I love you from the bottom of my hypothalamus: The role of stress physiology in romantic pair bond formation and maintenance

Monogamous pair bonds helped solve ancestral problems pertinent to our survival as a species. In order for these pair bonds to succeed, biological systems were co‐opted to support and reinforce attachment bonds through feelings of pleasure and reward. One of the major biological systems that may play an important role in the formation of romantic attachments is the stress response system (autonomic nervous system and hypothalamic–pituitary–adrenal axis). Research suggests attraction, mate preference, and emotional connectedness may be supported by the activation or inhibition of the stress response system. Further, as romantic relationships progress, new findings suggest partners' physiological patterns coalesce, potentially serving a regulatory function that reinforces the pair bond and affects overall well‐being. Based on this evidence, the current paper puts forth the Physiology of Romantic Pair Bond Initiation and Maintenance Model, which will provide researchers with a new perspective on the function of the stress response system in romantic relationships.     

Family-Valued and Personally Important Posttraumatic Growth in American and Japanese Adolescents

Posttraumatic growth,the positive psychological changes experienced following stressful events, may serve as a protective factor in adolescents against decreased self-esteem resulting from a stressful experience. Because posttraumatic growth is a value-laden concept, there could be individual and cross-cultural differences in the importance of different contents of posttraumatic growth experiences. This study examined whether personally important posttraumatic growth and family-valued posttraumatic growth affects self- esteem in the same way across American and Japanese adolescents. High school students (age range 15–18 years) from the US (n?=?118) and Japan (n?=?138) who experienced a stressful event within the past three years completed the Rosenberg Self-Esteem Scale and Posttraumatic Growth Inventory, and reported which items on the Posttraumatic Growth Inventory are personally important and which items they believe their family would want them to experience. Results indicated that personally important posttraumatic growth is significantly related to self-esteem only in American adolescents. However, experiencing posttraumatic growth in ways that adolescents feel their family would want them to experience was a significantly associated with self-esteem across both American and Japanese adolescents. These results indicate that adolescents’ self- esteem is likely to be attained despite stressful events when their posttraumatic growth experiences align with their perceptions of their families’ values. This study demonstrates how adolescents’ perceptions of their families values play an active role in their adjustment post stressful experiences in not just collectivistic cultures like Japan, but in individualistic cultures such as the U.S. clinicians should pay attention to the individual differences in the value of posttraumatic growth when developing intervention programs.     

Developing an Acceptance-Based Behavioral Treatment for Binge Eating Disorder: Rationale and Challenges

Binge eating disorder (BED), characterized by recurrent eating episodes in which individuals eat an objectively large amount of food within a short time period accompanied by a sense of loss of control, is the most common eating disorder. While existing treatments, such as cognitive behavioral therapy (CBT), produce remission in a large percentage of individuals with BED, room for improvement in outcomes remains. Two reasons some patients may continue to experience binge eating after a course of treatment are: (a) Difficulty complying with the prescribed behavioral components of CBT due to the discomfort of implementing such strategies; and (b) a lack of focus in current treatments on strategies for coping with high levels of negative affect that often drive binge eating. To optimize treatment outcomes, it is therefore crucial to provide patients with strategies to overcome these issues. A small but growing body of research suggests that acceptance-based treatment approaches may be effective for the treatment of binge eating. The goal of the current paper is to describe the development of an acceptance-based group treatment for BED, discuss the structure of the manual and the rationale and challenges associated with integrating acceptance-based strategies into a CBT protocol, and to discuss clinical strategies for successfully implementing the intervention.     

Effects of social anxiety and depressive symptoms on the frequency and quality of sexual activity: a daily process approach

Diminished positive experiences and events might be part of the phenomenology of social anxiety; however, much of this research is cross-sectional by design, limiting our understanding of the everyday lives of socially anxious people. Sexuality is a primary source of positive experiences. We theorized that people with elevated social anxiety would have relatively less satisfying sexual experiences compared to those who were not anxious. For 21 days, 150 college students described their daily sexual episodes. Social anxiety was negatively related to the pleasure and feelings of connectedness experienced when sexually intimate. The relationship between social anxiety and the amount of sexual contact differed between men and women—it was negative for women and negligible for men. Being in a close, intimate relationship enhanced the feelings of connectedness during sexual episodes for only individuals low in social anxiety. Depressive symptoms were negatively related to the amount of sexual contact, and the pleasure and feelings of connectedness experienced when sexually intimate. Controlling for depressive symptoms did not meaningfully change the social anxiety effects on daily sexuality. Our findings suggest that fulfilling sexual activity is often compromised by social anxiety.     

