Representational Translation With Concrete Models in Organic Chemistry

In representation-rich domains such as organic chemistry, students must be facile and accurate when translating between different 2D representations, such as diagrams. We hypothesized that translating between organic chemistry diagrams would be more accurate when concrete models were used because difficult mental processes could be augmented by external actions on the models. In three studies, the task was to translate between different diagrams of molecules with or without a model. The model groups outperformed control groups, and students who received and used models outperformed those who received but did not use models. Uses of the model suggested that participants were performing external actions to support or replace difficult mental spatial processes. Spatial ability was a much weaker predictor of performance than model use. Results suggest that concrete molecular models can be an effective learning tool but some students need direct instruction to be able to take advantage of models.     

The effect of message framing on self-management of chronic pain: A new perspective on intervention?

This study examines framed messages as a novel approach to promote self-management of chronic pain. Primary care patients reporting chronic pain (pain rated?≥?4 on 0–10 NRS-I for ≥3 months) were randomly assigned to receive a gain- or loss-framed message promoting self-management of pain. Impact of the framed message on behavioural self-management (including communicating with providers, relaxation, activity pacing, pleasant activities and healthy lifestyle) was assessed. Post-message, individuals in the loss-frame condition reported significantly greater interest in and more knowledge gained from the information presented in the message (p?≤?0.03). Loss-frame participants were significantly more likely to express confidence that they would practice relaxation (p?≤?0.03). Pain readiness to change, pain self-efficacy and message frame independently influenced motivation to engage in relaxation as a self-management strategy. Across all behaviours assessed, there were no observed interactions between message frame and either pain self-efficacy or pain readiness to change (p?>?0.05). Framing may be useful to promote pain self-management; larger trials are needed to fully evaluate its potential and to further assess the applicability of framed communication to impact a broader range of chronic conditions.     

Sexual Orientation Disclosure,Concealment, Harassment,and Military Cohesion: Perceptions of LGBT Military Veterans

From the perspective of 445 lesbian, gay, bisexual, and transgender (LGBT) U.S. military veterans, the present study examined hypothesized relations of sexual orientation disclosure, concealment, and harassment with unit social and task cohesion. Findings indicated that sexual orientation disclosure was related positively, whereas sexual orientation concealment and harassment were related negatively to social cohesion. Also, through their links with social cohesion, each of these variables was related indirectly to task cohesion. When the set of predictors was examined together, sexual orientation disclosure had a positive direct relation with social cohesion and a positive indirect relation with task cohesion, whereas sexual orientation–based harassment had a negative direct relation with social cohesion and a negative indirect relation with task cohesion. These data provide useful groundwork for evaluating military policies and practices regarding sexual orientation.     

Integrating interpersonal neurobiology with group psychotherapy

An understanding of the principles of neuroscience that illuminate how interpersonal relationships shape the brain, especially as articulated by interpersonal neurobiology (IPNB) (Siegel, 1999), may help group therapists 1) increase their holding capacity, 2) offer patients a framework that can decrease shame and increase regulation, and 3) identify methods of group interaction that can foster neuroplasticity, support neural integration, and lead to greater well-being and more fulfilling relationships. This paper introduces several aspects of neuroscience and discusses how therapist awareness and sharing of this knowledge with group participants at the right empathic moment can be both a psychoeducational support and a promoter of neural integration. While numerous neuroscience topics may be of help, here we will suggest three: early brain development, including the nature of implicit, explicit, and autobiographical memory; group as a source of regulation (with a brief mention of mirror neurons); and four domains of neural integration that are particularly useful in the setting of group therapy.     

Also a Pastoral Theologian: In Pursuit of Dynamic Theology (Or: Meditations from a Recalcitrant Heart)

This essay evolved out of my effort to situate my work from the last quarter-century for an introduction to a collection of previously published essays. After tracing divergent uses of the terms pastoral and practical theology in figures such as Seward Hiltner, Friedrich Schleiermacher, and Don Browning, I turn to the task of differentiating the two disciplines. Although pursuit of dynamic theology lies at the heart of both, I argue that their sloppy conflation is problematic. Whereas practical theology is integrative, pastoral theology is person-and pathos-centered. I situate my work in pastoral theology within practical theology because of the latter’s commitment to wider curricular and ministerial concerns. But I remain a pastoral theologian at heart, appreciative of its appropriation of psychology as a key means to comprehend what matters most to persons. Commitment to a theology of experience has led the discipline to the inadvertent creation of alternative theological loci of angst and flourishing.     

