Providers' voices on telebehavioral health: Survey of an outpatient counseling agency in Alaska

Hope Counseling Center sought to expand behavioral health services to underserved populations in Alaska by offering telebehavioral health services. Providers completed a questionnaire addressing their experiences, opinions, and training needs as they relate to telebehavioral health. Open conversations about the training needs, limitations, and benefits of telebehavioral health supported program development and led to training on new equipment, rapport building, and telebehavioral health outcome studies. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Thought Suppression in Spider-Fearful and Nonfearful Individuals

The authors examined the suppression of spider-related thoughts in spiderfearful (n = 23) and nonfearful (n = 22) individuals. Participants were primed with vivid pictures of spiders and a story about spiders. Next, they were randomly assigned to 1 of 2 conditions: (a) suppression of thoughts associated with the previously presented spiderrelated stimuli or (b) free expression of any thoughts, including those related to the spider-related stimuli. All participants completed a subsequent free-expression exercise. Results indicated that spider-fearful individuals expressed thoughts about the spider-related stimuli for a longer length of time than did nonfearful individuals, particularly in the suppression condition. Participants in both groups demonstrated a rebound of thoughts associated with the spider-related stimuli following suppression. The authors propose that the priming of feared stimuli makes suppression of fear-related thoughts particularly difficult for fearful individuals, perhaps by activating a state of heightened arousal.     

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts.     

Magnitude effects for experienced rewards at short delays in the escalating interest task

A first-person shooter video game was adapted for the study of choice between smaller sooner and larger later rewards. Participants chose when to fire a weapon that increased in damage potential over a short interval. When the delay to maximum damage was shorter (5–8 s), people showed greater sensitivity to the consequences of their choices than when the delay was longer (17–20 s). Participants also evidenced a magnitude effect by waiting proportionally longer when the damage magnitudes were doubled for all rewards. The experiment replicated the standard magnitude effect with this new video game preparation over time scales similar to those typically used in nonhuman animal studies and without complications due to satiation or cost.     

Evaluation of a Brief Group Based Psychological/Educational Treatment Programme for Women with an Iatrogenic Chronic Hepatitis C Virus Infection

Thirty-two women with an iatrogenic chronic hepatitis C virus (HCV) infection were assigned to a treatment or waiting list control group and completed the SF-36, GHQ30, Battles SE, and two in-house questionnaires. A series of mixed model ANOVAs indicated a significant Group × Time effect for SF-36 physical functioning (F = 9.01, p < .01) and a series of repeated measures ANOVAs (treatment group only) indicated a significant time effect for a sustained improvement in psychological well-being (F = 8.01, p < .01) at 3 months posttreatment. Furthermore, most women posttreatment felt more positive and informed about their illness, had more confidence, and reported a greater ability to control and cope with their lives. Psychological/educational treatment programmes show promise for increasing adjustment and coping in women with an iatrogenic HCV infection and may be modified for use in other HCV cohorts.