Multiple channel exposure therapy for women with PTSD and comorbid panic attacks

Multiple channel exposure therapy (M-CET; Falsetti & Resnick, 2000) was developed to treat posttraumatic stress disorder (PTSD) with comorbid panic attacks and can be administered in a group format. In addition to being a cost-effective way to provide treatment, group treatment for those with PTSD has been proposed as potentially very beneficial for addressing feelings of shame related to the traumatic event as well as social isolation in general (Foy et al., 2000). Previous studies of M-CET indicate that it may be effective for the treatment of PTSD with comorbid panic attacks (Falsetti et al., 2001, 2003, 2005). The authors examine the relationship of PTSD and panic symptoms pre- and posttreatment and present 6-month follow-up data on the long-term effectiveness of M-CET.     

The relationship between stress and depression in first onsets versus recurrences: a meta-analytic review

S. M. Monroe and K. L. Harkness reviewed the empirical evidence supporting R. M. Post's kindling model, which suggests the 1st episode of depression is more likely to be preceded by major stressors than are subsequent episodes. Their review highlighted the diverse interpretations of Post's premise in the current literature and the changes in research methods that have contributed to this interpretive shift. The authors conducted a meta-analysis (N=13 studies) to test Post's premise that integrated early and recent research and examined potential moderators. A proportion difference effect size was used. Results indicated that 1st onsets of depression were more likely than recurrences to be preceded by severe life events, supporting Post's premise. The moderator analyses suggested that support may be most evident in patient samples and may vary according to age and gender, with less support for Post's premise evidenced in younger samples and in women. Although these results are preliminary, as the analysis included a small number of studies, they suggest that future research should further examine factors that influence the stress-depression relationship with successive recurrences.     

What do children learn about biology from factual information? A comparison of interventions to improve understanding of contagious illnesses

Background . Children have been shown to hold misconceptions about illness, and previous work has indicated that their knowledge can be improved through the use of interventions. Aims . This study aims to evaluate interventions based on the provision of factual information for improving understanding of contagious illness. Sample . The participants were 96 children from two age groups: 7 and 11 years. Methods . During the pre‐test, the children were asked about three contagious illnesses and one novel illness. There were three intervention conditions, differing in the level of factual information provided: explanations provided, no explanations provided and scientific factual style. The interventions were focused on contagious illnesses (cold, chickenpox). A post‐test was conducted 6 weeks later. Results . Results from the pre‐test show that the older children have more sophisticated understanding of illness than the younger children. Mean pre‐ to post‐test change was calculated and analyses revealed that there is greater pre‐ to post‐test change in the explanation and scientific fact conditions when compared with that in the no‐explanation condition. The improvements in knowledge generalized to other contagious illnesses, and the older children showed more improvements than the younger children. Conclusions . These findings add to the literature on children's understanding of contagious illnesses and contribute towards discussions on the best approach to health education.     

The Unhappy Marriage of Care Ethics and Virtue Ethics

The proposal that care ethic(s) (CE) be subsumed under the framework of virtue ethic(s) (VE) is both promising and problematic for feminists. Although some attempts to construe care as a virtue are more commendable than others, they cannot duplicate a freestanding feminist CE. Sander‐Staudt recommends a model of theoretical collaboration between VE and CE that retains their comprehensiveness, allows CE to enhance VE as well as be enhanced by it, and leaves CE open to other collaborations.     

Autobiographical memories and views of the future: In relation to dysphoria

The present study investigated dysphoric individuals' self‐referential processing of autobiographical memories and future personal events, in relation to specificity and response latency. Dysphoric individuals (n  =  17) and nondysphoric controls (n  =  17) were selected from a larger sample based on self‐reported depression. Participants completed an autobiographical memory task (AMT) and a future event task (FET), using pleasant and unpleasant (anxiety‐relevant, depression‐relevant) emotional word cues. In response to each emotional cue, participants were required to access and write down a specific personal memory and future event, respectively. Consistent with the hypotheses, dysphoric individuals were less specific in describing pleasant and unpleasant experiences (particularly pleasant), irrespective of time condition. As expected, dysphoric individuals' specificity for distinct depression‐relevant and anxiety‐relevant experiences did not differ significantly. As predicted, all participants were less specific in describing future personal events than in recalling personal memories. As predicted, dysphoric individuals took longer to think of pleasant memories and pleasant future experiences than controls but, as expected, groups did not differ significantly on mean reaction times for past and future unpleasant experiences. Overall, the data showed a degree of consistency in participants' past and future‐oriented processing of self‐referential material. Although considerable research has investigated autobiographical memories in relation to emotional disturbance, the present findings suggest that constructing future emotional experiences is also an important aspect of mental health.     

The effects of verbal information on children's fear beliefs about social situations

Two experiments explored the role of verbal information in changing children's fear-related beliefs about social situations. In Experiment 1, 118 6- to 8- and 12- to 13-year-olds heard positive, negative, or no information about individuals' experiences of three social situations. Fear beliefs regarding each situation were assessed before and after this manipulation. Verbal information had no significant influence on children's fear beliefs. In Experiment 2, the same paradigm was used with 80 12- to 13-year-olds, but the information took the form of multiple attitude statements about the situations expressed by groups of peers, older children, or adults. An affective priming task of implicit attitudes was used to complement the explicit questions about fear beliefs. Negative information influenced both explicit and implicit fear beliefs. The source of information and the child's own social anxiety did not moderate these effects. Implications for our understanding of the socialisation of childhood fears are discussed.     

Treatment Engagement with Caregivers of At-risk Children: Gaps in Research and Conceptualization

The high rates of dropping out and other engagement problems are significant concerns in the delivery of mental health and adjunct services to the families of at-risk children. Consequently, researchers have examined the correlates of attrition and have developed interventions to increase engagement and retention. However, the lack of a clear definition of engagement and gaps in theory about the relationship of engagement to other treatment processes hinder knowledge development. In this paper the behavioral and attitudinal aspects of engagement are disentangled. Current knowledge about treatment barriers and interventions to increase appointment keeping is summarized. A preliminary conceptualization of the engagement process is presented and research needs and practice implications are discussed.     

Following the Path to Equality Through Law: Reflections on Baker et al., <Emphasis Type="Italic">Equality: from Theory to Action</Emphasis>

This article assesses the significance of Baker et al., Equality: from Theory to Action from the perspective of current concerns occupying legal equality scholars in the UK, focusing in particular on the practical relevance of equality studies to the kinds of issues arising from the debate over the new Commission for Equality and Human Rights (CEHR). The article highlights and considers key issues, including the delineation of the sphere of inequality protection, the normative content of the concept of equality espoused by law and the potential of law to reach beyond its current limits to embrace the broader dimensions of (in)equality identified in Baker et al.’s account.