Counseling Women in Midlife: An Integrative Approach to Menopause

Menopause is a normative life transition that is experienced by virtually all women, yet remains poorly understood. The dominance of the biomedical model results in a unidimensional definition of menopause as a biological event, ignoring the influence of cultural and psychosocial factors. Counselors who use an integrative approach can not only provide accurate biomedical information but also conceptualize menopause as a normative midlife transition. The purpose of this article is to provide a foundation in biomedical issues and to consider how these independently, and in interaction with cultural and psychosocial factors, influence the experience of menopause.     

Active coping with stress suppresses glucose metabolism in the rat hypothalamus

We used 18F-fluorodeoxyglucose small-animal positron-emission tomography to determine whether different styles of coping with stress are associated with different patterns of neuronal activity in the hypothalamus. Adult rats were subjected to immobilization (IMO)-stress or to a non-immobilized condition for 30 min, in random order on separate days, each of which was followed by brain-scanning. Some rats in the immobilized condition were allowed to actively cope with the stress by chewing a wooden stick during IMO, while the other immobilized rats were given nothing to chew on. Voxel-based statistical analysis of the brain imaging data shows that chewing counteracted the stress-induced increased glucose uptake in the hypothalamus to the level of the non-immobilized condition. Region-of-interest analysis of the glucose uptake values further showed that chewing significantly suppressed stress-induced increased glucose uptake in the paraventricular hypothalamic nucleus and the anterior hypothalamic area but not in the lateral hypothalamus. Together with the finding that the mean plasma corticosterone concentration at the termination of the IMO was also significantly suppressed when rats had an opportunity to chew a wooden stick, our results showed that active coping by chewing inhibited the activation of the hypothalamic-pituitary-adrenal axis to reduce the endocrine stress response.     

The effects of self-brand connections on responses to brand failure: A new look at the consumer–brand relationship

We argue that consumers with high self-brand connections (SBC) respond to negative brand information as they do to personal failure — they experience a threat to their positive self-view. After viewing negative brand information, high (vs. low) SBC consumers reported lower state self-esteem. Consumers with high SBC also maintained favorable brand evaluations despite negative brand information. However, when they completed an unrelated self-affirmation task, they lowered their brand evaluations the same as low SBC consumers. This finding suggests that high SBC consumers' reluctance to lower brand evaluation might be driven by a motivation to protect the self rather than the brand.     

Personal Growth and Meaning in Life Among First-Time Mothers and Grandmothers

This cross-sectional study examined personal growth and meaning in life among mothers and grandmothers who recently went through major transitions in a woman’s life. It investigated the contribution of the internal resources of perception of self (self-esteem) and perceived characteristics of the situation (cognitive appraisal of threat, challenge, and self-efficacy) and the external resource of perceived social support, as well as two background variables: age, and frequency of meetings between mothers and grandmothers. Participants were 152 first-time mothers 6–24?months after delivery, and their own mothers who were first-time grandmothers (n?=?152). The results showed differential contributions to meaning in life and personal growth in the two generations, indicating that the proposed variables can indeed explain growth and meaning in life in these life stages. They reveal not only the similarities and differences between the response of mothers and grandmothers to these parallel life transitions, but also how information about one generation may help explain the response of the other. The different patterns of associations which emerged for growth and meaning in life are also discussed.     

Postural asymmetries in response to holding evenly and unevenly distributed loads during self-selected stance

The authors examined postural asymmetries during quiet stance and while holding evenly or unevenly distributed loads. Right-hand dominant subjects preferentially loaded their right lower limb when holding no load or a load evenly distributed in both hands, but no differences in center of pressure (CoP) were observed between the left and right limbs. However, longer CoP displacement was observed under the preferentially loaded limb, which may reflect a functional asymmetry that allows quick movement of one limb in response to a potential perturbation. When a load was held only in the nondominant hand, sample entropy decreased in the left (loaded) limb but increased in the right (unloaded) limb, suggesting the unloaded foot compensated for a loss of control flexibility in the loaded foot.     

Creating metacognitive environments in primary school RE classrooms

Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles (WVP), and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.