Neurocognitive outcomes in children with unilateral basal ganglia arterial ischemic stroke and secondary hemidystonia

Dystonia is a movement disorder that involves excessive, involuntary muscle contractions resulting in repetitive movements and/or abnormal posturing. One common cause of unilateral dystonia in childhood is ischemic stroke involving the basal ganglia and/or thalamus. Virtually nothing is known about neuropsychological outcomes in children who have dystonia following basal ganglia stroke. The present study explored whether or not children with secondary dystonia experience additional cognitive challenges when compared to children with similar patterns of brain injury, but no dystonia. We examined intellectual function, academics, and several aspects of executive function in children with unilateral basal ganglia stroke during childhood, comparing those with dystonia and those without. Although groups did not differ in terms of lesion size, we found significantly lower performance on measures of verbal and nonverbal reasoning, inhibitory control, and academic ability in children with secondary dystonia compared to those without. In contrast, there were no significant group differences on parent ratings of their child’s executive function in daily life. These findings suggest that maladaptive reorganization following basal ganglia stroke may contribute to the development of secondary dystonia and also to poor intellectual and academic outcomes in this group.     

Teacher beliefs,teacher characteristics,and school contextual factors: What are the relationships?

Background. There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio‐economic level of school and class level), and three teacher socio‐psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio‐economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio‐psychological beliefs and the teacher and school factors included in the study. Results. Mastery‐oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio‐economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.     

Trichotillomania: Identification and Treatment

Trichotillomania is a disorder distinguished by recurrent hair pulling resulting in hair loss ( American Psychiatric Association, 2000 ). This review of the literature provides a broad overview of the disorder so that counselors can better understand, describe, identify, and implement effective treatment for clients with trichotillomania. Phenomenology, impairment, etiology, multicultural considerations, differentiation, comorbidity, and current treatment approaches are presented.     

Domain-specific perfectionism in intercollegiate athletes: Relationships with perceived competence and perceived importance in sport and school

ObjectivesTo examine the domain-specific nature of perfectionism in sport and school, and to examine potential links between domain-specific perceived competence, perceived importance (task value), and perfectionism in sport and school.Design and MethodA total of 255 male and female varsity student-athletes from a successful intercollegiate sport program completed domain-specific (i.e., sport and school) versions of Hewitt and Flett's (1991) Multidimensional Perfectionism Scale (HF-MPS). Participants also completed an inventory designed to assess perceived competence (PC) in sport versus school and perceived importance (PI) of success in sport versus school.ResultsExploratory factor analyses conducted on perfectionism data indicated that perfectionist orientations were organized around domain-specific as opposed to global perfectionist tendencies. Regression analyses indicated that PC was a significant predictor of domain-specific levels of self-oriented and socially prescribed perfectionism (ps < .05), and PI was a significant predictor of domain-specific levels of self-oriented, socially prescribed, and other-oriented perfectionism (ps < .001). A repeated-measures MANOVA revealed that student-athletes had significantly higher levels of perfectionism in sport than school (ps < .0001) across all three HF-MPS subscales.ConclusionResults reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and identify the potential role that perceived competence and perceived importance may play in the development of domain-specific perfectionism.     

The Dimensionality of the Industrial Sales Job Characteristics

Abstract

Sales representative motivation, satisfaction, and performance have been topics of considerable interest to managers and researchers alike for many years. Recently researchers have borrowed conceptualizations from organizational behavior and applied them successfully in the sales setting. For the most part, research on work-related sales representative motivation has focused on either the “expectancy” approach or the “job characteristics” approach. A brief overview is presented, followed by an assessment of the validity of the core dimensions found in the increasingly popular Job Diagnostic Survey in a sales representative context. The managerial implications of the assessment are also discussed.     

The relationship between post-trauma problem reporting and carer quality of life after severe head injury

Abstract

Head injury is a significant cause of death and disability. This study examined the quality of life of carers of individuals following severe head injury from the acute neurosurgical care period to one year post discharge from hospital. The contribution of patterns of problem reporting by patients and their carers to quality of life was examined. Carer psychosocial adjustment and individual quality of life evaluations were significantly poorer than general population levels and did not change over a one year period. However, significant increases in the number of problems reported were noted over time. No significant differences were found between patients and carers in the numbers of problems identified at each of three assessments, although the level of agreement about problems identified was quite low. Female patients reported significantly more problems than male patients. Carer problem reporting was found to significantly predict carer quality of life and psychosocial functioning to a greater extent than patient problem reporting, a pattern which emerged after the patient had been discharged from hospital. The study demonstrates increasing problem profiles and differing perceptions of patients and carers over time. Combined with a lack of improvement in carer quality of life over a one year recovery period, this highlights the need for longer-term professional support and advice services aimed at both patients and carers.     

Palliative-care professionals' experiences of unusual spiritual phenomena at the end of life

Research literature has highlighted unusual phenomena occurring at the end of life. Palliative-care professionals often feel ill-prepared in managing these and in talking to patients and family members about them. This study aimed to explore the meanings and interpretations ascribed to these phenomena by palliative-care professionals. Eight participants were interviewed, and interpretative phenomenological analysis used to identify themes within their accounts. Four themes emerged from the analysis: (1) Who are we to say what's out there?: a connection with something beyond what can be seen; (2) It opened up conversations: the experience of talking about unusual experiences; (3) It knocked me sideways: managing the emotional impact of these experiences; and (4) The fact that she was so accepting made it easier: the value of acceptance in relation to unusual experiences. These findings are discussed within the context of existing literature and implications for palliative-care professionals are discussed.     

Explicit Beliefs about Aggression, Implicit Knowledge Structures, and Teen Dating Violence

This study examined whether explicit beliefs justifying aggression and implicit knowledge structures theorized to facilitate aggression both contributed to between-subjects differences in teen dating violence (TDV). In addition, this research examined the contribution of explicit and implicit cognitions in the prediction of within-subjects changes in TDV over a 6-month period. Participants were 147 14- to 17-year-olds (48 % female) recruited from courts and agencies providing services to adolescents in trouble because of antisocial behavior. Teens completed a measure of explicit beliefs justifying aggression, a speeded word-completion task designed to measure aggressive content in implicit knowledge structures, and a measure of TDV. Measures were completed at 3 assessments, spaced 3 months apart. Results indicated that explicit beliefs justifying aggression and implicit knowledge structures theorized to facilitate aggression both contributed independently to between-subjects differences in TDV. However, only explicit beliefs about aggression were associated with within-subjects changes in TDV over the 6-month study period. These findings highlight the importance of considering both explicit and implicit cognitions in attempting to understand the perpetration of TDV.     

Using Storytelling to Heal Trauma and Bridge the Cultural Divide Between Veterans and Civilians

There is a growing disconnect between the Veteran and civilian communities related to their understanding of war-related trauma, postdeployment reintegration difficulty, and the experience of Memorial Day. A therapeutic way to bridge this divide is through community storytelling. This paper describes a program development project at a Veterans Affairs Medical Center that was created to increase the connection between these communities. Using storytelling, six Veterans shared their personal experiences with a civilian audience in honor of Memorial Day. Qualitative data on the impact of the program is reported, and suggestions for future application and research are discussed.