Sawdust For Brains: Definition and Disconfirmation After Mild Traumatic Brain Injury

Abstract

Mild brain injury, despite its name, has lasting effects for many of its sufferers. This article is a firsthand account of one person's struggle with its onset and effects. Mot least of the symptoms is the sense of disconfirmalion and confusion that ensues because sufferers usually look “normal.” However, inside, their cognitive functioning and sense of self have changed markedly. Moreover, the effects often last longer than seem likely to medical professionals and laypeople alike, leading to evaluations of malingering or prior emotional distress. This first-person account is framed within the context of current literature on mild head injury.     

Exploring the Creation of Picasso's Guernica: Composition Studies,Chance, Metaphors,and Expertise

Simonton (2007 Simonton , D. K. ( 2007 ). The creative process in Picasso's Guernica sketches: Monotonic improvements versus nonmonotonic variants . Creativity Research Journal , 19 , 329 – 344 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) offered evidence for his Darwinian theory of creativity—blind nonmonotonic variation and selection—based on ratings of Picasso's preliminary sketches of the components for Guernica. This comment reexamines the sketches, adding two major sources of information: (a) consideration of the changing conceptions of the composition, as well as the components, and (b) inclusion of sketches from Picasso's first vision for his mural, the Studio sketches. Such analysis supports the notion of nonmonotonic variation including backtracking. It also suggests that the final mural, although radically different in its components from the Studio sketches, drew on the composition and theme of that initial vision for the mural, but in a completely reimagined form when a chance event pulled Picasso's thinking in a new direction. This comment also describes how Picasso drew on his expertise throughout his explorations, that lack of knowledge of outcome does not diminish the role of expertise in the artist at work. The terms Darwinian and blind mask this and other features of the creative process, and an alternate vocabulary is suggested.     

Equality and Comparative Justice

In this paper I criticize the standard argument for deontological egalitarianism, understood as the thesis that there is a moral claim to have an equal share of well-being or whatever other good counts. That argument is based on the idea that equals should be treated equally. I connect the debate over egalitarianism with that over comparative justice. A common theme is a general skepticism against comparative claims. I argue (i) that there can be no claim to equality based simply on the fact of equal worth as that fact itself does not have any value for the supposed claim holder; and (ii) intuitions that suggest otherwise can be explained away without appealing to comparative claims.     

The Archaic Personality Structure of Alcoholics and Its Implications for Group Therapy

The purpose of this investigation was to obtain a better understanding of the nature of expectations about group psychotherapy, given a consistent body of research pointing to the relationship between specific treatment expectancies and premature termination. The Group Therapy Survey was developed and utilized to assess the predominant beliefs, attitudes, and expectations of 206 clinical and nonclinical subjects toward group therapy. The results of the investigation reflected three major categories of expectations: (1) Group therapy is unpredictable, (2) group therapy is not as effective as individual therapy, and (3) group therapy can be detrimental to participants. Possible explanations for the origin and development of such expectations are entertained, including the publicizing of the more radical aspects of the encounter group movement and other negative portrayals of group therapy in the media and the film industry. Recommendations are offered concerning the use of the survey prior to intake or a pregroup orientation interview in order to tailor a discussion to the prospective client's personality, expectations, and problems.     

Problems of dependence and development: Discussion

Abstract

Anna Freud: Normality and Pathology in Childhood. Assessments of Development. International Universities Press, Inc., New York, 1965. Pp. XII and 273.

M. L. Kellmer Pringle: Deprivation and Education. Longmans Green &; Co. Ltd., London, 1965. Pp. vi and 311. 42s. 6d.     

Co-occurring Aggressive and Depressive Symptoms as Related to Overestimations of Competence in Children with Attention-Deficit/Hyperactivity Disorder

