Group Cognitive-Behavioral Therapy for Insomnia in a VA Mental Health Clinic

Effective cognitive-behavioral therapies for insomnia have been developed over the past 2 decades, but they have not been systematically evaluated in some clinical settings. While insomnia is common among veterans with mental health problems, the availability of effective treatments is limited. We report on the group application of a cognitive-behavioral therapy for chronic insomnia in a veteran population with significant comorbidity for both psychiatric problems and chronic medical conditions. Outcome measures were obtained for both sleep (via sleep diaries) and daytime functioning. Substantial posttreatment improvements were evident for measures of sleep consolidation, total sleep time, depression, anxiety, and fatigue. The unique suitability of the group therapy approach with this population is discussed. Controlled evaluations of the group cognitive-behavioral treatment for comorbid insomnia in this and other ambulatory settings are warranted.     

Memory for "mean" over "nice": the influence of threat on children's face memory

Adults remember faces of threatening over non-threatening individuals. This memory advantage could be indicative of a system rooted deeply in cognitive evolution to track and remember individuals who have been harmful in the past and therefore might be harmful again. Conversely, adults may have learned through experience that it pays to be vigilant. In the present research, we investigated whether attention to threatening individuals is privileged in young children's face memory. In Experiment 1, preschool-age children showed a face recognition memory advantage for individuals who were said to have committed harmful rather than helpful actions. In a further experiment, children did not selectively remember individuals who were described as the recipients of these actions, suggesting that the memory enhancement was produced by threat rather than negative valence. Together, these findings provide evidence for an early-developing system for remembering threatening individuals, consistent with an evolutionary account of its origins.     

Performance and process in collective and individual memory: the role of social decision schemes and memory bias in collective memory

To assess performance and processes in collective and individual memory, participants watched two job candidates on video. Beforehand, half the participants were told they would be tested on their memory of the interviews, and the other half were asked to make a decision to hire one of the candidates. Afterwards, participants completed a recognition memory task in either a group or individual condition. Groups had better recognition memory than individuals. Individuals made more false positives than false negatives and groups exaggerated this. Post-hoc analysis found that groups only exaggerated the tendency towards false positives on items that reflected negatively on the job candidate. There was no significant difference between instruction conditions. When reaching consensus on the recognition task, groups tended to choose the correct answer if at least two members had the correct answer. This method of consensus is discussed as a factor in groups' superior memory performance.     

A review and meta-analysis of the nomological network of trainee reactions

A review and meta-analysis of studies assessing trainee reactions are presented. Results suggest reactions primarily capture characteristics of the training course, but trainee characteristics (e.g., anxiety and pretraining motivation) and organizational support also have a moderate effect on reactions. Instructional style (rho = .66) followed by human interaction (rho = .56) were the best predictors of reactions. Reactions predicted pre-to-post changes in motivation (beta = .51) and self-efficacy (beta = .24) and were more sensitive than affective and cognitive learning outcomes to trainees' perceptions of characteristics of the training course. Moderator analyses revealed reactions- outcomes correlations tended to be stronger in courses that utilized a high level rather than a low level of technology, and affective and utility reactions did not differ in their relationships with learning outcomes. The current study clarifies the nomological network of reactions and specifies outcomes that are theoretically related to reactions.     

Effects of dehydroepiandrosterone sulfate and progesterone on spatial learning and memory in young and aged mice

Young (2-4 months) and aged (14-16 months) male Swiss-Webster albino mice (n = 7 per group) were subcutaneously injected with 20 mg/kg/day dehydroepiandrosterone sulfate (DHEAS), progesterone (P), DHEAS + P, or vehicle control and trained over a 5-day period in a Morris water maze. The subjects were tested 48 hr after training for memory recall as measured by latencies to locate the hidden platform, and trunk blood was collected immediately thereafter. As expected, latency to platform decreased for all groups over the 6 testing days, with aged mice taking longer to reach platform than did young mice. However, results did not support the hypotheses that DHEAS-treated mice would exhibit shorter latencies and that P-treated mice would show longer latencies to platform in comparison with age-matched controls. These results raise doubts about the effectiveness of commercially available supplements claiming to promote enhanced memory in humans.     

