A Pilot Study of a Family History Risk Assessment Tool for Cardiovascular Disease

This study evaluated the effectiveness of using a family history questionnaire to ascertain patients and families at-risk for inherited cardiovascular disease. A questionnaire composed of 21 questions was developed based on the experience of a cardiovascular genetic counselor. This questionnaire was administered to 39 patients at a University-based cardiology practice reflecting general and specialized aspects of cardiovascular medicine. Using the number and degree of relatedness of relatives reported and limited age of onset information participants were ranked into three familial risk categories. Thirty-nine patients participated in this pilot study. Of the 39 patients, six Mendelian diseases were identified. All individuals surveyed in this study were found to be at high and/or moderate risk for at least one disease based on the family history questionnaire. Twenty-five out of 39 participants (64.1%) were found to be at high risk for at least one cardiovascular disease, and thirty-three out of 39 participants (84.6%) were found to be at moderate risk for at least one disease. A family history of arrhythmia disorders, hypertension, hyperlipidemia, coronary artery disease and diabetes were more likely to be associated with a personal history in family histories of both moderate and high risk. Family history questionnaires in cardiology clinics can be a cost-effective tool for identifying patients and families who are in the greatest need of genetic evaluation and genetic counseling services.     

Increasing well-being through teaching goal-setting and planning skills: results of a brief intervention

Many factors are known to be associated with psychological well-being. However, it is much less clear whether those factors actually cause well-being and, hence, whether there is any practical value in trying to manipulate those factors to increase well-being. The proposed study addresses both the theoretical and practical issues by testing the effectiveness of an empirically-derived, brief psychological intervention to increase well-being in a non-clinical, unselected sample. The intervention focused on developing goal setting and planning (GAP) skills, which are known to be linked to well-being, potentially have widespread effects, and are amenable to intervention. Within a quasi-experimental design, participants received three, 1-h, group sessions (Study 1) or completed the programme individually in their own time (Study 2). Those taking part in the intervention, both individually and in a group, showed significant increases in subjective well-being, compared to their respective control groups not receiving the intervention. The results provide preliminary support for the view that (a) goal setting and planning skills have a causal link to subjective well-being and (b) that such skills can be learned to enhance well-being.

When children forget to remember: Effects of reduced working memory availability on prospective memory performance

The preparatory attentional and memory processes theory (PAM) of prospective memory (PM) proposes that prospective remembering is influenced by the variation in the availability of WM resources. Consequently, PM should be impaired when WM resources are reduced either by direct WM manipulation or by individual differences associated with restricted WM performance. Our study tested this prediction in school-age children by examining the independent and interactive effects of three factors known to deplete availability of WM resources: increased processing demands of a concurrent arithmetic task, additional WM span requirements, and high trait anxiety. A sample of 10-year-old children (N = 128) performed a PM task, embedded in an ongoing arithmetic task, which progressively imposed greater WM processing demands. Half of these participants also concurrently carried out an embedded WM span task. The results supported the PAM hypothesis, showing that children’s PM was compromised by the restriction of WM resources, whether this resulted from increasing the processing demands on the ongoing task, from imposing additional WM span requirements, or from high trait anxiety. However, these WM-depleting factors exerted additive effects rather than an interactive impact, suggesting that they might each deplete different aspects of WM resource availability necessary for prospective remembering. Overall findings imply that children’s PM success is not only associated to their WM capacity but it mostly depends upon how many of those WM resources are available to be devoted to the PM requirement.     

Does anxiety-linked attentional bias to threatening information reflect bias in the setting of attentional goals,or bias in the execution of attentional goals?

Heightened anxiety vulnerability is characterised by an attentional bias that favours the processing of negative information. However, this anxiety-linked attentional bias is amenable to two quite different explanations. One possibility is that it reflects anxiety-linked bias in the setting of attentional goals that favours setting the goal of attending towards negative information over the alternative goal of attending away from such information. Another possibility is that it reflects anxiety-linked bias in the execution of attentional goals that enhances the execution of the former attentional goal compared to the latter. The present study introduces a novel methodology designed to discriminate the validity of these competing hypotheses, by examining anxiety-linked attentional bias under two conditions. One condition left attentional goals unconstrained. The other condition imposed the attentional goal of either attending towards more negative or more benign emotional stimuli. The finding that anxiety-linked attentional bias was observed only under the former condition supported the hypothesis that anxiety is characterised by a bias favouring the setting attentional goals involving vigilance rather than avoidance of negative information, while giving no support to the hypothesis that anxiety is characterised by a bias reflecting enhanced execution of the former attentional goal compared to the latter.     

Heightened ruminative disposition is associated with impaired attentional disengagement from negative relative to positive information: support for the “impaired disengagement” hypothesis

Information processing accounts of rumination propose that impaired attentional disengagement from negative information may underpin heightened disposition to experience ruminative brooding in response to negative mood. The present study examined the relationship between individual differences in ruminative disposition and selective attention, using a paradigm capable of distinguishing between biases in the engagement and disengagement of attention. Results showed that higher dispositional ruminative brooding, as measured by both the brooding subscale of the RRS and an in-vivo assessment of ruminative disposition, was associated with greater relative impairment disengaging attention from negative compared to positive stimuli. These findings thus provide support for the “impaired disengagement” account of ruminative brooding.     

Feasibility and Preliminary Efficacy of an Internet Support Group for Parents of a Child with Neurofibromatosis Type 1: a Pilot Study

This pilot study investigated the feasibility and preliminary efficacy of an Internet Support Group (ISG) for parents of children with NF1. Eligible parents were recruited by email and completed baseline questionnaires assessing social support, self-efficacy, depression, and anxiety. The ISG involved eight weekly 90-min chat sessions and a discussion forum open 24 h/day for 8 weeks. Follow-up measures were completed immediately post-intervention and 3 months later. Parents from 33 families (29 mothers, 4 fathers) completed baseline measures. Over half of parents (52 %) rated their child’s disease severity as mild, 33 % moderate, and 15 % severe. Among 21 parents who completed post-intervention measures, ratings of perceived emotional (p = .0008) and informational (p = .0003) support increased. There were no significant changes in self-efficacy, depression, or anxiety (ps > .05). The mean satisfaction rating was moderately high (7.6/10; range 4–10). Some parents commented that the chat sessions were at inconvenient times, which may have limited participation. Preliminary evidence in this small sample of parents suggests that ISGs may be a feasible and potentially efficacious method of providing support to parents of children with NF1. Having multiple weekly chat sessions held at various days and times may improve accessibility and participation. Clinicians are encouraged to help parents access online support resources.