CBT for Medication Adherence and Depression (CBT-AD) in HIV-Infected Patients Receiving Methadone Maintenance Therapy

For individuals with HIV who are current or former injection drug users, depression is a common, distressing condition that can interfere with a critical self-care behavior—adherence to antiretroviral therapy. The present study describes the feasibility and outcome, in a case series approach, of cognitive behavioral therapy to improve adherence and depression (CBT-AD) among individuals with HIV and depression undergoing methadone maintenance treatment for heroin dependence. CBT-AD integrates cognitive behavioral therapy for depression with our intervention for improving adherence to antiretroviral therapy for HIV (Life-Steps; [Safren, S. A., Otto, M. W., Worth, J., Salomon, E., Johnson, W., Mayer, K., et al. (2001). Two strategies to increase adherence to HIV antiretroviral medication: Life-Steps and medication monitoring. Behavioral Research and Therapy, 39, 1151–1162]). Specifically, in CBT-AD, patients first receive a cognitive behavioral intervention focusing on improving skills related to medication adherence. Each of the subsequent CBT modules (activity scheduling, cognitive restructuring, problem-solving training, and relaxation training/diaphragmatic breathing) is designed to address both self-care/adherence behaviors as well as depression. The process and outcome with 4 cases suggest that the treatment was feasible and acceptable and was generally associated with improvements. This case series provides an example of how cognitive behavioral therapists can integrate the treatment of depression with the enhancement of critical self-care behaviors in the context of highly complex, medical and psychiatric comorbidity.     

Malleability of implicit associations across development

The prevalence of implicit intergroup bias in adults underscores the importance of knowing when during development such biases are most amenable to change. Although research suggests that implicit intergroup bias undergoes little change across development, no studies have directly examined whether developmental differences exist in the capacity for novel implicit associations to form or change. The present study examined this issue among children ages 5–12. Results from over 800 children provided evidence that novel implicit associations formed quickly, regardless of child age, association type (evaluative or non‐evaluative) or the target of the association (social or non‐social). Moreover, the magnitude of these changes was comparable across conditions. Coupled with similar findings among adults, these data underscore the importance of first impressions in shaping implicit intergroup bias and provide further evidence that the acquisition of implicit associations is governed by a domain‐general mechanism that may be fully in place by age 5.     

“I was and still am”: Narratives of Bisexual Marking in the #StillBisexual Campaign

This research investigated narratives of bi-erasure and bisexual marking by considering 53 video confessionals associated with the #StillBisexual campaign. #StillBisexual is a web-based campaign that targets myths about bisexuality and promotes bisexual identity visibility. Thematic analysis was conducted to identify emergent themes regarding the ways that individuals mark and make known their bisexuality. Three major themes of bisexual demarcation emerged including the enduring nature of bisexuality, defining bisexuality, and defining the self as a bisexual being. Discussion focuses on describing bisexual marking approaches by #StillBisexual participants and by analyzing the way bisexual demarcation challenges assumptions of monosexism and cisgenderism inherent to cultural conceptualizations of sexuality.     

Ranks and rivals: a theory of competition

Social comparison theories typically imply a comparable degree of competition between commensurate rivals who are competing on a mutually important dimension. However, the present analysis reveals that the degree of competition between such rivals depends on their proximity to a meaningful standard. Studies 1 to 3 test the prediction that individuals become more competitive and less willing to maximize profitable joint gains when they and their commensurate rivals are highly ranked (e.g., #2 vs. #3) than when they are not (e.g., #202 vs. #203). Studies 4 to 6 then generalize these findings, showing that the degree of competition also increases in the proximity of other meaningful standards, such as the bottom of a ranking scale or a qualitative threshold in the middle of a scale. Studies 7 and 8 further examine the psychological processes underlying this phenomenon and reveal that proximity to a standard exerts a direct impact on the basic unidirectional drive upward, beyond the established effects of commensurability and dimension relevance.     

Effects of fear and anger on perceived risks of terrorism: a national field experiment

The aftermath of September 11th highlights the need to understand how emotion affects citizens' responses to risk. It also provides an opportunity to test current theories of such effects. On the basis of appraisal-tendency theory, we predicted opposite effects for anger and fear on risk judgments and policy preferences. In a nationally representative sample of Americans (N = 973, ages 13–88), fear increased risk estimates and plans for precautionary measures; anger did the opposite. These patterns emerged with both experimentally induced emotions and naturally occurring ones. Males had less pessimistic risk estimates than did females, emotion differences explaining 60 to 80% of the gender difference. Emotions also predicted diverging public policy preferences. Discussion focuses on theoretical, methodological, and policy implications.     