Creating your own hostile environment: a laboratory examination of trait aggressiveness and the violence escalation cycle

A dyadic interactive aggression paradigm tested hypotheses from the General Aggression Model about how trait aggressiveness can create behaviorally hostile social environments. Pairs of college student participants competed in a modified reaction time task in which they repeatedly delivered and received each other's punishments. The trait aggressiveness of both participants influenced the punishment intensities (aggression level) set by each member of the dyad on later trials. Furthermore, there was a pattern of escalation from early to later trials. These trait aggressiveness effects (both self and partner) on later aggressive behavior were largely mediated by partner aggression levels during early trials. Results also suggested two aggressive motives--hostile and instrumental--resulted from high partner aggression during early trials and these motives partially mediated the effects of trait aggressiveness and of early trial aggression on later aggressive behavior.     

The role of drug use in a conceptual model of intimate partner violence in men and women arrested for domestic violence.

In a previous study, alcohol problems in perpetrators and their partners contributed directly and indirectly to intimate partner violence (IPV), even after including other correlates of violence in the model (G. L. Stuart et al., 2006). The present study extends these findings by examining the role of illicit drug use. We recruited 271 men and 135 women arrested for IPV and used structural equation modeling to examine the data. Results showed that drug use, as reported by the perpetrators, was a stronger predictor of IPV than were alcohol problems in perpetrators and their partners. Arrested males' marijuana use and stimulant use (i.e., cocaine and amphetamines) were associated with perpetration of IPV, and their report of their female partners' stimulant use was associated with her violence perpetration. In arrested women, specific substances used did not predict violence perpetration beyond other model variables; however, female perpetrators' report of male partners' stimulant use predicted male psychological and physical aggression, after controlling for other variables. These results provide further evidence that drug problems by both partners may be important in the evolution of aggression. Implications for batterer intervention programs are discussed.     

Interparental conflict, negative parenting, and children's adjustment: bridging links between parents' depression and children's psychological distress

Pathways linking parental depressive symptoms, adult relationship insecurity, interparental conflict, negative parenting, and children's psychological adjustment (internalizing symptoms and externalizing problems) were assessed using a 3-wave longitudinal research design. Two-parent families (N = 352) with 11- to 13-year-old children (179 boys, 173 girls) participated in the study. Maternal and paternal depressive symptoms were associated with insecurity in adult close relationships assessed 12 months later, which was concurrently related to heightened levels of interparental conflict. Controlling for children's initial symptom levels, interparental conflict was related to child appraisals of father and mother rejection assessed an additional 12 months later, which were related to children's internalizing symptoms and externalizing problems, respectively. Results are discussed with regard to the implications for understanding the complex interplay between adult depressive symptoms, attributions in close adult relationships, interparental conflict, negative parenting, and children's psychological adjustment.     

Disrupting the Luxury of Despair: Justice and Peace Education in Contexts of Relative Privilege

Abstract. The Iliff School of Theology established a justice and peace concentration within its curriculum to respond to the challenges of racism, class and economic exploitation, sexism, and militarism by fostering social analysis and attending to the contributions of religious thought and resources to the struggles of social change. Within an institution and with a student body who both tend to be relatively privileged in terms of class and racial or ethnic background, one of the persistent issues in teaching justice and peace studies has been addressing the emergence of guilt, anger, and despair as course content challenges students (and faculty) to relinquish self‐understandings, historical understandings of their religious tradition and national context, and inadequate theological and faith formation shaped by dominant narratives that ignore social realities of oppression. This pedagogical challenge has encouraged multiple professors to develop unique pedagogical approaches to educating students about justice issues in this context. This paper will draw on the insights of these approaches, in conversation with literature‐based analysis, to describe the temptations students experience when learning about justice and peace in contexts of privilege. This paper also describes the pedagogical practices that emerged in this particular context, and the failures and limitations of these practices for individual and institutional transformation.