A collaborative approach in the treatment of chronic pain

The impact of chronic pain on patients and their families can be devastating, with significant disruption and progressive deterioration of many life functions and roles. Typically, chronic pain patients have exhausted all standard medical treatment alternatives without finding relief from the pain. For chronic pain patients and their families, this leads to dependency on the health-care system which leaves patients and their families feeling helpless and hopeless in their struggle to survive their pain experiences. Assessment and treatment of chronic pain requires a comprehensive approach based on a multidimensional conceptualisation of pain that addresses cognitive, affective, behavioural, as well as sensory factors in the pain experience. A cognitive-behavioural treatment programme consisting of (a) a comprehensive multidimensional assessment, (b) a reconceptualisation aspect, (c) a skills acquisition phase, (d) a skills application, maintenance, and generalisation component, and (e) relapse prevention, is outlined. Emphasis is given to the important inter-related roles of the collaborative therapeutic relationship, reconceptualisation of the pain experience, and coping skills training, leading to self-management of life with pain as the ultimate treatment objective.     

Enhancement of naming in nonfluent aphasia through gesture

In a number of studies that have examined the gestural disturbance in aphasia and the utility of gestural interventions in aphasia therapy, a variable degree of facilitation of verbalization during gestural activity has been reported. The present study examined the effect of different unilateral gestural movements on simultaneous oral-verbal expression, specifically naming to confrontation. It was hypothesized that activation of the phylogenetically older proximal motor system of the hemiplegic right arm in the execution of a communicative but nonrepresentational pointing gesture would have a facilitatory effect on naming ability. Twenty-four aphasic patients, representing five aphasic subtypes, including Broca's, Transcortical Motor, Anomic, Global, and Wernicke's aphasics were assessed under three gesture/naming conditions. The findings indicated that gestures produced through activation of the proximal (shoulder) musculature of the right paralytic limb differentially facilitated naming performance in the nonfluent subgroup, but not in the Wernicke's aphasics. These findings may be explained on the view that functional activation of the archaic proximal motor system of the hemiplegic limb, in the execution of a communicative gesture, permits access to preliminary stages in the formative process of the anterior action microgeny, which ultimately emerges in vocal articulation.     

The Shape of Things: The Origin of Young Children’s Knowledge of the Names and Properties of Geometric Forms

How do toddlers learn the names of geometric forms? Previous work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigated when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children’s (N = 30 each) understanding of names for canonical shapes (commonly encountered instances, e.g., equilateral triangles), noncanonical shapes (more irregular instances, e.g., scalene triangles), and embedded shapes (shapes within a larger picture, e.g., triangular slices of pizza). At 25 months, children knew very few names, including those for canonical shapes. By 30 months, however, children had acquired more shape names and were beginning to apply them to some of the less typical instances of the shapes. Possible mechanisms driving this initial development of shape knowledge and implications of that development for school readiness are explored.     

Dyadic Coping in the U.S.: Psychometric Properties and Validity for Use of the English Version of the Dyadic Coping Inventory

A majority of individuals living in the U.S. experience unhealthy levels of stress; however, romantic partners can help mitigate stress’ deleterious effects by coping together (dyadic coping). The Dyadic Coping Inventory (DCI) measures coping behaviors when one or both partners experience stress. Specifically, the DCI measures a) partner’s self-report of his/her own (Self) and their partner’s (Partner) behavior, and b) Common DC during the experience of a common stressor. Despite its wide use, the DCI has not yet been validated for use in the United States (U.S.). The aim of this study was to address this gap in the literature. Using a sample of 938 individuals in the U.S. currently involved in a romantic relationship, we validated the English version of the DCI by analyzing its factorial structure and psychometric properties. Results supported the theoretically assumed factorial structure of the DCI. Convergent and discriminant validity, as well as measurement invariance across gender and culture using the original Swiss sample, was confirmed. The English version of the DCI is a valid self-report instrument for assessing couples' coping in the U.S.     

Affect intensity and cardiac arousal.

Relationships between affect intensity and basal, evoked, and perceived cardiac arousal were investigated in 3 experiments. Affect intensity was assessed using Larsen and Diener's (1987) Affect Intensity Measure (AIM). Cardiac arousal was evoked with exercise in the 1st study and with mental arithmetic in the 2nd and 3rd. Perceived cardiac arousal was measured under optimal conditions using a standard heartbeat discrimination procedure. Women as a group scored higher on the AIM. Affect intensity was unrelated to basal or evoked cardiac arousal and was negatively related to perceived cardiac arousal in all 3 studies. Data suggest that affect intensity, although unrelated to actual physiological arousal, is negatively related to the accuracy with which individuals perceive their own arousal. Results are discussed within the context of an expanded arousal-regulation model (Blascovich, 1990).     

Recent research on the relationship between illicit drug use and crime

This article reviews research on the relationship between illicit drug use and crime conducted since 1980. Significant advances are noted in studies of the crime of known drug abusers and in studies of the drug use of individuals processed by the criminal justice system. Major conclusions supported by the results of studies of the criminal activity of narcotic abusers are that both a higher prevalence and higher rates of crime are associated with more frequent use of heroin and/or cocaine, although addicts vary with regard to the type, amount, and severity of crime they commit. Rates of lifetime and recent illicit drug use, particularly the use of cocaine, among prisoners, parolees, probationers, and arrestees are high compared to the general population. Issues discussed include the etiology of drug abuse, the effects of treatment and criminal justice interventions on drug use and crime, and drug-related violence.     

Boundary Management and Work-Nonwork Balance While Working from Home

Within the wake of the COVID-19 pandemic, we investigate work-nonwork boundary management among workers who transitioned to remote work. Based on five waves of data and a sample of 155 remote workers, we find that the preference for segmentation was associated with greater work-nonwork balance. We also found that having a dedicated office space within the home and fewer household members was associated with greater work-nonwork balance. However, these variables did not moderate the relationship between segmentation preferences and work-nonwork balance as expected. We discuss implications for future research on boundary management processes and practices.     

Influence of Multiple Traumatic Event Types on Mental Health Outcomes: Does Count Matter?

The experience of potentially traumatizing events (PTEs) may be associated with conflicting outcomes: individuals may experience greater psychological distress (dose-response theory), or individuals may become more resilient against repeated PTEs (stress-inoculation theory). With limited empirical data comparing these theories, we examined the relationships between the count of lifetime PTE types and psychological outcomes [posttraumatic stress disorder (PTSD), depression, impaired distress tolerance] using linear and quadratic regressions. A linear relationship would support the dose-response theory, and a quadratic relationship would support the stress-inoculation theory. We also explored whether there was a threshold number of PTE types fostering resiliency before an increase of distressing outcomes. The sample included 123 (68.30% female) treatment-seeking patients at a community mental health center participating in a larger study (Contractor et al. in Psychiatry Research, 252, 252215–252222, 2017). Linear regression results indicated number of PTE types significantly predicted increasing PTSD and depression severity and distress tolerance difficulties. Quadratic regression model results were not significant. ROC analyses indicated exposure to at least 3.5 PTE types predicted PTSD with moderate accuracy. In conclusion, the dose-response theory was supported, with results indicating there may be a threshold count of lifetime PTE types (> 3) influencing traumatic stress outcomes.     

Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences

Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total, this quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences.