Prolonged Exposure Therapy for PTSD among Individuals in a Residential Substance Use Treatment Program: A Case Series

Clients with co-occurring posttraumatic stress disorder (PTSD) and substance use disorders present a unique challenge for clinicians in substance use treatment settings. Substance dependent individuals with PTSD tend to improve less during substance use treatment and relapse more quickly following abstinence attempts compared to those without PTSD. Recent scientific efforts have focused on understanding the potential benefit of providing PTSD treatment concurrent with substance use treatment. The current case study describes 4 individuals with PTSD in a residential substance use facility who received prolonged exposure therapy for treatment of PTSD, in addition to the substance use treatment. These individuals completed 9 bi-weekly 60-minute sessions of prolonged exposure, as well as in vivo and imaginal exposure homework between sessions. None of the clients met criteria for PTSD at the end of treatment, with these gains being maintained at 3- and 6-months post-treatment. Additionally, the clients did not relapse in response to undergoing exposure therapy. Implications for delivery of PTSD treatment in substance use treatment facilities are discussed.     

Effect of Pre-test Genetic Counseling for Deaf Adults on Knowledge of Genetic Testing

Empirical data on genetic counseling outcomes in the deaf population are needed to better serve this population. This study was an examination of genetics knowledge before and after culturally and linguistically appropriate pre-test genetic counseling in a diverse deaf adult sample. Individuals ≥18?years old with early-onset sensorineural deafness were offered connexin-26/30 testing and genetic counseling. Participants completed questionnaires containing 10 genetics knowledge items at baseline and following pre-test genetic counseling. The effects of genetic counseling, prior beliefs about etiology, and participant's preferred language on genetics knowledge scores were assessed (n?=?244). Pre-test genetic counseling (p?=?.0007), language (p?相似文献   

Improving Psychological Adjustment Among Late-Stage Ovarian Cancer Patients: Examining the Role of Avoidance in Treatment

Data suggest that individuals dealing with a cancer diagnosis are less likely to suffer from depression, anxiety, and psychological distress when they cope with their condition from a stance of emotional and cognitive acceptance (e.g. Dunkel, et al., 1992; Stanton, et al., 2000). Although traditional CBT often includes some acceptance-oriented elements, recent variants of CBT, such as Acceptance and Commitment Therapy (ACT), have acceptance as a central focus. ACT targets emotional distress directly through acceptance of difficult thoughts and emotions. The current study is a preliminary comparison of ACT and treatment as usual (TAU) in the treatment of emotional distress among women with late-stage ovarian cancer. Forty-seven women diagnosed with Stage III or IV ovarian cancer were randomly assigned to one of two treatment conditions. Treatment consisted of 12 face-to-face meetings with a therapist, each following a TAU or ACT protocol. Results indicate that both groups showed improved mood and quality of life following the intervention. The ACT group showed significantly greater improvements compared to the TAU group. Furthermore, mediation analyses indicate that the effects of treatment were mediated by cognitive avoidance. Although the study is limited by the implementation of treatment in both conditions by a single therapist, the TAU group showed improvements that were consistent with effect sizes available in the literature, suggesting that the intervention was a credible and effective control treatment. These findings provide preliminary support for the use of ACT in ovarian cancer populations. Further work is needed to investigate the effectiveness in other oncology populations as well as investigate potential patient characteristics which may interact with these interventions.     

Action production influences 12-month-old infants' attention to others' actions

Recent work implicates a link between action control systems and action understanding. In this study, we investigated the role of the motor system in the development of visual anticipation of others' actions. Twelve-month-olds engaged in behavioral and observation tasks. Containment activity, infants' spontaneous engagement in producing containment actions; and gaze latency, how quickly they shifted gaze to the goal object of another's containment actions, were measured. Findings revealed a positive relationship: infants who received the behavior task first evidenced a strong correlation between their own actions and their subsequent gaze latency of another's actions. Learning over the course of trials was not evident. These findings demonstrate a direct influence of the motor system on online visual attention to others' actions early in development.     

