Differentiating emotional processing and attention in psychopathy with functional neuroimaging

Individuals with psychopathy are often characterized by emotional processing deficits, and recent research has examined the specific contexts and cognitive mechanisms that underlie these abnormalities. Some evidence suggests that abnormal features of attention are fundamental to emotional deficits in persons with psychopathy, but few studies have demonstrated the neural underpinnings responsible for such effects. Here, we use functional neuroimaging to examine attention–emotion interactions among incarcerated individuals (n = 120) evaluated for psychopathic traits using the Hare Psychopathy Checklist–Revised (PCL-R). Using a task designed to manipulate attention to emotional features of visual stimuli, we demonstrate effects representing implicit emotional processing, explicit emotional processing, attention-facilitated emotional processing, and vigilance for emotional content. Results confirm the importance of considering mechanisms of attention when evaluating emotional processing differences related to psychopathic traits. The affective-interpersonal features of psychopathy (PCL-R Factor 1) were associated with relatively lower emotion-dependent augmentation of activity in visual processing areas during implicit emotional processing, while antisocial-lifestyle features (PCL-R Factor 2) were associated with elevated activity in the amygdala and related salience network regions. During explicit emotional processing, psychopathic traits were associated with upregulation in the medial prefrontal cortex, insula, and superior frontal regions. Isolating the impact of explicit attention to emotional content, only Factor 1 was related to upregulation of activity in the visual processing stream, which was accompanied by increased activity in the angular gyrus. These effects highlight some important mechanisms underlying abnormal features of attention and emotional processing that accompany psychopathic traits.     

Partial replication of two rumination-related candidate gene studies

Two recent papers associated candidate genes with brooding rumination, a possible cognitive endophenotype for depression, in children ages 8–14 years. Stone et al. reported that BDNF val66met polymorphism predicted brooding in adolescence. Woody et al. reported that children carrying at least one copy of a CRHR1 TAT haplotype reported less brooding than their peers in the presence of maternal depression. We attempted to replicate and extend these findings in a sample of twins aged 12–16 years. We analyzed the BDNF val66met (rs6265) polymorphism and two (rs242924 and rs7209436) out of three single nucleotide polymorphisms (SNPs) that Woody et al. used to create a CRHR1 haplotype. We controlled for maternal history of depression and clustering within families. Unlike Stone et al., we found higher brooding among BDNF Met carriers. This main effect was qualified by an interaction with pubertal status, with the effect driven by more physically mature participants. Similar to Woody et al., we found an interaction between CRHR1 SNPs and maternal depression, with the homozygous minor genotype acting as a protective factor against brooding in the presence of maternal depression. Findings provide partial support for the influence of candidate genes in two environmentally sensitive systems on brooding.     

Relational‐Cultural Theory and Reality Therapy: A Culturally Responsive Integrative Framework

The authors propose an integration of relational‐cultural theory and reality therapy. The authors contend that the traditional assumptions of reality therapy are consistent with the relational aspects of relational‐cultural theory and together provide a culturally responsive approach for diverse clients. The authors also include an overview of the 2 theories as well as highlight the convergences and divergences. In addition, the authors present a case illustration depicting the integration method in practice.     

The Influence of Time Estimation and Time‐Saving Preferences on Learning to Make Temporally Dependent Decisions from Experience

In this paper, we merge research related to experiential learning, temporal perception, and the value of time and money by examining decisions where the timing of action (response) determines the outcome received. We predicted that time‐saving preferences and impatience would decrease maximization (i.e., taking action when it returned the largest reward), and that the constraints of temporal perception would compound their effects. Across three studies, participants undershot on average (i.e., responded earlier than the period of time during which a response would return the maximal reward) showed a preference for shorter‐delay options and often did not find the maximal reward. In addition, participants' reliance on temporal perception increased undershooting, increased preferences for shorter‐delay options, and reduced maximization. Nevertheless, participants who found the maximal reward continued to maximize at a high rate rather than opting for shorter delays and smaller rewards. Thus, while most participants appeared to have a preference for saving time, most behaved as reward maximizers rather than temporal discounters. Copyright © 2017 John Wiley & Sons, Ltd.     

Becoming Pilgrims: Engaging Theory Through Practice in the Introductory World Religions Course

Abstract. This paper explores the use of the educational pilgrimage as an active learning strategy in the introductory world religions course. As we study pilgrimages from different religious traditions throughout the semester using Victor Turner as our theoretical guide, students also plan their own campus pilgrimage, paying homage to sites that help them reach their educational goals. Using student comments and my own observations, I highlight the ways in which the educational pilgrimage both affirms and raises critical questions about Turner's theory of pilgrimage. In this way, the educational pilgrimage is an opportunity for students to enhance and clarify their understanding of theory through practice.     

Positive and problematic dissertation experiences: The faculty perspective

We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors’ roles involved guiding/facilitating dissertations and helping students shape research ideas; students’ roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students’ low research capability; such dissertations negatively affected participants.     

Awareness and Preferences Regarding <Emphasis Type="Italic">BRCA1/2</Emphasis> Genetic Counseling and Testing Among Latinas and Non-Latina White Women at Increased Risk for Hereditary Breast and Ovarian Cancer

This study was an investigation of awareness, cognitions, and psychosocial and educational needs related to genetic counseling and testing among Latinas and non-Latina whites at increased risk for having a BRCA1/2 mutation. Sixty-three Latina and eighty-four non-Latina white women completed telephone surveys employing a mixture of quantitative and qualitative questions assessing awareness, benefits, risks, barriers, and genetic counseling communication preferences regarding BRCA1/2 testing. Among participants who had not previously had genetic counseling/testing, 56.9% of Latinas (29/51) and 34.8% of non-Latina white participants (24/69) were unaware of the availability of BRCA1/2 testing. In multivariate logistic regression analysis, Latina ethnicity was the only statistically significant independent factor associated with lack of awareness (OR = 0.42; 95% CI = 0.19–0.35). No appreciable differences were noted between ethnic groups regarding perceived benefits of BRCA1/2 testing or desired genetic counseling topics. These findings underscore the importance of increasing awareness of cancer genetic counseling and genetic testing among both Latina and non-Latina white populations.