Disorders of Desire: Addiction and Problems of Intimacy

This essay investigates the tensions produced by the categorization of different forms of excessive desire under the singular model of addiction, and it challenges the increasing acceptance of addiction as an all-purpose explanation for unruly desires through a comparison of the different forms of disordered desire in sex addiction and alcoholism. Moreover, it argues for a broad understanding of addictive processes to undermine the normative and moralizing assumptions of addiction discourses. Refiguring addiction as a kind of intimacy is one way of making sense of the intense relationships people can develop with substances and with activities.     

When "minimal risk" research yields clinically-significant data, maybe the risks aren't so minimal

Surveys and routine clinical procedures applied in research protocols are typically considered only minimally risky to participants. The apparent benign nature of "minimal risk" tasks increases the chance that investigators and Institutional Review Boards (IRBs) will overlook the probability that clinical tools will identify signs, symptoms, or definitive test results that are clinically-relevant to subjects' welfare. "Minimal risk" procedures may also pose a particular hazard to participants in clinical research by increasing the therapeutic misconception because the tasks mimic clinical care and are often conducted in clinical settings. Investigators should anticipate which measures could yield clinically-important findings and should describe explicit plans for data monitoring, disclosure, and follow-up. Protocols that include reliable and valid clinical measures should prompt a more detailed risk assessment by the IRB, even when the tasks meet the regulatory criteria for minimal physical, psychological, or emotional risk.     

Sex differences in math performance: The role of children's approach to schoolwork

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests.     

Rate-decreasing effects of the atypical neuroleptic risperidone attenuated by conditions of reinforcement in a woman with mental retardation

Effects of two doses of risperidone on the performance of a matching task under tangible reinforcement and nonreinforcement conditions were measured in a woman with mental retardation. In both conditions, time to complete the task increased and response rates decreased under two doses of risperidone. Accuracy was generally unchanged. These changes were much smaller in the tangible reinforcement condition; thus, reinforcement seemed to protect performance from the rate-decreasing effects of risperidone.     

The Effect of Approach and Avoidance Referents on Academic Outcomes: A Test of Competing Predictions

In an academic setting, we tested competing predictions derived from two conceptual models about the effects of approach and avoidance referents (e.g., goals and role models) on student performance. One model suggests a main effect such that focusing on approach referents leads to better outcomes than focusing on avoidance referents, regardless of personality (e.g., A. J. Elliot & K. M. Sheldon, 1997). Another model suggests an interaction such that focusing on either approach or avoidance referents can lead to positive outcomes, but only when people are promotion focused or prevention focused, respectively (e.g., P. Lockwood, C. H. Jordan, & Z. Kunda, 2002). Findings supported the main effect model. The more prevention focused participants were, the more avoidance goals they generated, which led to poorer grades.

The cost-effectiveness of cognitive behavior therapy for borderline personality disorder: results from the BOSCOT trial

Borderline personality disorder places a significant burden on healthcare providers and other agencies. This study evaluated the cost-effectiveness of cognitive behavior therapy plus treatment as usual compared to treatment as usual alone for patients with borderline personality disorder. The economic analysis was conducted alongside a multi-center, randomized controlled trial. The costs of primary and secondary healthcare utilization, alongside the wider economic costs, were estimated from medical records and patient self-report. The primary outcome measure used was the quality-adjusted life year (QALY), assessed using EuroQol. On average, total costs per patient in the cognitive behavior therapy group were lower than patients receiving usual care alone (-689 pounds sterling), although this group also reported a lower quality of life (-0.11 QALYs). These differences were small and did not approach conventional levels of statistical significance. The use of cognitive therapy for borderline personality disorder does not appear to demonstrate any significant cost-effective advantage based on the results of this study.     

Predictors and correlates of coping well with early motherhood in the Australian Longitudinal Study on Women's Health

Women who become mothers at an early age are characterised by socio-economic disadvantage and unhealthy lifestyles; however, some cope extremely well. This paper describes Australian women who become mothers at an early age, in order to identify factors that predict coping. The younger cohort of the Australian Longitudinal Study of Women's Health was used to identify 1064 young women who became mothers between Survey 1 and Survey 2. These women were categorised on the basis of the Mental Health Index of the SF-36 as having High, Normal or Low mental health. Survey 1 data were used to examine predictors, and Survey 2 data to examine correlates, of mental health. Surprisingly, few socio-demographic or health-related variables predict level of coping with early motherhood. Women who would have High mental health as mothers were likely to be in paid work, had few symptoms, and had low levels of stress. They were least likely to have a history of miscarriage and most likely to use contraception. There were no significant effects for other socio-demographic factors, or health-related behaviours. In the longer term, however, all young mothers may suffer an increasing level of disadvantage and distress relative to their peers.     

The warpy thoughts scale: a new 20-item instrument to measure dysfunctional attitudes

Cognitive theories of psychopathology propose that specific negative cognitive schema held by individuals can increase their likelihood of experiencing depressive episodes. While it has been argued that such dysfunctional attitudes are state measures that occur primarily during periods of depression, a range of research has supported the view that holding dysfunctional attitudes is ongoing, persisting prior to and following depressive episodes. To date, the need for a parsimonious measure of dysfunctional attitudes has not been well addressed. Using data provided by 4545 participants in a free on-line cognitive behavioural therapy program, MoodGYM, we have developed the Warpy Thoughts Scale (WTS), a 20-item instrument measuring dysfunctional attitudes. This scale provides 3 first order factors (Relationships, Achievements and Entitlements) and a higher order factor, Warpy Thoughts, from which a Warpy Thoughts score can be obtained. Confirmatory factor analyses on this model indicated that it provides robust results for men and women and for individuals in a wide range of ages. WTS scores were moderately correlated with levels of depressive and anxiety symptoms (0.39 and 0.40, respectively) and explained up to one-fifth of the variance of these mental health measures. Further validation of the WTS against other measures of dysfunctional thoughts is required.     

Motion and color processing in school-age children and adults: an ERP study

Stimuli designed to selectively elicit motion or color processing were used in a developmental event-related potential study with adults and children aged 6, 7 and 8. A positivity at posterior site INZ (P-INZ) was greater to motion stimuli only in adults. The P1 and N1 were larger to color stimuli in both adults and children, but earlier to motion stimuli only in adults. Finally, the P2 was larger to color stimuli in adults but larger to motion stimuli in children, and earlier to motion stimuli only in children. The findings across components indicate development from middle childhood to adulthood in aspects of both the motion and color processing systems indexed by this paradigm, but are consistent with an hypothesis of a more protracted time course of development for the motion as compared to the color processing system.     

Students’ knowledge about the value of discussions for teaching and learning

We are particularly interested in looking at teaching and learning from students perspectives. Focussed interviews and written responses from a number of linked investigations with middle-school and tertiary students highlighted that students perceive discussion to be a valuable teaching -- learning technique. This paper provides text extracts, organised into six key themes, to illustrate students understandings about how discussion helps them to learn. We conclude that, across the whole participant group, knowledge about the various potentials of discussion for learning is wide ranging. However, at the individual level, some students perspectives appear limited. We propose that specific attention to enhancing students pedagogical knowledge about techniques such as discussion should accompany subject matter instruction.