Self-perception and rumination in social anxiety

The present study examined the relationship between perceptions of performance and post-event processing (PEP) following task feedback in individuals with social phobia and matched control participants. Groups of high and low socially anxious participants engaged in a structured 5-min conversation in groups of four people. Following the conversation, false feedback (given in the form of either high scores or moderate scores) was given and self-appraisals of performance, levels of positive and negative mood, and levels of PEP were assessed. Results showed that participants' perceptions of their own performance and levels of positive affect significantly predicted the degree to which they engaged in negative rumination about the task. The moderate score condition was found to be detrimental for socially anxious individuals' self-appraisals and PEP, whereas controls showed no significant difference in self-appraisal and PEP, regardless of feedback. The results are discussed in relation to current cognitive models of social phobia and both treatment implications and directions for future research are explored.     

Sex-specific pathways to early puberty, sexual debut, and sexual risk taking: tests of an integrated evolutionary-developmental model

The current study tested sex-specific pathways to early puberty, sexual debut, and sexual risk taking, as specified by an integrated evolutionary-developmental model of adolescent sexual development and behavior. In a prospective study of 238 adolescents (n = 129 girls and n = 109 boys) followed from approximately 12-18 years of age, we tested for longitudinal relations between ecological stressors, family relationships, pubertal maturation, self-perceived mate value, and sexual risk taking in both boys and girls. Consistent with the theory, (a) higher levels of familial and ecological stress predicted earlier sexual debut and greater sexual risk taking; (b) pubertal maturation partially mediated these relations among girls but not among boys; (c) father absence had unique effects on female sexual outcomes but not on male sexual outcomes; (d) higher self-perceived mate value directly predicted earlier sexual debut and, through it, greater sexual risk taking; and (e) relations between pubertal maturation and early sexual debut were partially mediated by higher self-perceived mate value in boys but not in girls. Discussion focuses on the contribution of an integrated evolutionary-developmental theory to the adolescent sexual health literature.     

A latent class regression analysis of men's conformity to masculine norms and psychological distress

How are specific dimensions of masculinity related to psychological distress in specific groups of men? To address this question, the authors used latent class regression to assess the optimal number of latent classes that explained differential relationships between conformity to masculine norms and psychological distress in a racially diverse sample of 223 men. The authors identified a 2-class solution. Both latent classes demonstrated very different associations between conformity to masculine norms and psychological distress. In Class 1 (labeled risk avoiders; n = 133), conformity to the masculine norm of risk-taking was negatively related to psychological distress. In Class 2 (labeled detached risk-takers; n = 90), conformity to the masculine norms of playboy, self-reliance, and risk-taking was positively related to psychological distress, whereas conformity to the masculine norm of violence was negatively related to psychological distress. A post hoc analysis revealed that younger men and Asian American men (compared with Latino and White American men) had significantly greater odds of being in Class 2 versus Class 1. The implications of these findings for future research and clinical practice are examined.     

Behavioral training and predisposed coping strategies interact to influence resilience in male Long-Evans rats: implications for depression

Effective coping strategies and adaptive behavioral training build resilience against stress-induced pathology. Both predisposed and acquired coping strategies were investigated in rats to determine their impact on stress responsiveness and emotional resilience. Male Long-Evans rats were assigned to one of the three coping groups: passive, active, or variable copers. Rats were then randomly assigned to either an effort-based reward (EBR) contingent training group or a non-contingent training group. Following EBR training, rats were tested in appetitive and stressful challenge tasks. Physiological responses included changes in fecal corticosterone and dehydroepiandrosterone (DHEA) metabolites as well as neuropeptide Y (NPY)-immunoreactivity in the hippocampus and amygdala. Regardless of a rat's predisposed coping strategy, EBR rats persisted longer than non-contingent rats in the appetitive problem-solving task. Furthermore, training and coping styles interacted to yield the seemingly most adaptive DHEA/corticosterone ratios in the EBR-trained variable copers. Regardless of training group, variable copers exhibited increased NPY-immunoreactivity in the CA1 region.     

Scheduling observational and physical practice: influence on the coding of simple motor sequences

The main purpose of the present experiment was to determine the coordinate system used in the development of movement codes when observational and physical practice are scheduled across practice sessions. The task was to reproduce a 1,300-ms spatial-temporal pattern of elbow flexions and extensions. An intermanual transfer paradigm with a retention test and two effector (contralateral limb) transfer tests was used. The mirror effector transfer test required the same pattern of homologous muscle activation and sequence of limb joint angles as that performed or observed during practice, and the non-mirror effector transfer test required the same spatial pattern movements as that performed or observed. The test results following the first acquisition session replicated the findings of Gruetzmacher, Panzer, Blandin, and Shea (2011) . The results following the second acquisition session indicated a strong advantage for participants who received physical practice in both practice sessions or received observational practice followed by physical practice. This advantage was found on both the retention and the mirror transfer tests compared to the non-mirror transfer test. These results demonstrate that codes based in motor coordinates can be developed relatively quickly and effectively for a simple spatial-temporal movement sequence when participants are provided with physical practice or observation followed by physical practice, but physical practice followed by observational practice or observational practice alone limits the development of codes based in motor coordinates.     

