From research to practice: The first tentative steps

This article traces the history of the Somerset Spirituality Project as it moved from the research findings of Foskett et al. (2003) and Macmin and Foskett (2003) to the application of their findings in practice. It summarizes the results of the research, the attempts to publicize these and to promote better practice within the mental health services and local religious groups. It records the developments already undertaken or planned, the resistance to these encountered along the way and the sacrifices made by those most intimately involved. This is set within a Christian Liberation Theology's analysis of social and political systems, its bias to the poor and their understanding of the human drive to health of mind and soul.     

Social Norms and Engagement in Protective Health Behaviors Among Rural Health Providers

Journal of Clinical Psychology in Medical Settings - The COVID-19 pandemic has had far-reaching effects for individuals and healthcare systems in the United States. Increasing and sustaining...     

Enduring deficits in contextual and auditory fear conditioning after adolescent, not adult, social instability stress in male rats

Adolescence is a time of developmental changes and reorganization in the brain and stress systems, thus, adolescents may be more vulnerable than adults to the effects of chronic mild stressors. Most studies, however, have not directly compared stress experienced in adolescence to the same stress experience in adulthood. In the present study, adolescent (n=46) and adult (n=48) male rats underwent 16 days of social instability stress (daily 1h isolation and change of cage partners) or were non-stress controls. Rats were then tested on the strength of acquired contextual and cued fear conditioning, as well as extinction learning, beginning either the day after the stress procedure or 3 weeks later. No difference was found among the groups during the Training Phase of conditioning. Irrespective of the time between the social stress experience and fear conditioning, rats stressed in adolescence had decreased context and cue memory, and cue generalization compared to control rats, as measured by the percentage of time spent freezing in tests. Social instability stress in adulthood had no effect on any measure of fear conditioning. The results support the hypothesis that adolescence is a time of heightened vulnerability to stressors.     

Predicting substance use behavior among South African adolescents: The role of leisure experiences across time

Using seven waves of data, collected twice a year from the 8th through the 11th grades in a low-resource community in Cape Town, South Africa, we aimed to describe the developmental trends in three specific leisure experiences (leisure boredom, new leisure interests, and healthy leisure) and substance use (cigarettes, alcohol, and marijuana) behaviors and to investigate the ways in which changes in leisure experiences predict changes in substance use behaviors over time. Results indicated that adolescents' substance use increased significantly across adolescence, but that leisure experiences remained fairly stable over time. We also found that adolescent leisure experiences predicted baseline substance use and that changes in leisure experiences predicted changes in substance use behaviors over time, with leisure boredom emerging as the most consistent and strongest predictor of alcohol, cigarette, and marijuana use. Implications for interventions that target time use and leisure experiences are discussed.     

Getting it right generally,but not precisely: learning the relation between multiple inputs and outputs

In real-world situations, people are often faced with the complex task of deciding which of many potential variables are affecting their own or others’ behavior, as well as noting which specific aspects of behavior are being affected. Although it is common for professionals who encounter such conditions to claim that they acquire accurate and specific knowledge from their experience, it is unclear that such confidence is justified. Using a managerial task, we examined participants’ ability to learn how various interventions affect various aspects of their employees’ performance. The results of three experiments reveal that although participants appear to avoid prescribing an intervention that has a positive effect on a primary performance measure and a negative side effect on a secondary measure, when asked directly about the impact of the intervention, they respond by reducing their judgments of its positive impact. This was true regardless of whether participants indicated clear knowledge of its negative side effect (Experiment 3) or did not (Experiments 1 and 2). Thus, participants appear to be automatically integrating across the effects on different outcome measures.     

Induced processing biases have causal effects on anxiety

After briefly describing the nature of emotional processing biases associated with vulnerability to anxiety, and a model of how they may be produced, we review new data on the experimental induction of attentional and interpretative biases. We show that these biases can be readily induced in the laboratory, in the absence of mood changes. However, induced biases exert effects on the processing of new information and cause congruent changes in state anxiety when they influence how emotionally significant information is encoded. We can therefore conclude that biases have causal effects on vulnerability to anxiety via their influence on how significant events are processed. Finally, we discuss how our model might account for the acquisition of processing bias and for when they can influence anxiety.     

Editorial: Information Processing and the Emotional Disorders

Abstract

It is shown that emotions can usefully be considered as states produced by reinforcing stimuli. The ways in which a wide variety of emotions can be produced, and the functions of emotion, are considered. There is evidence that the amygdala is involved in the formation of stimulus-reinforcement associations, and the orbitofrontal cortex with correcting behavioural responses when these are no longer appropriate because previous reinforcement contingencies change. This evidence comes from the effects of damage to these structures, and from recording the activity of single neurons in these structures in the monkey during the formation and disconnection of stimulus-reinforcement associations. In so far as emotions can be defined as states produced by reinforcing stimuli, then the amygdala and orbitofrontal cortex are seen to be of great importance for emotions, in that they are involved respectively in the elicitation of learned emotional responses, and in the correction or adjustment of these emotional responses as the reinforcing value of environmental stimuli alters. One of the theses advanced is that the changes in emotional behaviour produced by damage to the brain can be analysed and understood by considering how different parts of it function in reinforcement and in the formation and disconnection of stimulus-reinforcement connections. Another thesis is that there is a population of neurons in the amygdala and parts of the temporal lobe visual cortex specialised to respond to faces, and that these neurons may be involved in social and emotional resposes to faces.

Some of the outputs of the amygdala and orbitofrontal cortex are directed to the hypothalamus, which not only provides one route for these reinforcing environmental events to produce autonomic responses, but also is implicated in the utilisation of such stimuli in motivational responses, such as feeding and drinking, and in emotional behaviour. Other outputs of the amygdala and orbitofrontal cortex which may enable them to influence behaviour are directed to the striatum, and also back towards some of the cortical regions from which they receive inputs. It is suggested that these latter projections are important in the effects which mood states have on cognitive processing.     

MOTIVATING THE REMEDIAL READER TO PRACTICE FOR FLUENCY

The purpose of this article is to describe four strategies which employ competition to motivate the remedial reader to practice decoding. The strategies, which are described in detail, strengthen both accuracy and fluency. The value of competition as well as cautions to be exercised are discussed.     

Don't look now: Attentional avoidance of emotionally valenced cues

It is often assumed that emotional stimuli receive high priority for processing, and that the distinction between positive and negative valence is fundamental. However, studies of attention to symbolic stimuli, such as words of different valence, have proved inconclusive. In four experiments, control over the emotional attributes of previously neutral line sketches was achieved by associating them with valenced captions. When these newly valenced sketches were paired with neutral stimuli in an attentional search task, they elicited equivalent attentional avoidance. In contrast, in a final experiment, strongly valenced colour pictures captured attention. We suggest that a mechanism acting to limit unnecessary interruptions of ongoing behaviour can inhibit processing of relatively mild emotional stimuli.