Disruptions of social relationships accentuate the association between emotional distress and menstrual pain in young women.

This study examined the effects of social support on dysmenorrhea and whether social support moderates the relationship between negative emotions and painful symptoms. Women (N = 184) completed questionnaires on menstrual symptoms, depression, anxiety, and social networks. Depression and anxiety were strongly associated with menstrual pain. Women who no longer had access to their prior support providers manifested more symptoms than did women with stable social relations. In addition, this disruption in their social networks moderated the relationship between distress and menstrual pain. Results indicate that loss of social support is a significant contributor to menstrual symptoms and point to the importance of considering specific aspects of social support in studying its effect on health.     

Psychiatric Disorders and Childhood Parental Loss in Obesity: Relationship with the Mode of Weight Gain

We assessed the association between psychiatric disorders, childhood parental loss, and weight gain mode in 150 obese patients seeking bariatric surgery and with a history of sudden or gradual weight gain mode. Subjects with sudden weight gain mode (47%) showed significantly higher bipolar II disorder (p < .001), childhood parental death (p < .01), and separation (p < .01), but lower pure hypomania (p < .001) prevalence than subjects with gradual weight gain mode. We found preliminary evidence that lifetime bipolar spectrum disorders and childhood parental loss may influence weight gain mode in obese subjects. These findings may contribute to predict patients’ weight trajectories and implement preventive interventions.     

Positive youth development,thriving and social engagement: An analysis of gender differences in Spanish youth

The framework of Positive Youth Development (PYD) arose from a strength‐based conception of the transition to adulthood. Although previous literature has provided evidence for some PYD correlates, little is known about gender differences in PYD and its outcomes in thriving and social engagement, which could improve interventions” effectiveness. Thus, this study aimed to examine gender differences in PYD dimensions (i.e., competence, confidence, connection, caring, and character), individual thriving (i.e., psychological adjustment, academic adjustment, and healthy lifestyles) and social engagement, and to examine the associations between them. Data from the ‘PYD in a Cross‐National Perspective Project” in Spain were collected by administering a paper‐based self‐report to students from high school and university. Results showed greater scores in connection, caring, and character in women, as well as greater social engagement and academic adjustment. Men presented higher competence and confidence, more frequent physical activity and better psychological adjustment. In addition, more PYD was related to greater social engagement, better psychological and academic adjustment, and healthier lifestyles. Some practical implications for program design may be derived, which underscore the need to promote the five PYD dimensions equally in female and male youths in order to improve their individual thriving and social engagement.     

Analysis as Translation

Different notions of analysis have been both theorized and put to use in early analytic philosophy. Two of them stand out: connective analysis and analysis as paraphrase. The latter played a central role in the development of analytic philosophy from Frege to Quine and beyond. With the advent of formal semantics of natural language in the 1970s, paraphrase came to be characterizable as translation into a formal “target language”. While I claim that the method cannot achieve its original philosophical aims, I insist that, in spite of them, it is far from being a theoretically empty operation and that it lives on in some contemporary philosophical enterprises.

     

Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children

Interventions including social scaffolding and metacognitive strategies have been used in educational settings to promote cognition. In addition, increasing evidence shows that computerized process‐based training enhances cognitive skills. However, no prior studies have examined the effect of combining these two training strategies. The goal of this study was to test the combined effect of metacognitive scaffolding and computer‐based training of executive attention in a sample of typically developing preschoolers at the cognitive and brain levels. Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence and significant increases on an electrophysiological index associated with conflict processing. Moreover, changes in the conflict‐related brain activity predicted gains in intelligence in the metacognitive scaffolding group. These results suggest that metacognitive scaffolding boosts the influence of process‐based training on cognitive efficiency and brain plasticity related to executive attention.     

Deconstructive and Constructive Dynamics in the Clinical Process: A Step Further in the Validation of the Two-Stage Semiotic Model

The two-stage semiotic model (TSSM) suggests that the basic dynamics of a psychotherapy process could be described in terms of alternation of two different processes aimed respectively at constraining patients’ meanings regulating experience and action (deconstructive process) and at supporting the elaboration of innovative meanings (constructive process). The present case study tests the specificity of each of these processes in terms of clinically relevant features detected at interpersonal, intrapsychical, and clinical levels. A 76-session good-outcome psychodynamic treatment was studied. The results enable constructive and deconstructive sessions to be differentiated in terms of interaction modalities and the patient's modalities of thinking. This is consistent with the TSSM hypothesis that the constructive and deconstructive sessions are composed of qualitatively different clinical processes.     

Effects of student pairing and public review on physical activity during school recess

The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the highest step count each day and provided feedback on their performance during each recess session. Results showed a large mean increase in step count from baseline to intervention. These results suggest that children's steps during recess can be increased with a simple and cost‐effective intervention.     

Ecobiopsychology

The latest scientific discoveries acknowledge that the universe, from the atom to the galaxies, is a system behaving as a whole where each single set composing it seems informed by the global state of the system. In-formation can be exemplified as a “software” governing the “hardware” that is composed of the objects of the universe. This in formation comes from an Akashic Field or archetypal field that can breed each single form as well as the relevant states of consciousness. Ecobiopsychology, through the study of vital analogies and symbols, supports reflective consciousness to have access to the archetypal field studying the relation between the aspects of matter (infrared) and those referred to the psyche (ultraviolet). With this perspective the human's reflective consciousness field can gradually expand until becoming accessible to the reality of the Unus Mundus, represented by the coherence of the single structures of the universe and their own embedded state of implicit consciousness.