Dokumentation auf einer Station für psychosomatische Medizin und Psychotherapie

The documentation system for a psychosomatic-psychotherapeutic ward must integrate and process medical and psychotherapeutic treatment in a way that allows, over and above transparence and completeness, the constructive use of the collected information. But how to describe the increasingly complex picture of the patient during a stay on the ward, and how to utilize it effectively for his treatment? The search for satisfying answers has led the Department of Psychosomatics and Psychotherapy of the Clinic of the University of Münster to develop a new documentation system that will meet such demands. The system is innovative in visualizing and using the progression of the different therapeutic offers, in addition to introducing a “synopsis” of the dysfunctional relationship patterns and the individual psychodynamic background, which permits a swift overview of a patient’s treatment during his whole stay. This allows optimization of the multimodal treatment concept.     

Linguistic and conceptual development from one to six years: an introduction

In this section nine experimental papers are presented, a selection chosen by both developmental psycholinguists and psychologists as being of special interest to the area of concept acquisition. Although many points (both theoretical and methodological) put the two fields of research in opposition, these papers show the possibilities of a coherent overview of development, covering both language and conceptual development. This is especially important in the overlapping areas of research concerning the sound‐to‐meaning mapping processes of lexical acquisition, and the appearance of words referring to mental verbs in the child's vocabulary.     

Irrelevant Alternatives and Frankfurt Counterfactuals

In rejecting the Principle of AlternatePossibilities (PAP), Harry Frankfurt makes useof a special sort of counterfactual of thefollowing form: ``he wouldn't have doneotherwise even if he could have'. Recently,other philosophers (e.g., Susan Hurley (1999,2003) and Michael Zimmerman (2002)) haveappealed to a special class of counterfactualsof this same general form in defending thecompatibility of determinism andresponsibility. In particular, they claim thatit can be true of agents that even if they aredetermined, and so cannot do otherwise, theywouldn't have done otherwise even if they couldhave. Using as a central case an argument ofSusan Hurley's, I point out that thecounterfactuals in question are both``interlegal' and ``indeterministic', and I raisedoubts about whether this special class ofcounterfactuals have clear truth conditions. Finally I suggest that acknowledging thesepoints leads to an appreciation of the realstrength of Frankfurt-style examples.     

Need for Cognition Moderates Responses to Framed Smoking‐Cessation Messages1

Smoking‐cessation messages usually emphasize the costs of continuing to smoke (loss‐framed). However, prospect theory suggests that messages that instead emphasize the benefits of quitting smoking (gain‐framed) could be more effective than loss‐framed messages because smoking cessation is likely viewed as a cancer‐prevention behavior with a certain rather than a risky outcome. In this study, smokers at public events read brochures containing brief gain‐ or loss‐framed smoking‐cessation messages. The influence of framing was moderated by participants' need for cognition (NFC). Individuals lower in NFC had greater intention to quit after reading a gain‐framed message than after reading a loss‐framed message a finding consistent with our predictions whereas framing did not affect the persuasiveness of messages among people higher in NFC.     

The Application of Social Role Theory to the Study of Gender in Politics

Social role theory provides a framework to help understand the complexity of gender in the political sphere. We demonstrate how SRT both helps to explain extant research findings and to generate future research that will help explain the complicated ways in which gender shapes U.S. politics. This article considers two broad categories of behavior: the gendered opinions and engagement of the citizenry and the gendered evaluations of political actors by elites and voters. Within each category, we propose moving beyond the male‐female binary and consider the effects of gender in conjunction with other key political identities, such as race, ethnicity, age, as well as examining the effects of (dis)ability, and class. As well, our work demonstrates how masculinity encompasses the U.S. political system and serves as a backdrop in front of which gender roles shape political behavior, and role incongruity can lead to prejudice. This project lays the groundwork for future work to apply theories from psychology to a gendered analysis of U.S. politics. Through a better understanding of sex, gender, and their combined effects with race and other intersectional identities, we contribute to a broader goal of creating a more inclusive U.S. politics.     

Professional Online Support Group Facilitators: Guarantors of Maximal Group Utility

Synchronous online support groups (OSGs) represent a promising psychosocial resource, as they offer many of the same therapeutic factors as face-to-face groups as well as unique benefits (e.g., anonymity, convenience). Despite their advantages, OSGs also present challenges to participation, including lack of visual cues, disjointed text communication, and rapid pace, which render the presence of a professional facilitator especially important. This study involved an in-depth qualitative analysis of 38 sessions of four time-limited OSGs for informal caregivers (i.e., family) of patients with advanced-stage cancer. Results depict the ways in which four trained facilitators maximized the utility of their respective online groups—namely, by structuring and guiding, actively scanning, and modulating experiencing. These findings expand our limited understanding of the facilitative processes that take place in OSGs and may be clinically informative to professionals with an interest in this relatively novel group modality.     

Young Children's Reports of When Events Occurred: Do Event Type and Assessment Method Matter?

Studying young children's reporting about when various events occurred informs about the development of episodic memory and metacognition. In two experiments, 55 3‐ to 5‐year‐old children participated in two activity sessions, a week apart. During the activity sessions, they learned novel animal facts and body movements, and they coloured animal pictures and posed for body movement photos. Immediately after the second activity session, children were interviewed about when they experienced the various events. Overall, children were as accurate about learning events as physical events, but they were more accurate when asked temporal distance (e.g. ‘Which did you learn a longer time ago, “X” or “Y”?’) than temporal location questions (e.g. ‘Which did you learn before today, “X” or “Y”?’). The results suggest that young children's apparent difficulty recognizing new learning is not due to a rapid ‘remember‐to‐know shift’. Rather, the way we ask young children about when they experienced various events determines their accuracy. Copyright © 2016 John Wiley & Sons, Ltd.