Cognitive behavioral therapy in practice: therapist perceptions of techniques,outcome measures,practitioner qualifications,and relation to research

Cognitive behavioral therapy (CBT) has a strong evidence base for several psychiatric disorders, however, it may be argued that currently there is no overall agreement on what counts as ‘CBT’. One reason is that CBT is commonly perceived as encompassing a broad range of treatments, from purely cognitive to purely behavioral, making it difficult to arrive at a clear definition. The purpose of the present study was to explore practicing therapists’ perceptions of CBT. Three hundred fifty members of two multi-disciplinary interest groups for CBT in Sweden participated. Mean age was 46 years, 68% were females, 63% psychologists and mean number of years of professional experience was 12 years. Participants completed a web-based survey including items covering various aspects of CBT practice. Overall, therapist perceptions of the extent to which different treatment techniques and procedures were consistent with CBT were in line with current evidence-based CBT protocols and practice guidelines, as were therapists’ application of the techniques and procedures in their own practice. A majority of participants (78%) agreed that quality of life or level of functioning were the most important outcome measures for evaluating treatment success. Eighty percent of therapists believed that training in CBT at a basic level was a requirement for practicing CBT. There was a medium size Spearman correlation of r_s=.46 between the perceived importance of research to practice and the extent to which participants kept themselves updated on research. Implications for training, quality assurance, and the effectiveness of CBT in clinical practice are discussed.     

Can small lesions induce language reorganization as large lesions do?

Shift of the cortical mechanisms of language from the usually dominant left to the non-dominant right hemisphere has been demonstrated in the presence of large brain lesions. Here, we report a similar phenomenon in a patient with a cavernoma over the anterolateral superior temporal gyrus associated with epilepsy. Language mapping was performed by two complementary procedures, magnetoencephalography, and electrocorticography. The maps, indicated right temporal lobe dominance for receptive language and left frontal lobe dominance for expressive language. These results indicate that a small lesion, associated with epilepsy, may produce selective shifting of receptive language mechanisms as large lesions have been known to produce.     

Attitude to primary prevention advice of the European Code against cancer in relatives of cancer patients: implications for the development of preventive programmes

Achieving a preventive attitude is the first step in eliminating cancer risk behaviours. This cross-sectional study evaluated the attitude towards the European Code against Cancer, in 3,031 relatives of cancer patients. The study looked for keys to improve attitude by means of educational interventions. Attitude was evaluated using a questionnaire with 63 items and a Likert's scale. Measured from -2 to +2 , the mean score was 0.905 [0.894 - 0.971]. Five per cent had a mean score under 0.38 and another 5% over 1.46. A multivariate analysis found that age, sex and level of education were significantly associated with attitude: young men with a low cultural level were those with the lowest preventive attitude. The family history of cancer was not associated with attitude. Educational interventions should modify the perceived advantages of smoking and drinking, and the disadvantages related to preventive diet and sun and workplace protection.     

Developmental changes in the linguistic brain after puberty

The development of reading skills is a complex and very long-lasting process. In an influential study Booth et al. demonstrated age-related changes in the activation of a network of left hemisphere regions, including the inferior frontal area, the superior temporal gyrus, and the angular gyrus. Interestingly, they found that the angular gyrus, which is involved in the mapping between phonological and orthographic representation, is automatically activated in adults during visual orthographic tasks not requiring this operation.     

A theory of sulcal-gap signalization

Two sulcal-gap signalization systems are hypothesized to have evolved as emergent functional "exaptations" having the capacity to transmit two-way cortex-to-cortex signals across tissues embedded in opposing sulcal banks. Hypothesis 1 posits that a primary sulcal-gap signalization system evolved the capacity to transmit nonlanguage signals within hierarchically lower-order sensory, motor, and perceptual functional areas of the neocortex having elemental functional units consisting of columns of about 110 neurons. Hypothesis 2 posits that a secondary sulcal-gap signalization system evolved the capacity to transmit language signals within hierarchically higher-order cognitive functional areas of the "neo-neocortex" having elemental functional units consisting of modules of about 4,000 neurons. Neuroanatomical, neurophysiological neuroevolutionary, and neurodevelopmental evidence is presented in support of these two sulcal-gap hypotheses. It is speculated that the combined cognitive capacities of these two sulcal-gap signalization systems may contribute to the transduction of physiological brain into psychological mind.     

Won't you be my neighbor? Local community identification predicted decreased stress over the first year of the COVID-19 pandemic

Social identities are an important resource, especially during times of crisis. They provide shared meaning, as well as access to social and instrumental support. The COVID-19 pandemic, although global in nature, was experienced very locally; many people stopped traveling and were often confined to their homes and neighborhoods. We reasoned this would make American residents' local community identities especially important. We collected data at five time points between April 2020 and March 2021 and measured American adults' social identification with their local community, identification with a self-nominated important group, and stress. We found that stress decreased over the first few months of the pandemic, then leveled out. Importantly, this decrease was more pronounced among people who strongly identified with their local communities. Furthermore, community identities were stronger predictors of stress decreases than social groups that respondents themselves nominated as highly important to them (e.g., family, friends). These results held controlling for age, gender, political conservatism, and other variables. This research provides important insights into the importance of social identities, and specifically local communities, during times of crisis.     

Running with emotion: When affective content hampers working memory performance

This study tested the hypothesis that affective content may undermine rather than facilitate working memory (WM) performance. To this end, participants performed a running WM task with positive, negative and neutral words. In typical running memory tasks, participants are presented with lists of unpredictable length and are asked to recall the last three or four items. We found that accuracy with affective words decreased as lists lengthened, whereas list length did not influence recall of neutral words. We interpreted this pattern of results in terms of a limited resource model of WM in which valence represents additional information that needs to be manipulated, especially in the context of difficult trials.     

Role of Interactivity in Learning from Engineering Animations

This study examines the pedagogic value of incorporating sophisticated interactivity features into lessons on hand‐held devices. Engineering students (Experiment 1) and non‐engineering college students (Experiment 2) spent 5 min studying an animation showing a six‐step maintenance procedure for a mechanical device called a Power Take‐Off presented on an iPad. In both experiments, students who received high interactivity (i.e., rotation through dragging movements and zoom through pinching movements) reported higher interest but did not show better learning as compared to the low interactivity group (i.e., pause and continue buttons on the touch screen) or no interactivity group. Across two experiments, the interactivity hypothesis was supported in terms of increased interest but not supported in terms of improved learning. Thus, there was not support for the idea that increasing situational interest through high levels of interactivity primes deeper learning processes that produce better learning outcomes. Copyright © 2015 John Wiley & Sons, Ltd.