Psychological treatment of eating disorders

Significant progress has been achieved in the development and evaluation of evidence-based psychological treatments for eating disorders over the past 25 years. Cognitive behavioral therapy is currently the treatment of choice for bulimia nervosa and binge-eating disorder, and existing evidence supports the use of a specific form of family therapy for adolescents with anorexia nervosa. Important challenges remain. Even the most effective interventions for bulimia nervosa and binge-eating disorder fail to help a substantial number of patients. A priority must be the extension and adaptation of these treatments to a broader range of eating disorders (eating disorder not otherwise specified), to adolescents, who have been largely overlooked in clinical research, and to chronic, treatment-resistant cases of anorexia nervosa. The article highlights current conceptual and clinical innovations designed to improve on existing therapeutic efficacy. The problems of increasing the dissemination of evidence-based treatments that are unavailable in most clinical service settings are discussed.     

Self-criticism, low self-esteem, depressive symptoms, and over-evaluation of shape and weight in binge eating disorder patients

Despite the fact that negative self-evaluations are widely considered to be prominent in eating disorders, the role of self-criticism has received little empirical attention. The vast majority of research on the construct of self-criticism has focused on its role as a specific personality vulnerability factor in depression-related phenomena. In this study of 236 patients with binge eating disorder, confirmatory factor analysis supported self-criticism, self-esteem, depressive symptoms, and over-evaluation of shape and weight as distinct, albeit related, constructs. Structural equation modeling demonstrated that the relation between self-criticism and over-evaluation of shape and weight was partly mediated or explained by low self-esteem and depressive symptoms. Continued efforts to understand the role of self-criticism in eating disorders appear warranted.     

The supervisory field and projective identification1

Taking as their starting point the Baranger and Baranger model of the ‘psychoanalytic field’, the authors extend the notion of intersubjectivity in the analytic relationship to the supervision process. They use a practical example of a supervision to show the development of what they term the ‘supervisory field’, formed from the superimposition of the two fields of analyst‐patient and supervisor‐supervisee. They emphasize the interplay of projective identifications with objects emanating from the inner world of the patient that are relived in the analytic relationship and transposed to the supervisory field. They believe that the concept of the ‘supervisory field’ contributes to a deeper understanding of the unconscious processes occurring in the mind of analysand, supervisee and supervisor during supervision, particularly regarding the identification, comprehension and resolution of persistent disturbances in the supervisory process.     

Evaluating the efficacy of a program to enhance college students' self-regulation learning processes and learning strategies

The present study examines the efficacy of a program designed to enhance college students'learning processes and study strategies. The program was organised around a number of letters written by a freshman, Gervásio (Rosário, Nú?ez, & González-Pienda, 2006), telling about his new experiences, troubles, and successes in the university. This intervention program is intended to promote a series of strategies (cognitive, meta-cognitive, and supportive) which allow students to manage their learning processes in a more proficient, successful, and autonomous way. The collected data suggest that students who had the opportunity to follow the program significantly improved their declarative knowledge about learning strategies, reduced their use of surface approaches to study, and extended the newly acquired skills to new and different tasks and assignments.     

The impact of training on interpersonal influence

Contemporary research on interpersonal influence has shown that individuals scoring high in Need for Cognition (NC) are able to generate a large number of arguments in order to convince other people. However, research has also shown that such an effort does not necessarily lead them to be more persuasive or more efficient in their group performance. The present research analysed this state of affairs, replicating and extending previous research by showing that appropriate training in socio-emotional group dimensions can increase group performance for individuals high in NC. Potential underlying mechanisms for such an effect are discussed.     

Job stress and burnout in residential child care workers in Spain

The aim of this study is to identify the variables related to stress and burnout syndrome among child residential care workers, as well as the most problematic areas of their work. A random sample of 257 professionals working in the Residential Child Care sector in Spain was studied by means of the TBQ questionnaire (Teachers' Burnout Questionnaire), adapted to child care workers. The results enabled us to detect the principal sources of job dissatisfaction, as well as revealing a greater incidence of stress than of burnout. Certain personal and work variables displayed relevant relationships with these measures.     

Comorbidity of specific and generalized social anxiety in Spanish adolescents

The comorbidity of the social anxiety disorder, including the specific and generalized subtypes, and other psychopathological problems in adolescents is explored. For this purpose, 961 Spanish young people were evaluated (mean age = 15.63 years) by means of various self-reports that measure sociodemographical variables, competences and clinical indexes. Those with social anxiety were divided into two groups: specific and generalized. The results indicated that the adolescents with social anxiety had a higher percentage of comorbidity in the indexes that refer to anxiety and avoidance in social situations, than did the young people with other psychopathologies. The group of generalized social anxiety had a higher percentage of comorbidity than the specific social anxiety group in the majority of the clinical problems measured by the YSR/11-18 and MMPI-A. Only in eleven of the evaluated clinical indexes was the difference in comorbidity between the two groups of social anxiety significant, and the percentage of comorbidity was lower in the first group.     

Opposite effects of a single versus repeated doses of gabapentin on retention performance of an inhibitory avoidance response in mice

CF-1 male mice were trained in an inhibitory avoidance (IA) task. A single gabapentin (GBP) administration (50mg/kg, ip) immediately after training enhanced retention performance when mice were tested 8 days after training. On the contrary, when the same dose of the anticonvulsant drug was given twice a day for 7 days (repeated treatment), a significant impairment on retention performance 12h after the last injection of GBP was observed. When the retention test was delayed 7 days after the end of the repeated treatment, the retention performance was not significant different from the control group, whereas if the retention test was delayed 14 days, retention performance was higher than control group but similar to that observed when GBP was administered once immediately after training. The impairment on retention performance was correlated with a significant decrease in the high affinity choline uptake in the hippocampus at the end of the retention test. The pretest administration of the direct muscarinic cholinergic agonist oxotremorine (50 microg/kg, ip) reversed the impairment on retention performance. This reversion was prevented by the muscarinic cholinergic antagonist scopolamine (0.5 mg/kg, ip). Taken together, these results suggest that the impairment on retention performance of an IA task in mice induced by repeated administration of GBP affected memory retrieval but not memory consolidation and that this impairment may be attributable to a reduction on central cholinergic activity.     

Effects of daily environmental enrichment on memory deficits and brain injury following neonatal hypoxia-ischemia in the rat

Environmental enrichment (EE) results in improved learning and spatial memory, as well as attenuates morphological changes resulting from cerebral ischemia in adult animals. This study examined the effects of daily EE on memory deficits in the water maze and cerebral damage, assessed in the hippocampus and cerebral cortex, caused by neonatal hypoxia-ischemia. Male Wistar rats in the 7th postnatal day were submitted to the Levine-Rice model of neonatal hypoxia-ischemia (HI), comprising permanent occlusion of the right common carotid artery and a period of hypoxia (90 min, 8%O(2)-92%N(2)). Starting two weeks after the HI event, animals were stimulated by the enriched environment (1h/day for 9 weeks); subsequent to the stimulation, performance of animals in the water maze was assessed. HI resulted in spatial reference and working memory impairments that were completely reversed by EE. Following the behavioral study, animals were killed and the hippocampal volume and cortical area were estimated. There was a significant reduction of both hippocampal volume and cortical area, ipsilateral to arterial occlusion, in HI animals; environmental stimulation had no effect on these morphological measurements. Presented data indicate that stimulation by the daily environmental enrichment recovers spatial memory deficits caused by neonatal hypoxia-ischemia without affecting tissue atrophy in either hippocampus or cortex.