Priming insight in groups: Facilitating and inhibiting solving an ambiguously worded insight problem

We extend research on the priming of insight by studying group problem solving. Groups of 2–4 participants tried to solve an ambiguously worded problem in the presence of a prime that reinforced the dominant but incorrect interpretation of the problem, a prime that reinforced the uncommon but correct interpretation, or no prime. The paradigm involved participants asking questions of the experimenter that could only be answered “yes” or “no.” In Experiment 1, the prime was present throughout the solving period; in Experiment 2, it was removed prior to the solving period. In both experiments, the primes had their predicted effects. Patterns in the time taken to solve the problem supported the idea that groups stuck at the impasse were more or less able to restructure the problem, depending on the environmental context. Data from the questions asked and questionnaires converged with time taken to solve the problem, consistent with the view that restructuring a problem is an automatic process that produces insight. A comparison of the group data in Experiment 1 with individually tested participants’ data revealed that the insight of the groups benefited from their being able to recognize lines of questions to follow, to listen to answers to questions asked, and to evaluate and reject errors or assumptions.     

The individual and “the general situation”: The tension barometer and the race problem at the University of Chicago, 1947–1954

This article explains how social theories that posited white attitudes as the root of racial injustice gained traction in postwar social thought. Examining the production of a “tension barometer,” an attitude survey that scholars from the University of Chicago's Committee on Education, Training, and Research in Race Relations created to predict interracial violence, I chart vigorous debate over the nature and causes of racial oppression in the critical postwar decades. Available—and unavailable—social scientific frameworks, activists” interests, and emerging anticommunism, the Committee's history shows, created an environment where individualistic conceptions of the race problem won out, despite critique. © 2010 Wiley Periodicals, Inc.     

Factors predictive of a fetal alcohol spectrum disorder diagnosis: Parent and teacher ratings

Diagnostic assessment in Fetal Alcohol Spectrum Disorder (FASD) is informed by multidisciplinary assessment incorporating objective (i.e., test measures) and subjective means, such as parent and teacher behavior ratings. The purpose of this study was to extend our previous neuropsychological test findings by identifying parent and teacher ratings of academic achievement, attention, executive functioning, and adaptive functioning as predictors of an FASD diagnosis. The charts of 315 children and adolescents with prenatal alcohol exposure (PAE) who underwent assessment for FASD were retrospectively reviewed. Direct logistic regressions analyzed the contribution of different ratings on the likelihood of an FASD diagnosis. The results suggest that a number of rating measures do contribute toward accurately differentiating those with FASD from within a PAE population, including teacher ratings of learning problems, inattention, and adaptive skills. The classification accuracy for each regression was clinically significant (59.1–70.8%). Children with worse ratings on these variables are approximately 1.5 to 2 times more likely to receive an FASD diagnosis. Only teacher ratings (not parent) significantly contributed to whether a diagnosis was made, suggesting that teacher observational rating scales are a critical component of an FASD assessment. Together with our previous research examining neuropsychological evaluation and FASD diagnostic assessment, this study helps to further guide decisions to streamline care in multidisciplinary assessment and intervention planning.     

Reengagement With Education: A Multidisciplinary Home-School-Clinic Approach Developed in Australia for School-Refusing Youth

School refusal (SR) can result in decreased academic achievement, impaired social connections, and family stress. Current interventions for SR include behavioral and cognitive-behavioral treatments that are not always effective. Incorporating multidisciplinary work that includes therapeutic and educational interventions may enhance outcomes for youth displaying SR. The In2School program fosters a working partnership between mental health clinicians and teachers. It was designed to meet the needs of young people missing more than 50% of school in the previous 6 weeks due to mental health disorders, including anxiety or depression. This paper reports on an action research study in which the In2School program was piloted. Over a 14-week period, therapeutic and educational interventions were integrated into the learning environment via a transitional classroom to support youths’ return to school. Outcomes of this program are reported for the first cohort of 7 youth. Of these youth, 6 returned to mainstream schooling with attendance levels being maintained for 6 months after completing the intervention. Progress was observed in mental health recovery, quality of life reports, increased social interactions with peers, and positive experiences at school. The preliminary results presented in this paper suggest that a multidisciplinary, home-school-clinic intervention holds promise for helping school-refusing youth to return to school.