Use of a Side Deposit to Increase Consumption in Children with Food Refusal

Research has shown that nonremoval of the spoon and physical guidance procedures can be effective in treating active food refusal (e.g., head turning and spoon pushing) and increasing food consumption. These procedures alone may not be effective in treating more passive food refusal (e.g., sitting still without opening mouth). We defined and evaluated the use of a side deposit procedure using a reversal design. Results showed that this procedure, when added to a treatment package including other components (e.g., nonremoval of the spoon and physical guidance), was effective in increasing food consumption and treating passive food refusal. Copyright © 2015 John Wiley & Sons, Ltd.     

The Impact of Supervision Training on Genetic Counselor Supervisory Identity Development

Supervision is critical to the training of genetic counselors. Limited research exists on the influence of supervision training and experience on the development of genetic counseling supervisors. The purpose of this study was to investigate the impact of supervision training in addition to supervisory and clinical experience on supervisory identity development, and the perceived confidence and competence supervisors have in their own supervisory skills. In addition, we explored genetic counselors’ (N?=?291) interest in and barriers to training as well as perspectives on requirements for supervisors. Results indicated clinical experience, supervision experience, and formal supervision training are positively associated with genetic counselors’ supervisory identity development as measured by the Psychotherapy Supervisory Development Scale (PSDS) (p?ρ?=?0.42, p?p?相似文献   

Aspirin Use is Associated with Lower Prostate Cancer Risk in Male Carriers of BRCA Mutations

Previous studies have shown that male BRCA mutation carriers stand at increased risk of developing prostate cancer and have concerns about developing cancer. Genetic counseling practitioners often discuss strategies for reducing the risk of cancer for patients at high risk due to their genetic background. Addressing modifiable health habits is one such strategy. Unfortunately, modifiable risk factors for prostate cancer have only been documented in the general population and have not yet been studied in the BRCA carrier subpopulation. Therefore, this study aimed to identify modifiable risk factors for prostate cancer in BRCA carriers. We examined prostate cancer risk factors in 74 men who were part of families with a BRCA mutation. This study examined nine dichotomous variables including: exercise, history of vasectomy, smoking history, alcohol use, finasteride use, statin use, aspirin use, coffee use, and vitamin use. The survey was sent to all cases of prostate cancer in the Hereditary Cancer Center Database at Creighton University with a known BRCA status. This study confirmed the protective benefits of daily aspirin use, which have been observed in previous studies of the general population, and suggests its benefit in BRCA carriers. Protective benefits from regular vigorous exercise and daily coffee use trended towards significance, but neither factor withstood the Bonferroni Correction for multiple comparisons.     

Motivation and expectancy influences in placebo responding: The mediating role of attention

Drawing upon research in perception and motivation, the current study proposes a motivation‐attention model of placebo in which more motivated persons pay greater attention to placebo‐related stimuli, directly influencing placebo response. We manipulated both motivation to respond to placebo and expectations of placebo response in a 2 × 2 design. Participants (N = 152) evaluated a series of placebo pheromones (slightly scented water) of potential romantic dates and made desirability ratings. Consistent with hypotheses, more highly motivated participants demonstrated greater placebo responses, as evidenced by higher desirability ratings of the “pheromone” and greater variability among ratings, when compared to less motivated participants. Moreover, the relation between motivation and placebo response was mediated by attention. Contrary to expectations, we found no effect for expectancy. These findings highlight the importance of motivation and the mediating factor of attention in placebo and support goal‐oriented models of placebo.     

Resilience Mediates the Relations Between Perfectionism and College Student Distress

This study examined the relations among perfectionism dimensions, resilience, and distress. Participants were 413 undergraduate students. All 3 of Hewitt and Flett's (2004) dimensions of perfectionism were associated with greater reports of depression and anxiety; however, only socially prescribed perfectionism was significantly associated with resilience. Results indicated that resilience partially mediated the relations between socially prescribed perfectionism and distress. Implications for counselors in the prevention, assessment, and treatment of depression and anxiety are discussed.     

Quick to Act,Quick to Forget: The Link Between Impulsiveness and Prospective Memory

Several traits of impulsiveness (e.g. lack of planning and perseverance, difficulty focusing attention) seem intimately connected to the skills required for successful prospective memory performance. This is the first study to examine whether the various inter‐correlated dimensions of impulsiveness are related to problems with prospective memory. Undergraduate students (N = 184) completed the Barratt Impulsiveness Scale 11, the Prospective Memory Questionnaire, the Prospective and Retrospective Memory Questionnaire, and two objective prospective memory tests. Results revealed consistent correlations between the various dimensions of impulsiveness (attentional, motor, non‐planning) and self‐reported problems with prospective memory. Subsequent regression analyses indicated that attentional impulsiveness is a unique predictor of self‐reported problems with internally cued prospective memory, and non‐planning impulsiveness is a unique predictor of self‐reported problems with episodic and overall prospective memory. Similarly, findings from the objective prospective tests showed that non‐planning impulsiveness was related to worse performance on the two prospective memory tests. Whereas non‐planning impulsiveness was also related to using fewer prospective memory‐aiding strategies, mediation analyses showed that use of these strategies does not account for any of the detected relationships. Because the findings suggest that a failure to plan does not underlie the detected effects, other potential explanations for the relationships are discussed. Copyright © 2013 European Association of Personality Psychology     

The influences of course effort,mastery and performance goals,grade expectancies,and earned course grades on student ratings of course satisfaction

Background. The positive relation between course grades and student ratings of course satisfaction is well established but controversy continues concerning the magnitude, interpretation, and implications of this association. Aims. This study examined the within course relations of a set of variables often implicated as potential contributors to the grade‐student rating relation. Sample. Two‐hundred and twenty students enrolled in an internet‐based university course. Method. Measures of course mastery and performance goals, expected grades, course effort, cumulative GPA, and final course grade were prospectively collected. The dependent variable was a global measure of course satisfaction obtained at the end of the semester. Results. A path model fit the data very well and all study variables directly or indirectly predicted course satisfaction. Grades had a moderately strong effect, half of which was independent of other model variables. Adjusting for all model variables, students high on mastery course goals evaluated the course more positively whereas students high on performance goals provided less favourable evaluations. Conclusions. Students can assess the same course and instructor in different ways depending upon such factors as their degree of success, their motivations for taking the course, and the amount of effort invested. Course satisfaction, then, can be substantially influenced by factors loosely or unrelated to course or teacher effectiveness.     

Ethnicity and gender in late childhood and early adolescence: group identity and awareness of bias

The current study examined awareness of gender and ethnic bias and gender and ethnic identity in 350 African American, White/European American, and Latino/Hispanic students (Mage = 11.21 years, SD = 1.59) from the 4th, 6th, and 8th grades of diverse middle and elementary schools. The study collected (a) qualitative data to best capture the types of bias that were most salient to children and (b) daily diaries and individual measures to examine the multiple components of children's gender and ethnic identities. Results revealed ethnic, gender, and grade-level differences in awareness of ethnic and gender bias. Overall, more children were aware of gender bias than ethnic bias. This effect was most pronounced among White/European American youths. Among those in 4th grade, African American and Latino youths were more likely to be aware of ethnic bias than were White/European American youths. Analyses also examined how awareness of bias was related to gender and ethnic identity. For example, children who had a salient and important gender identity, and a devalued ethnic identity, were less likely than other children to be aware of ethnic bias.