Integrative Response Therapy for Binge Eating Disorder

Binge eating disorder (BED), a chronic condition characterized by eating disorder psychopathology and physical and social disability, represents a significant public health problem. Guided self-help (GSH) treatments for BED appear promising and may be more readily disseminable to mental health care providers, accessible to patients, and cost-effective than existing, efficacious BED specialty treatments, which are limited in public health utility and impact given their time and expense demands. No existing BED GSH treatment has incorporated affect regulation models of binge eating, which appears warranted given research linking negative affect and binge eating. This article describes Integrative Response Therapy (IRT), a new group-based guided self-help treatment based on the affect regulation model of binge eating, which has shown initial promise in a pilot sample of adults meeting DSM-IV criteria for BED. Fifty-four percent and 67% of participants were abstinent at posttreatment and 3-month follow-up, respectively. There was a significant reduction in the number of binge days over the previous 28 days from baseline to posttreatment [14.44 (± 7.16) to 3.15 (± 5.70); t = 7.71, p < .001; d = 2.2] and from baseline to follow-up [14.44 (± 7.16) to 1.50 (± 2.88); t = 5.64, p < .001; d = 1.7]. All subscales from both the Eating Disorder Examination–Questionnaire and Emotional Eating Scale were significantly lower at posttreatment compared to baseline. One hundred percent of IRT participants would recommend the program to a friend or family member in need. IRT's longer-term efficacy and acceptability are presently being tested in a NIMH-funded randomized controlled trial.     

The Fascination of Islam

An Orientalist painting reproduced on the cover of the English translation of Rodinson's La fascination de l'Islam prompts some initial reflections about elements of distortion and projection in European perceptions of the Muslim world. The rest of the article charts the growth of the academic study of Islam and makes some suggestions as to how it might develop in the future. The second section surveys the history of Islamic Studies in Western Europe, dealing in turn with Christian scholarship, text-based Orientalism, and the contribution of the political sciences. It highlights the merits of these approaches but also explains why Muslim students find them problematic. The third section considers a traditional Muslim approach to the subject, as described by Ibn Khaldun. Because of its emphasis on the transmission of information on religious authority, this approach would be inappropriate in a modern Western university. Moreover, as a historian, Ibn Khaldun was already aware of its deficiencies. The fourth section opens by stressing that there is an urgent need to bring Western scholarship and traditional Muslim scholarship into constructive dialogue with each other. Despite the enormity of the task, it would be facilitated if Islamicists of all persuasions were prepared to learn from colleagues in Religious Studies and Theology. With this in mind, a number of suggestions are made as to how Islamic Studies stands to be enriched through contact with these two disciplines. Finally, the author states that Religious Studies and Theology also stand to benefit from the relationship. For example, he suggests that the rise of Islam raises important issues for those who are interested in the formative period of Christian doctrine.     

Adults' representations of division facts: a consequence of learning history?

There has been a recent increase in the study of adults' performance on simple division problems. Researchers up to now have focused on the relationship between multiplication and division and have found that multiplication often has a mediating role in the solution of division problems (Campbell, 1997, 1999; LeFevre & Morris, 1999; Mauro, LeFevre, & Morris, 2002). In this study, division was exclusively examined to determine the strategies that are used to solve these problems and to identify factors relating to particular strategy use. Thirty-two participants were asked to solve two sets of 64 simple division problems (from 4 divided by 2 to 81 divided by 9) and error, latency, and strategy report data were collected. Fewer errors were made on easy problems, which were also solved more quickly than difficult problems. Participants used retrieval, multiplication, and other strategies to solve the problems and tended to use retrieval more on easy than difficult problems and used multiplication more on difficult problems than easy problems. Unexpected age differences in strategy use were also found. Older participants tended to rely more heavily on retrieval than younger participants. These results suggest that older participants may have stronger representations for simple division problems than younger participants.     

Relational aggression in college students: Examining the roles of social anxiety and empathy

This study examined the unique contributions of social anxiety and empathy to relational aggression in 300 19–to–25–year–old (M=21.25; SD=1.32) male (n=97) and female (n=203) college students using hierarchical linear regression analysis. The interactive relations between gender and social anxiety, and between gender and empathy, were also assessed. In addition to the gender and overt aggression covariates, fear of negative evaluation and perspective taking were unique predictors of relational aggression. Males, students who were more overtly aggressive, and those who reported greater fear of negative evaluation were more relationally aggressive than were peers. Students with higher levels of perspective taking reported using less relational aggression than did peers. A gender x empathetic concern interaction indicated that for males only, lower levels of empathetic concern were associated with higher levels of relational aggression. Results are discussed within a social information‐processing perspective. Aggr. Behav. 29:430–439, 2003. © 2003 Wiley‐Liss, Inc.     

Can Messages Make a Difference? The Association Between E‐Mail Messages and Health Outcomes in Diabetes Patients

This investigation examined the impact of social support messages on patient health outcomes. Forty‐one American Indian, Alaska Native, and Native Hawaiian patients received a total of 618 e‐mail messages from their healthcare provider (HCP). The e‐mail messages were divided into 3,565 message units and coded for instances of emotional social support. Patient glycosulated hemoglobin scores (HbA1c) showed significantly improved glycemic control and emotional social support messages were associated with significant decreases in HbA1c values. Patient involvement with the system, measured by system login frequency and the frequency of uploaded blood glucose scores to the HCP, did not predict change in HbA1c.     

Achieving activity transitions in physician‐patient encounters.

This article examines how physicians and patients interactionally accomplish the transition from the activity of history taking to that of physical examination. Prior research focuses on participants' reliance on overt verbal resources (e.g., physicians' requests for permission to examine patients or explanations that foreshadow examination). Using the methodology of conversation analysis, this article draws on a corpus of 40 primary‐care encounters to demonstrate that: (a) In addition to verbal behavior, nonverbal behavior is integral to the accomplishment of transitions; and (b) patients' understandings of physicians' verbal and nonverbal behavior as communicating transitions are achieved through situating those behaviors in other contexts of embodied action, talk, activity, and social structure (i.e., the phase structure of encounters). Findings have implications for: (a) the theoretic relationship between verbal and nonverbal behavior in terms of social meaning, (b) what it means to explain transitions and reduce patients' uncertainty, (c) the organization of physician‐patient interaction, and (d) the relationship and interface between macro‐ and microconceptualization of context.