Problem gambling,gaming and Internet use in adolescents: Relationships with emotional intelligence in clinical and special needs samples

The study examined the relationship between emotional intelligence (EI) and several addiction-related behaviours (gambling problems, Internet abuse, and computer gaming misuse) in two adolescent samples: 270 clinical outpatients (180 males and 90 females) and 256 special needs students (160 males and 96 females). Gambling problems, Internet abuse, and computer gaming misuse were positively inter-correlated in both samples; approximately half of the variability in these addiction-related behaviours could be accounted for by a common dysfunctional preoccupation latent variable. Latent variable path analysis found emotional intelligence to be a moderate predictor of dysfunctional preoccupation in both adolescent samples.     

Addictive states of mind

This paper explores the meaning of the pregnancy of the therapist as a challenge to the maintenance of the setting for therapy. The patient I shall describe was born ‘black’ in a ‘white’ family and was thus a challenge to her father's sense of paternity and her parents as a couple. She was the visual evidence of an infidelity. The problem had been denied in various ways, going as far as the attempt to deny her very existence. The therapist's pregnancy signified a betrayal of the ideal of a stable setting which was compounded by an earlier absence through illness. This ‘breaking of rules or promises' was then the setting for a re-working of the patient's story.

Setting, it is argued, can helpfully be seen as the mental space created by the partnership within the therapist between maternal and paternal relating to the ‘baby’ of the therapy. This enables a sense of negotiation and relationship in the creation of setting, which can include disruptions and other babies. At the same time the therapy had to work with a fundamental issue of illegitimacy or lack of belonging and the therapist's response to this. The ‘rules' of setting are a means to ensure a place to belong or attach to, but this work emphasized ‘setting’ and belonging as issues of relationship supported and enabled by our rules of engagement, but not reducible to them.     

COMPREHENSION INSTRUCTION IN A READING CLINIC: COMPARISON OF CLINIC AND CLASSROOM PRACTICES

Abstract

The purpose of this study was to determine middle school students’ (grades 4 to 8) metacognitive knowledge about science reading, science text, and science reading strategies. The 52 subjects were selected from 532 students who completed a survey instrument designed to determine students’ knowledge about science reading, science text, and science reading strategies. The stratified randomly sampled students were interviewed using five structured protocols. The protocol items were based on 21 strategic characteristics of successful readers of science text and three domains of metacognitive knowledge: declarative, procedural, and conditional. Quantitative analyses reveal surface level metacognitive knowledge about 20 of 21 strategies explored and similar levels of knowledge across the three metacognitive domains. A qualitative analysis indicates that average middle school students’ metacognitive knowledge of science reading, science text, and science reading strategies is similar to that of younger and poorer readers of narrative text.     

The Relationship Between Trajectories of Family/Cultural Stressors and Depression and Suicidal Ideation Among Substance Using Mexican-American Adults

We used an intersectional minority stress perspective to examine the association between family/cultural stress and mental health among substance-using Mexican-Americans. Employing a unique longitudinal sample of 239 socioeconomically disadvantaged, non-injecting heroin-using Mexican-Americans from San Antonio, Texas, we examined how culturally relevant stressors are related to depression and suicidal ideation. First, we identified depression and suicidal ideation prevalence rates for this disadvantaged sample. Second, we determined how cultural stress is experienced over time using stress trajectories. Third, we evaluated how family/cultural stressors and stress trajectories are related to depression and suicidal ideation outcomes. Results showed high rates of baseline depression (24 %) and suicidal ideation (30 %). We used latent class growth analysis to identify three primary stress trajectories (stable, high but decreasing, and increasing) over three time points during 1 year. We found that the increasing stressors trajectory was associated with higher rates of depression and suicidal ideation, and that stress trajectories had unique relationships with mental illness. We also showed that baseline stressors, sum stressors, and high but decreasing stressors maintained positive associations with mental illness after controlling for baseline depression. Our results highlight the importance of focusing on within-group, culturally specific stressors and addressing both operant and cumulative stressors in the study of mental health for marginalized populations and suggest the importance of early intervention in minimizing stressors.     

First and second language in the brain: Neuronal correlates of language processing and spelling strategies

This study explores oscillatory brain activity by means of event-related synchronization and desynchronization (%ERS/ERD) of EEG activity during the use of phonological and orthographic-morphological spelling strategies in L2 (English) and L1 (German) in native German speaking children. EEG was recorded while 33 children worked on a task requiring either phonological or orthographic-morphological spelling strategies. L2 processing elicited more theta %ERS than L1 processing (particularly at bilateral frontal and right posterior parietal sites) which might suggest a stronger involvement of semantic encoding and retrieval of the less familiar L2. The highest level of theta %ERS was revealed for the orthographic-morphological strategy in L2 which might indicate a more intense way of lexical retrieval compared to the phonological strategy in L2 and the orthographic-morphological strategy in L1. Analyses moreover revealed that phonological processing (both in L1 and L2) was associated with comparatively strong left-hemispheric %ERD in the upper alpha frequency band.     

Korean Immigrant Women's Journey from Abused Wives to Self-Reliant Women

Today's adolescent girls experience sociocultural pressures and life stressors which result in negative mental health outcomes, including binge eating. The purpose of this article is to present a model of psychotherapy for adolescent girls who engage in binge eating. The components in this model include: (a) Feminist Therapy to emphasize client empowerment and the importance of sociocultural context in understanding girls’ concerns; (b) Cognitive Behavior Therapy to help clients to eliminate dieting and to cope with pressures for attaining the beauty ideal; (c) Dialectical Behavior Therapy to assist clients in coping with emotions; and (d) Interpersonal Therapy to help clients improve relational transitions and disputes.     

Pitch discrimination without awareness in congenital amusia: Evidence from event-related potentials

Congenital amusia is a lifelong disorder characterized by a difficulty in perceiving and producing music despite normal intelligence and hearing. Behavioral data have indicated that it originates from a deficit in fine-grained pitch discrimination, and is expressed by the absence of a P3b event-related brain response for pitch differences smaller than a semitone and a bigger N2b–P3b brain response for large pitch differences as compared to controls. However, it is still unclear why the amusic brain overreacts to large pitch changes. Furthermore, another electrophysiological study indicates that the amusic brain can respond to changes in melodies as small as a quarter-tone, without awareness, by exhibiting a normal mismatch negativity (MMN) brain response. Here, we re-examine the event-related N2b–P3b components with the aim to clarify the cause of the larger amplitude observed by Peretz, Brattico, and Tervaniemi (2005), by experimentally matching the number of deviants presented to the controls according to the number of deviants detected by amusics. We also re-examine the MMN component as well as the N1 in an acoustical context to investigate further the pitch discrimination deficit underlying congenital amusia. In two separate conditions, namely ignore and attend, we measured the MMN, the N1, the N2b and the P3b to tones that deviated by an eight of a tone (25 cents) or whole tone (200 cents) from a repeated standard tone. The results show a normal MMN, a seemingly normal N1, a normal P3b for the 200 cents pitch deviance, and no P3b for the small 25 cents pitch differences in amusics. These results indicate that the amusic brain responds to small pitch differences at a pre-attentive level of perception, but is unable to detect consciously those same pitch deviances at a later attentive level. The results are consistent with previous MRI and fMRI studies indicating that the auditory cortex of amusic individuals is functioning normally.