Theory of mind and its relationship with executive functions and emotion recognition in borderline personality disorder

Impaired social cognition has been claimed to be a mechanism underlying the development and maintenance of borderline personality disorder (BPD). One important aspect of social cognition is the theory of mind (ToM), a complex skill that seems to be influenced by more basic processes, such as executive functions (EF) and emotion recognition. Previous ToM studies in BPD have yielded inconsistent results. This study assessed the performance of BPD adults on ToM, emotion recognition, and EF tasks. We also examined whether EF and emotion recognition could predict the performance on ToM tasks. We evaluated 15 adults with BPD and 15 matched healthy controls using different tasks of EF, emotion recognition, and ToM. The results showed that BPD adults exhibited deficits in the three domains, which seem to be task‐dependent. Furthermore, we found that EF and emotion recognition predicted the performance on ToM. Our results suggest that tasks that involve real‐life social scenarios and contextual cues are more sensitive to detect ToM and emotion recognition deficits in BPD individuals. Our findings also indicate that (a) ToM variability in BPD is partially explained by individual differences on EF and emotion recognition; and (b) ToM deficits of BPD patients are partially explained by the capacity to integrate cues from face, prosody, gesture, and social context to identify the emotions and others' beliefs.     

A Social Ecological Model of Syndemic Risk affecting Women with and At-Risk for HIV in Impoverished Urban Communities

Syndemic risk is an ecological construct, defined by co‐occurring interdependent socio‐environmental, interpersonal and intrapersonal determinants. We posited syndemic risk to be a function of violence, substance use, perceived financial hardship, emotional distress and self‐worth among women with and at‐risk for HIV in an impoverished urban community. In order to better understand these interrelationships, we developed and validated a system dynamics (SD) model based upon peer‐reviewed literature; secondary data analyses of a cohort dataset including women living with and at‐risk of HIV in Bronx, NY (N = 620); and input from a Bronx‐based community advisory board. Simulated model output revealed divergent levels and patterns of syndemic risk over time across different sample profiles. Outputs generated new insights about how to effectively explore multicomponent multi‐level programs in order to strategically develop more effective services for this population. Specifically, the model indicated that effective multi‐level interventions might bolster women’s resilience by increasing self‐worth, which may result in decreased perceived financial hardship and risk of violence. Overall, our stakeholder‐informed model depicts how self‐worth may be a major driver of vulnerability and a meaningful addition to syndemic theory affecting this population.     

The Intersection of Perceptions and Experiences of Bullying by Race and Ethnicity among Middle School Students in the United States

Little is known about how ethnic identity influences bullying. Using a racially diverse sample, we examine how within-race perceptions match experiences. We utilize bivariate probit regression to examine the correlation between actual and perceived victimization and bullying experiences. Results suggest no differences in victimization by ethnicity but perceived victimization differed across groups. Perceived and actual bullying differed across all groups. School climate acted as a protective factor against bullying and victimization, but school diversity increased the likelihood of bullying by whites and Latinos. These findings shed light on the importance of ethnic identity in understanding the etiology of bullying.     

From the Characterization of ‘European Philosophy of Science’ to the Case of Philosophy of the Social Sciences

How distinct is European philosophy of science? The first step is to characterize what is or might be considered as ‘European philosophy of science’. The second is to analyse philosophy of the social sciences as a relevant case in the European contribution to philosophy of science. (1) ‘European perspective’ requires some clarification, which can be done from two main angles: the historical approach and the thematic view. Thus, there are several structural and dynamic things to be considered in European philosophy of science and compare with other conceptions: (i) the topics discussed; (ii) the contents proposed; and (iii) the style of thought used. (2) The case of philosophy of the social sciences is relevant for the historical approach and for the thematic view. Historically, the Erklären–Verstehen methodological controversy arose in this continent, where the main authors and most of the influential approaches are located. Thematically, we can consider the contributions made by these European approaches to philosophy of the social sciences. They give us some distinctive features of European philosophy of science.