The effects of short term flotation REST on relaxation: a controlled study

The purpose of this study was to compare the effects of restricted environmental stimulation using a flotation tank (Flotation REST) to the effects of a normal sensory environment on relaxation. All of the subjects were first introduced to a simple relaxation program to be used during the experimental sessions. The program consisted of guided point-to-point relaxation, breathing techniques, and visual imagery techniques. Subjects were then pre-tested on measurements of electromyogram (EMG), galvanic skin response (GSR), peripheral skin temperature, and systolic and diastolic blood pressure. The experimental group experienced ten 45-minute sessions practicing the relaxation program in a Flotation REST environment. The control subjects practiced the same relaxation program in a similar body position for 45 minutes in a normal sensory environment. All subjects answered a five-question Subjective Relaxation Questionnaire on trials five through ten and were then post-tested on EMG, GSR, skin temperature, and blood pressure. The results indicated significant differences between groups from pre-test to post-test on systolic and diastolic blood pressure; the experimental group showed greater reductions. Significant differences also were observed on three of five questions on the Subjective Relaxation Questionnaire; the experimental group reported greater subjective relaxation and trends in a similar direction on the remaining two questions. The results of this study indicate that flotation REST enhances point-to-point relaxation, breathing techniques, and visual imagery techniques and, when combined with these techniques, can be an effective means of teaching normal subjects to lower systolic and diastolic pressure and heighten their subjective perception of relaxation.     

AN EXPRESSIVE WRITING INTERVENTION TO COPE WITH LESBIAN-RELATED STRESS: THE MODERATING EFFECTS OF OPENNESS ABOUT SEXUAL ORIENTATION

Over the past two decades, expressive writing interventions have been used successfully to reduce distress and improve well-being for those dealing with traumatic events, stressors, and illnesses. The purpose of this study was to investigate an expressive writing intervention for lesbian-related stressors. As expected, writing about traumatic events related to sexual orientation reduced self-reported confusion and perceived stress over a 2-month period for those lesbians who were less open about their sexual orientation. Interestingly, writing about such traumatic experiences was associated with increases in confusion and perceived stress for those who were more open about their sexual orientation. Applying this paradigm to assist individuals in coping with stressors related to their sexual orientation represents an important addition to the expressive writing literature. Furthermore, it offers a promising, cost-effective method to assist closeted lesbians in coping with stressors related to their sexual orientation.     

On Potential-Based and Direct Movements in Information Spaces

Learning can be portrayed as a movement in a state space. Potential-based explanations of such movements hold that learners use a gradient-descent process to minimize a potential function. Direct explanations hold that learning is specific to information for learning. This study contrasts specific hypotheses derived from these general approaches. Participants estimated the length of arrow shafts of Müller-Lyer displays. Experiment 1 shows that learning in this paradigm can indeed be portrayed as a movement in a state space. In Experiment 2 nonveridical feedback was used in such a way that the contrasted hypotheses predicted learning in opposite directions. No learning was observed. In Experiment 3, movements in the state space were observed with practice conditions in which one of the hypotheses specified a movement in the state space whereas the other did not specify any movement. A tentative explanation for these findings is that both hypotheses are partly correct. However, more than to the empirical findings for this particular task, the authors wish to draw attention to the distinction between potential-based and direct processes—a distinction that they consider of general importance for the understanding of learning.     

Book reviews

Peter E. Hodgkinson and Michael Stewart (1998) A Handbook of Post-Disaster Psychosocial Aftercare, 2nd edn, London: Routledge, $15.99 (pb)

Caroline Garland (ed.) (1998) Understanding Trauma: A Psychoanalytic Approach, London: Duckworth, Tavistock Clinic Series, $14.95 (pb)

Claudio Neri (1998) Group, preface by Parthenope Bion Talamo, foreword by Malcolm Pines, London: Jessica Kingsley, $16.95

Robert L. Perkinson (1997) Chemical Dependency Counseling: A Practical Guide, London: Sage, $24

Mary Turner (1998) Talking with Children and Young People about Death and Dying: A Workbook, illustrated by Bob Thomas, London: Jessica Kingsley, $17.95

Jan Wiener and Mannie Sher (1998) Counselling and Psychotherapy in Primary Health Care: A Psychodynamic Approach, London: Macmillan, $11.99 (pb)

Melanie Hart and James Loader (eds) (1998) Generations: Poems between Fathers, Mothers, Daughters, Sons, London: Penguin, $14.99

David Kennard and Neil Small (eds) (1997) Living Together, London: Quartet, $9.00

Sally Skaife and Val Huet (1998) Art Psychotherapy Groups: Between Pictures and Words, London: Routledge, $47.50 (hb), $15.99 (pb)