Research indicates that on average, children with attention-deficit/hyperactivity disorder (ADHD) overestimate their competence in various domains. ADHD also frequently co-occurs with disorders involving aggressive and depressive symptoms, which themselves seem to influence estimations of self-competence in social, academic, and behavioral domains. In particular, high levels of aggressive behavior are generally associated with overestimations of competence, and high levels of depressive symptoms are related to underestimations of competence. This paper reviews studies of overestimations of competence among children with ADHD and examines the extent to which comorbid aggressive or depressive symptoms may be influencing these estimates. Although significant challenges arise due to limited information regarding comorbidities and problematic methods used to assess overestimations of competence, existing evidence suggests that ADHD may be associated with overestimations of competence over and above co-occurring aggression. As well, studies suggest that comorbid depression may reduce the appearance of overestimations of competence in children with ADHD. Underlying mechanisms (e.g., neuropsychological deficits or self-protection) of overestimations in children with ADHD are discussed, each with particular clinical implications for the assessment and treatment of ADHD. Future research would do well to carefully consider and explicitly describe the comorbid aggressive and depressive characteristics among individuals with ADHD when overestimations of competence are examined.     

Is There a Claim to Deserved Punishment?

In this paper I defend the view that persons have a claim to deserved treatment, including many forms of punishment, against an objection resting on the principle that it is not possible to have a claim to harmful treatment. I do not challenge this principle, but argue, rather, that the harms wrongdoers typically deserve either (a) are not genuine harms at all (for reasons relevant to their being deserved) or (b) are not relevant to the content of these wrongdoers' claims.     

EEG theta/beta ratio as a potential biomarker for attentional control and resilience against deleterious effects of stress on attention

Anxious stress compromises cognitive executive performance. This occurs, for instance, in cognitive performance anxiety (CPA), in which anxiety about one’s cognitive performance causes that performance to actually deteriorate (e.g., test anxiety). This is thought to result from a prefrontal cortically (PFC) mediated failure of top-down attentional control over stress-induced automatic processing of threat-related information. In addition, stress-induced increased catecholamine influx into the PFC may directly compromise attentional function. Previous research has suggested that the ratio between resting state electroencephalographic (EEG) low- and high-frequency power (the theta/beta ratio) is related to trait attentional control, which might moderate these effects of stress on attentional function. The goals of the present study were to test the novel prediction that theta/beta ratio moderates the deleterious effects of CPA-like anxious stress on state attentional control and to replicate a previous finding that the theta/beta ratio is related to self-reported trait attentional control. After recording of baseline frontal EEG signals, 77 participants performed a stress induction or a control procedure. Trait attentional control was assessed with the Attentional Control Scale, whereas stress-induced changes in attentional control and anxiety were measured with self-report visual analogue scales. The hypothesized moderating influence of theta/beta ratio on the effects of stress on state attentional control was confirmed. Theta/beta ratio explained 28% of the variance in stress-induced deterioration of self-reported attentional control. The negative relationship between theta/beta ratio and trait attentional control was replicated (r = –.33). The theta/beta ratio reflects, likely prefrontally mediated, attentional control, and should be a useful biomarker for the study of CPA and other anxiety–cognition interactions.     

Primary-secondary school transition under Covid-19: Exploring the perceptions and experiences of children,parents/guardians,and teachers

The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children’s school adjustment and mental health. Given the rapidity of changes associated with Covid-19, there are key empirical and practical gaps on how best to support children as they negotiate these two key events. To date, there is no published research which has explored the experiences of transfer children, and that of their parents and teachers during this time. The present research aimed to narrow this research gap by answering the research question: What are parents’, children’s, and teachers’ experiences of primary-secondary school transition during Covid-19? This research used a series of UK wide surveys to gather data from 101 Year 7 children, 88 Year 7 parents, 26 primary school teachers, and 40 secondary school teachers using a mixture of open and closed questions. The data were analysed using Thematic Framework Analysis, taking an inductive-open coding approach. All three stakeholders reported negative impacts of Covid-19 on the transition, for example, in terms of missed opportunities. There were also many comments about the emotional impact of Covid-19 on children, parents, and teachers. Numerous strategies were reported that were used to meet children’s needs pre and post-transition, highlighting areas of good practice, along with practical suggestions for how to approach transition in the future. The study has identified ways that transition can be managed more effectively, thus, having short term implications in providing an evidence base to support transfer children this year, and long-term implications for future transition years.