Exploration of a factor mixture-based taxonic-dimensional model of anxiety sensitivity and transdiagnostic psychopathology vulnerability among trauma-exposed adults

The aim of this study was to evaluate the associations between a factor mixture-based taxonic-dimensional model of anxiety sensitivity (AS) and posttraumatic stress, panic, generalized anxiety, depression, psychiatric multimorbidity, and quality of life among a young adult sample exposed to traumatic stress (N = 103, n (females) = 66, M (age) = 23.68 years, SD (age) = 9.55). Findings showed support for the conceptual and operational utility of the AS taxonic-dimensional model with respect to concurrent transdiagnostic vulnerability among trauma-exposed adults. Specifically, relative to the low-AS group, the high-AS group demonstrated elevated levels of panic, depressive, and posttraumatic stress symptom severity as well as greater psychiatric multimorbidity and poorer quality of life. Furthermore, past-month MDD, GAD, PTSD, and panic attacks occurred nearly exclusively among the high-AS group. Continuous AS physical and psychological concerns scores were found to be significantly related to levels of panic and posttraumatic stress symptom severity, psychiatric multimorbidity as well as panic attack status only among the high-AS group and not among the low-AS group. Findings are discussed with respect to their implications for the conceptual and operational utility of the FMM-based taxonic-dimensional model of AS, related vulnerability for psychopathology in the context of trauma, and the clinical implications of these findings for assessment and intervention.     

The effect of viewing ultra-fit images on college women's body dissatisfaction

Modern ideals of female attractiveness include an extremely toned and fit appearance in addition to extreme thinness. Although viewing thin models has a negative effect on women's body image, research has not tested the effect of exposure to the ultra-fit physique separate from the thin-ideal. This randomized, posttest-only experiment tested the effects of the athletic aspect of the current ideal by exposing 138 undergraduate women to thin and athletic models, normal weight athletic models, or a control condition consisting of neutral objects. The study also tested the moderating effects of thin-ideal and athletic-ideal internalization. Exposure to thin ultra-fit models, but not normal weight ultra-fit models, produced an increase in body dissatisfaction and neither internalization variable moderated this effect. Findings suggest that interventions that focus on the benefits of fitness while challenging the desirability of thinness may offer promising results.     

Anxiety and career exploration: Gender differences in the role of self-construal

Given the social nature of many tasks involved in exploring and committing to a career, we hypothesized that social anxiety would correlate to exploration and commitment, even after controlling for general anxiety. We also hypothesized that self-construal and gender would interact with social anxiety in relation to exploration and commitment. In a sample of predominantly European American undergraduates (n = 161), higher social anxiety associated with lower vocational commitment for both women and men, after accounting for general anxiety. For women, interdependence was also associated significantly with vocational commitment. Social anxiety correlated to environmental exploration only for men low in independence. Neither social anxiety nor self-construal associated with environmental exploration for women or foreclosure for either group.     

Differential Daily Writing Contingencies and Performance on Major Multiple-Choice Exams

On 4 of 7 days in each unit of an undergraduate human development course, students responded in writing to specific questions related to instructor notes previously made available to them. The study compared the effects of three writing contingencies on the quality of student writing and performance on major multiple-choice exams in the course. The three contingencies were (1) receiving credit for all writing products each unit, (2) receiving credit for one randomly selected writing product each unit, and (3) receiving no credit for any writing product each unit. On all dimensions of exam performance, writing for daily credit produced higher scores than did writing for random credit and writing for no credit. The daily-writing contingency also produced the highest writing ratings across all units; the writing for random credit produced the next highest writing scores; and the writing for no credit yielded the lowest writing scores. Across all three contingencies, writing scores were highly correlated with performance on multiple-choice exams.     

TEACHING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST-GRADE CLASSROOM

We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20-min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow-up.