Emotional and personality changes following cingulotomy

The effects of bilateral anterior cingulate cortex (ACC) lesions on emotional and personality functioning were studied. Patients undergoing cingulotomy for chronic intractable pain were assessed on the Minnesota Multiphasic Personality Inventory (MMPI), the Profile of Mood States (POMS), cognitive tests, and pain ratings, pre- and postsurgically. Patients with intractable pain, not treated with cingulotomy, served as controls. Cingulotomy patients experienced reductions in POMS-Tension, POMS-Anger, and MMPI Scale 7 (Psychasthenia) compared with baseline and the controls. POMS-Tension was significantly correlated with attention-intention performance. The results indicate that the ACC modulates emotional experience, related to self-perceived tension, and that there is relationship between the emotional and the attentional effects of cingulotomy.     

Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established.     

Religion and the Recovery of Addicted Women

Personal interviews were conducted with 102 African-American and Anglo-American women in Texas coastal communities to determine the involvement of religious organizations in women's initiation and maintenance of recovery from drug addiction, the extent of women's help-seeking for recovery, and women's spiritual needs. Means, frequencies, chi squares, Pearson's correlations, and one-way ANOVAs were used to describe the data. Religious organizations helped about one-third of the women to begin or stay in recovery, primarily through counseling or ministering to spiritual needs. Only one-fourth of the women had sought help from churches. The predominant spiritual needs were forgiveness, love, and understanding. Implications for research and outreach are given.     

Genetic Knowledge Among Participants in the Coriell Personalized Medicine Collaborative

Genetic literacy is essential for the effective integration of genomic information into healthcare; yet few recent studies have been conducted to assess the current state of this knowledge base. Participants in the Coriell Personalized Medicine Collaborative (CPMC), a prospective study assessing the impact of personalized genetic risk reports for complex diseases and drug response on behavior and health outcomes, completed genetic knowledge questionnaires and other surveys through an online portal. To assess the association between genetic knowledge and genetic education background, multivariate linear regression was performed. 4 062 participants completed a genetic knowledge and genetic education background questionnaire. Most were older (mean age: 50), Caucasian (90 %), female (59 %), highly educated (69 % bachelor’s or higher), with annual household income over $100 000 (49 %). Mean percent correct was 76 %. Controlling for demographics revealed that health care providers, participants previously exposed to genetics, and participants with ‘better than most’ self-rated knowledge were significantly more likely to have a higher knowledge score (p?<?0.001). Overall, genetic knowledge was high with previous genetic education experience predictive of higher genetic knowledge score. Education is likely to improve genetic literacy, an important component to expanded use of genomics in personalized medicine.     

Differential diagnosis of steroid-dependent nephrotic syndrome with psychosis: Practical and ethical issues

The present case illustrates practical and ethical issues that can be encountered by clinical psychologists providing consultation services in medical settings. The neuropsychological consultation service was asked to evaluate a 22-year-old male with psychosis, steroid-dependent nephrotic syndrome, and a family history of schizophrenia. MRI revealedmarked cortical atrophy. Clinical findings were consistent with (1) steroid inducedapparent atrophy, which has been shown to be reversible with withdrawal of steroids; (2) uremia secondary to steroid withdrawal; (3) cortical atrophy, found in some schizophrenics; or (4) an atypical, diffuse degenerative disorder. Clinical interview and psychological testing revealed significant thought disorder, prominent delusions, somatic hallucinations, and mood disturbance. Deterioration in social and academic functioning was also present. Except for impaired attention and concentration, neuropsychological evaluation showed no clear evidence of brain-based dysfunction. Further, neuropsychological results effectively ruled out a degenerative process and were not consistent with a steroid effects profile. A conclusive differential diagnosis of steroid induced psychosis versus severe psychopathology would require withdrawal from steroids and antipsychotics. In addition to the practical and ethical issues of withholding antipsychotics, steroid withdrawal would require either dialysis or renal transplant surgery. Decision making regarding dialysis dependency and the possibility of postsurgical psychosis secondary to true psychopathology were salient issues to both the patient and the treatment team.     

The relationship between the Wechsler Memory Scale—Revised (WMS-R) Attention index and putative measures of Attention

Although the Wechsler Memory Scale—Revised (WMS-R; Wechsler, 1987) is one of the more frequently used measures of memory and attention, its Attention/Concentration Index (ACI) has been minimally researched. If the ACI is to be used as a measure of attention, the need exists to determine if it is related to other measures theoretically argued to be sensitive to attention deficits. The present study evaluated the relationship between the WMS-R ACI and other putative measures of attention by comparing individuals labeled as Attention Impaired [ACI at least 15 points < General Memory Index (GMI)] versus those labeled as Memory Impaired (GMI at least 15 points < ACI). Contrary to expectations, the Attention Impaired group scored equal to the Memory Impaired group on all measures theorized to be sensitive to attention deficits (Trails A and B time, Trails B errors, Rey AVLT interference list), except for statistically weaker performance on Trails A errors. In contrast but as expected, the Memory Impaired group scored statistically worse on all memory tests (Rey AVLT, all TPT variables). The groups also did not differ on tests argued not to be differentially affected by either attention or memory (WAIS-R FIQ, Category Test). It is concluded that the WMS-R Attention Index is not related to deficits on other measures sensitive to attention, further emphasizing the need to identify more clearly specific attention constructs.     

From ugly duckling to swan?: Japanese and American beliefs about the stability and origins of traits

Two studies compared the development of beliefs about the stability and origins of physical and psychological traits in Japan and the United States in three age groups: 5–6-year-olds, 8–10-year-olds, and college students. The youngest children in both cultures were the most optimistic about negative traits changing in a positive direction over development and being maintained over the aging period. The belief that individual differences in traits are inborn increased with age, and in all age groups, this belief was related to predictions of greater trait stability. In both cultures, all ages believed positive traits would be maintained over development. In addition to developmental similarities across cultures, cultural variations, consistent with the hypothesis that interdependent cultures have a more incremental view of traits, were present. Japanese participants were more optimistic than American participants about negative traits changing towards the positive and were more likely to attribute differences in trait expression to effort.     

Effects of contact with individuals with disabilities: positive attitudes and majoring in education

Attitudes toward and contact with individuals with disabilities have been topics of research for years. The major purpose of the present study was to determine the effects of contact with individuals with disabilities on attitudes and choosing to major in education. Participants were 211 undergraduate students who completed a survey of attitudes and contact with individuals with physical, developmental, and behavioral disabilities. Results demonstrated that lower misconceptions about disabilities mediated the relation between increased contact with individuals with behavioral disabilities and being an education major. The results of this study (a) can be used to determine how future teachers should be trained and (b) highlight the need for future teachers to engage in certain field experiences.