Typologies of Alcohol Dependence. From Jellinek to Genetics and Beyond

The goal of typology research is to identify subtypes of alcohol dependent (AD) patients sharing fundamental characteristics and try to match each subtype, with the most precise treatment strategy. This review provides a comprehensive history of the literature on alcohol dependent subtypes starting from the earliest attempt made by Jellinek. The binary models identified most closely with Cloninger and Babor as well as the successively more complex classifications are discussed. Typology classification potentially useful in guiding the treatment of AD patients, especially in the case of the serotonergic medications. Contrasting data suggests that other factors could influence the response to a medication and/or that more complex typologies should be identified. In summary, typology models may assist in the ascertainment criteria for clinical trials performed in behavioral and pharmacotherapeutic interventions. Greater emphasis, however, must be made to more clearly delineate this field of research, while moving toward more standardized typologies.     

EQUIVALENCE CLASS FORMATION IN A TRACE STIMULUS PAIRING TWO‐RESPONSE FORMAT: EFFECTS OF RESPONSE LABELS AND PRIOR PROGRAMMED TRANSITIVITY INDUCTION

Three experiments identified factors that did and did not enhance the formation of two‐node four‐member equivalence classes when training and testing were conducted with trials presented in a trace stimulus pairing two‐response (SP2R) format. All trials contained two separately presented stimuli. Half of the trials, called within‐class trials, contained stimuli from the same class while the other half, called cross class trials, contained stimuli from different classes. On within class trials, making a YES response was correct and making a NO response was wrong. On cross class trials, making a NO response was correct and making a YES response was wrong. In Experiment 1, similar intermediate percentages of participants (about 50%) formed classes, regardless of whether the responses were labeled YES and NO or SAME and DIFF. Response labeling thus did not influence class formation. Regardless of response labels, failures of class formation were primarily due to failure of class‐indicative responding produced by within‐class transitivity probes. In Experiment 2, only 50% of participants formed classes without prior training, as in Experiment 1, but 100% of participants formed equivalence classes after the establishment of a generalized transitivity repertoire by use of a programmed transitivity induction protocol. Experiment 3 examined two components of the programmed transitivity induction protocol and found that the exclusion of AC trials had no effect on the percentage of participants who formed equivalence classes, while presenting the stimulus sets in randomized order interfered with equivalence class formation. A further analysis found that a number of stimulus control topographies differentiated between individuals who did and did not form equivalence classes. In general, then, these experiments demonstrate that equivalence classes can be formed reliably when training and testing are conducted in an SP2R format, supporting the view that equivalence class formation can account for the development of conceptual categories in natural settings.     

ACT in Context: An Exploration of Experiential Acceptance

Experiential acceptance, which involves “having,” or “allowing” private experiences, has recently gained much attention in the cognitive-behavioral literature. Acceptance, however, may be considered a common factor among psychotherapeutic traditions. The purposes of this paper are to examine the historical roots of acceptance and to discuss the forms of and theoretical rationales for which the concept of acceptance has been recently introduced into the cognitive-behavioral literature, with an emphasis on acceptance and commitment therapy (ACT; Hayes, Strosahl, & Wilson, 1999). It is hoped that clarification of the theoretical basis underlying acceptance-based approaches, as well as a comparison of various forms of psychotherapy with regard to their emphasis on acceptance, will promote heightened understanding and stimulate more rigorous exploration of treatment efficacy.     

Concurrent and prospective associations between facial affect recognition accuracy and childhood antisocial behavior

This study examined the concurrent and prospective associations between children's ability to accurately recognize facial affect at age 8.5 and antisocial behavior at age 8.5 and 10.5 years in a sub sample of the Avon Longitudinal Study of Parents and Children cohort (5,396 children; 2,644, 49% males). All observed effects were small. It was found that at age 8.5 years, in contrast to nonantisocial children; antisocial children were less accurate at decoding happy and sad expressions when presented at low intensity. In addition, concurrent antisocial behavior was associated with misidentifying expressions of fear as expressions of sadness. In longitudinal analyses, children who misidentified fear as anger exhibited a decreased risk of antisocial behavior 2 years later. The study suggests that concurrent rather than future antisocial behavior is associated with facial affect recognition accuracy. Aggr. Behav. 36:305–314, 2010. © 2010 Wiley‐Liss, Inc.     

A New Unified Treatment Approach for Emotional Disorders Based on Emotion Science

ABSTRACT— Research on the nature of emotional disorders points toward a common set of diatheses (underlying psychological vulnerabilities) and functionally (but not superficially) similar expression of pathological emotional responding (e.g., Barlow, 2002 ). Successful drug treatments for different emotional disorders are very similar, with selective serotonin reuptake inhibitors or related compounds in wide use. Successful psychological treatments, on the other hand, are currently specifically targeted to each individual disorder. Distilling common principles among existing empirically supported psychological treatments, and giving attention to new findings on emotion regulation and dysregulation from emotion science, we propose and describe a new unified psychological treatment for emotional disorders.     

Coping with Job Loss and Reemployment: A Two-Wave Study

Using a national sample, this study investigated the effects of unemployed workers’ coping resources and coping strategy use on reemployment after a three-month period. Based on previous research, it was expected that (1) three types of coping resources (self-esteem, social support, and financial resources) would be positively related to problem-focused coping with job loss, (2) coping resources would be negatively related to emotion-focused coping with job loss, (3) problem-focused coping would be positively related to reemployment, (4) problem-focused coping would be more strongly related to reemployment than emotion-focused coping, and (5) coping strategies would mediate the relationship between the availability of coping resources and obtaining reemployment. Results provided support for the direct effects of coping resources (self-esteem, social support, and, to some extent, financial resources) on coping strategies, and a direct effect of problem-focused coping on reemployment 3 months later. Self-esteem and social support were each indirectly related to subsequent employment status, mediated by problem-focused coping. In other words, individuals with higher levels of self-esteem and social support were not only more likely to engage in problem-focused coping, but having a higher level of self-esteem and social support was also associated with a higher likelihood of being reemployed three months later. Findings are pertinent for the design of more effective interventions that mitigate adverse effects of unemployment and facilitate a successful return to the workforce.