Identifying Unmet Mental Health Needs in Children of Formerly Homeless Mothers Living in a Supportive Housing Community Sector of Care

This study reports psychosocial characteristics of a sample of 111 children (K to 2nd grade) and their mothers who were living in urban supportive housings. The aim of this study was to document the various types and degree of risk endemic to this population. First, we describe the psychosocial characteristics of this homeless sample. Second, we compared this homeless sample with a grade-matched, high-risk, school-based sample of children (n = 146) who were identified as showing early symptoms of disruptive behaviors. Third, we compared the parents in both samples on mental health, parenting practices, and service utilization. Results showed that children living in supportive housing were in the at-risk range and had comparable levels of externalizing problems, internalizing problems, school problems and emotional strengths with the school-based risk sample receiving prevention services at a family support community agency. Mothers in supportive housing reported significantly higher psychological distress, less optimal parenting practices and greater service utilization. These findings are among the first to provide empircal support for the need to deliver prevention interventions in community sectors of care.     

Addressing Gender and Cultural Diversity in Body Image: Objectification Theory as a Framework for Integrating Theories and Grounding Research

This article discusses the promise of objectification theory as a framework for consolidating extant theories, integrating findings across the studies in the current issue, and grounding future research on body image and eating problems across diverse populations. Specifically, this article (a) provides an overview of objectification theory and describes its promise for addressing gender and cultural diversity, (b) articulates aspects of overlap and distinction between objectification theory and several other influential frameworks, (c) describes the advancements made by the research presented in this issue relative to the 15 recommendations offered in Moradi and Huang’s (2008) review of the past decade of objectification theory research, and (d) concludes with suggestions for further advancements in body image research grounded in objectification theory.     

Concerns of South Korean Patients and Family Members Affected with Genetic Conditions: A Content Analysis of Internet Website Messages

The genetic counseling profession is expanding globally, and many countries, such as South Korea, are in the early stages of developing programs to prepare healthcare professionals specifically trained as genetic counselors. However, little research has investigated the concerns of South Korean patients and family members that have genetic conditions. The present study assessed their concerns by accessing and analyzing messages posted to websites devoted to genetic conditions. Eighteen websites were accessed—1 website concerns general genetic conditions, and 17 concern specific conditions. A sample of 700 messages was translated into English and analyzed using grounded theory analysis. Three major themes and 30 categories were extracted. The themes are: 1) Medical Concerns (e.g., clinical symptoms, diagnosis, prognosis, recurrence risk, prevention, inheritance); 2) Psychosocial Concerns (e.g., emotions, social stigma, social support); and 3) Management Concerns (e.g., therapy and alternative treatments, education, financial support, nutrition, medical facilities, folk remedies). The findings provide insight into the types of information and genetic counseling services that might benefit South Korean individuals and family members.     

What Do Genetic Counselors Learn on the Job? A Qualitative Assessment of Professional Development Outcomes

Professional development is an important goal for professionals in human service fields such as counseling, teaching, and nursing. However, there are relatively few published papers on this topic specific to genetic counselors, and no studies systematically examine the outcomes of their professional development. This study was designed to investigate genetic counselors’ perceptions of their post-degree learning and to compare themes in their learning to those of psychotherapist professional development models. Two hundred ninety-three genetic counselors completed the demographics portion of an anonymous online survey, and of these, 185 also responded to at least one of two open-ended items: What is the most important thing you have learned about yourself in your practice as a genetic counselor? and What advice would you give to genetic counseling students just starting their career? An interpretative content-analysis method was used to extract three major themes: Intrapersonal lessons, Interpersonal lessons, and Professional lessons. Training and practice implications and research recommendations are provided.