The Analysis of Preconscious Phenomena and Its Communication

Thoughts and feelings of both patients and analysis may be influenced by perceptions that remain outside of conscious awareness. A preconscious communication exists between patient and analyst. Appreciation of the preconscious elements of communication may enable a better understanding of what may be otherwise experienced as a mysterious occurrence. Transference-countertransference interactions create a place to observe the manifestation of preconscious phenomena. This paper addresses how the analytic method enables the discovery of consciously unrecognized stimuli or selective attention to certain phenomena which have created a sense of the uncanny or surprising. Both intersubjective reflection and more formal, systematic methods, which include logic and reasoning, serve to illuminate these events. The paper discusses and illustrates the role of preconscious communication in the analytic situation and its relation to the analytic process.     

Level of Education and Category Fluency Task among Spanish Speaking Elders: Number of Words,Clustering, and Switching Strategies

ABSTRACT

It has been well documented that education influences the individual's performance on category fluency tasks but it is still unclear how this effect may differ across the different types of category tasks (i.e., animals, fruits, vegetables and clothing). This study aims (1) to analyze the effect of the level of education on four different types of category fluency tasks among elder Hispanic Americans and (2) to provide normative information on a population with different education levels that was previously screened for neurological and psychiatric conditions. In addition this study examines the semantic strategies used by these individuals to complete the fluency tasks. The sample included 105 healthy Hispanic individuals (age 55–98; 29 males and 76 females) divided into three education groups (<6, 6–11 and >11 years of education). Results showed that after controlling for age and gender, education has a main effect and is a strong predictor of performance in verbal fluency for the categories animals and clothing with increasing educational attainment being associated with higher category fluency scores and with more switches between categories. These findings suggest that the category fruit is less influenced by level of education than the other three semantic categories and may be a more appropriate test across different educational groups. Results from this study provide a reference for clinicians assessing verbal fluency in Spanish speaking populations.     

“I Didn’t Know It Existed Before You Called”: Protestant Clergy Experience, Education and Perceptions Regarding Genetics

Despite the intrinsic role religious/spiritual (hereafter, R/S) beliefs have in patient clinical decision-making and crisis coping, there is little research exploring the relationship that exists between clergy (professionals who provide R/S counsel and guidance) and genetic counseling patients. This qualitative, exploratory study was designed to explore Protestant clergy (N?=?8) perceptions of and experience with genetics-related issues. Data analysis revealed that a wide range of R/S perceptions regarding genetics-related issues exist within Protestantism, Protestant clergy have a basic understanding of genetic testing and conditions, and while directive counseling is inherent to Protestant clergy counseling, there appears to exist two opposing styles: unbiased and biased. Based on this information, there are two main implications for genetic counseling clinical practice. First, R/S assessments need to be increasingly implemented into genetic counseling sessions, so that the psychosocial needs of patients with specific R/S beliefs can be identified and addressed. An increase in R/S assessments may be accomplished by increased exposure in genetic counselor training, continuing education opportunities, and by establishing relationships with board-certified, professional chaplains. Second, genetic counselors can influence the genetic education and experience of clergy by raising awareness within their own R/S assemblies. Doing so can also serve to further educate genetic counselors in the R/S beliefs of their own traditions, thus increasing sensitivity, empathy and the quality of care provided.     

Reduced-Frequency Concurrent and Terminal Feedback: A Test of the Guidance Hypothesis

In 2 experiments, the authors manipulated the frequency of concurrent feedback to discern the effects on learning. In each experiment, participants (N = 48, Experiment 1; N = 36, Experiment 2) attempted to reproduce a criterion force-production waveform (5 s in duration) presented on the computer monitor. Consistent with the guidance hypothesis, the results of Experiment 1 indicated very strong guiding effects of concurrent feedback and strong dependence on the feedback, as indicated by participants' extremely poor performance upon feedback withdrawal in retention. As predicted by the guidance hypothesis, dependence on the feedback was reduced as a result of reducing the frequency of the concurrent feedback. The results of Experiment 2 indicated that one can enhance learning by providing concurrent and terminal feedback on 1 trial, with no feedback on the subsequent trial. In that way, the strong guiding effects of concurrent feedback could be realized and the beneficial effects of terminal feedback could also be achieved.