The Effects of Tai Chi Chuan Relaxation and Exercise on Stress Responses and Well-Being: An Overview of Research

The rationale of this article is to review, analyze, and discuss studies concerning the role of Tai Chi in stress management and well-being, linking those studies to research on exercise, yoga, and relaxation with regard to physiological and psychological wellness. All studies reported in PsychLit and Medline between 1996 and 1999 directly related to the subject, plus other studies relevant for the analysis, are addressed in this review. Studies reviewed in this article characterize Tai Chi as a form of moderate exercise. Although Tai Chi may not be suitable for achieving aerobic fitness, it may enhance flexibility and overall psychological well-being. Cognitively, there are indications that Tai Chi exercise may lead to improvements in mood. However, it is not clear whether the positive effects of Tai Chi are due solely to its relaxation and meditation component, or whether they are the consequence of various peripheral factors, since it is known that stress reduction often occurs when we indulge in activities we find pleasurable and satisfying. An important finding is that all studies on the benefits of Tai Chi for senior adults have revealed positive results.     

Changing systems by changing individuals: the incubation approach to systems change

This article describes and evaluates the implementation of an innovative approach to systems change, the incubation approach, which was developed on a systems change project designed to increase the capacity of multiple systems (e.g., law enforcement, child protection, domestic violence, mental health, early education) to respond to children’s exposure to violence. The incubation approach encourages change agents to collaborate with project staff to gently nurture, or “incubate,” feasible and warranted change in target systems. Project staff gain concrete commitment from motivated and accessible change agents and collaborate with those agents to implement change actions. This approach works well with committed, executive-level change agents in target systems, with stable systems that have low turnover and well-integrated subsystems, and when seed funds are provided to key organizations.     

Closing the Achievement Gap: The Association of Racial Climate with Achievement and Behavioral Outcomes

This study investigated the relationship between school racial climate and students' self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American (n = 382) and European American students (n = 1456) regarding their perceptions of racial climate. About 18% of the respondents were low-income and approximately 50% were male. Positive perceptions of the racial climate were associated with higher student achievement and fewer discipline problems. Further, race moderated the relationship between racial climate and both achievement and discipline outcomes. Finally, racial differences in students' grades and discipline outcomes were associated with differences in perceptions of racial climate. Results suggest careful attention should be given to the racial climate of secondary schools, particularly for adolescents who perceive schools as unfair.     

Falsely recalled items are rich in item-specific information

Current theorizing suggests that critical lures in the Deese/Roediger-McDermott (DRM) procedure are often falsely remembered because they have received considerable relational processing (e.g., spreading activation or encoding of gist information). We used a repeated-testing paradigm to assess the amount of item-specific and relational processing given to the list items and the critical lures. Research has shown that items receiving item-specific processing are more likely to be recovered across successive tests. They are also output more slowly but more steadily throughout the recall period. In two experiments, we manipulated the processing performed on list items and then used item gains and cumulative recall curves to assess the amount of item-specific an drelational information encoded for both list items and lures. The results suggest that increasing the relational processing of list items increased item-specific processing of lures, whereas increasing item-specific processing of list items decreased item-specific processing of lures. We conclude that critical lures are typically rich in item-specific information, relative to list items.     

Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness?

A paucity of research has directly compared empirically supported interventions to examine their effectiveness among students with different mathematics fluency skills. The purpose of this study was to compare the effects of two empirically supported interventions and a control condition on the mathematics fluency of 98 second and third grade students. Specifically, effects of explicit timing and cover-copy-compare on subtraction fluency were examined each session, which occurred twice weekly for a total of six weeks. HLM was used to examine progress during the intervention sessions and determine the effect of initial fluency level on intervention effectiveness. Results suggested students' initial level of fluency impacted intervention effectiveness. That is, for students whose fluency levels fell within the frustrational range CCC and control conditions resulted in the best performance over time but for children whose fluency was in the instructional range explicit timing was the most effective treatment.     

Learning and transfer of calorie information

This study compared generating information about food to viewing and verbally producing that information for learning and transfer. Specifically, during training, a list of food items was shown, and some participants generated either real calories (Experiment 1) or fabricated prices (Experiment 2) associated with those foods with feedback provided (seeding), some viewed and read aloud values provided (viewing), and others read aloud the names of the items with no values provided (control). All participants were tested immediately and 1 week later on both old and new foods. In both experiments, the seeding and viewing conditions showed more learning than the control condition, and only the experimental conditions showed transfer of learning from old to new foods, with advantages found for seeding over viewing only in some cases. The results are discussed in terms of the seeding, testing, generation, and production effects, as well as their applications to health and policy.     

Early interactive behaviours in preterm infants and their mothers: Influences of maternal depressive symptomatology and neonatal birth weight

The study evaluated the quality of preterm infant–mother interactions, considering severity of birth weight (ELBW and VLBW) and maternal depression, compared to full term babies. 69 preterm infants (29 ELBW and 40 VLBW) and 80 full-term (FT) infants and their mothers were recruited. At 3 months of corrected age, the quality of mother–infant interaction was evaluated through Global Rating Scales; moreover, infant level of development and maternal depression were assessed through Griffith Development Mental Scales and Edinburgh Postnatal Depression Scale. Results showed adequate sensitivity in preterm infants’ mothers and higher involvement with their infants, compared to full term mothers, but ELBW ones exhibited an intrusive interactive pattern and a higher prevalence of depressive symptoms. The study underlined the relevance of paying special attention to both ELBW infants and their mothers, in order to support the parenting role and the co-construction of early interactions.     

Next Generation Sequencing is the Impetus for the Next Generation of Laboratory-Based Genetic Counselors

Next generation sequencing (NGS) is dramatically increasing the number of clinically available genetic tests and thus the number of patients in which such testing may be indicated. The complex nature and volume of the reported results requires professional interpretation of the testing in order to translate and synthesize the meaning and potential benefit to patients, and genetic counselors are uniquely suited to provide this service. The increased need for genetic counselors in this role, coupled with the time required and a limited number of trained and available counselors presents a challenge to current models for making genetic testing available to patients and their healthcare providers effectively and efficiently. The employment of genetic counselors at genetic/genomic laboratories is one model to expand the resources for providing this service. In this article, we briefly review the advent of NGS and its clinical applications, examine the core skills of genetic counselors and delineate the expanding roles and responsibilities of laboratory-based genetic counselors. We also propose changes to the genetic counseling training program curriculum to account for the increasing opportunities for genetic counselors to contribute and thrive within genetic testing laboratories.     

Genetic Counseling for Fanconi Anemia: Crosslinking Disciplines

Fanconi anemia (FA) is the most common of the inherited bone marrow failure syndromes with an incidence of approximately 1/100,000 to 1/200,000 live births. FA is a genetically complex and phenotypically heterogeneous condition involving birth defects, bone marrow failure, and cancer predisposition. This rare disease became well known in the genetic counseling community in 2002, when it was identified that biallelic mutations in BRCA2 can cause FA. Knowledge gained from the growing association between FA and breast cancer pathways has brought even more light to the complex genetic issues that arise when counseling families affected by this disease. Genetic counseling issues surrounding a diagnosis of FA affect many different disciplines. This review will serve as a way to cross-link the various topics important to genetic counselors that arise throughout the life of a patient with FA. Issues covered will include: an overview of FA, phenotypic presentation, management and treatment, the genetics and inheritance of FA, cytogenetic and molecular testing options, and the risks to family members of an individual with FA.