational factor of classroom seating arrangement and the environment perceptions were explored. The results of this study were discussed in relation to previous research conducted in different cultural settings. Implications of the consistent finding of teacher and student agreement on the characteristics of the ideal setting and means of implementing the comparison of teachers’ and classes’ perceptions of the classroom environment were suggested.

https://www.jstor.org/stable/pdfplus/1163072.pdf

Teachers and Students: Two Different Perspectives?! Measuring Social Climate in the Classroom

http://freud.tau.ac.il/~raviv/pdf/idit_sdarticle.pdf

Alona Raviv

Papers

Says Who?: Epistemic Authority Effects in Social Judgment

Adolescents' help-seeking behaviour: the difference between self- and other-referral

Adolescent Idolization of Pop Singers: Causes, Expressions, and Reliance

Teachers and Students: Two Different Perspectives?! Measuring Social Climate in the Classroom

The personal service gap: Factors affecting adolescents' willingness to seek help