Treatment-resistant depression: A systematic review of systematic reviews

The objective of this research study was to assess pharmacological, somatic and/or psychological treatments in adults with a diagnosis of major depressive disorder who have not responded to at least one course of antidepressant medication. We conducted a systematic review to identify systematic scientific reviews and meta-analyses on treatment-resistant depression (TRD) published until February 2012. Of the sixty studies selected, sixteen met the inclusion criteria and were therefore included in the review. We considered eight main themes, including the definition of TRD, long-term results, and different treatment strategies, including so-called somatic therapies. Based on the review, the definition of TRD should be standardized in order to achieve a shared conceptualization of this disorder. This would allow a better understanding among clinicians and researchers in the field, promoting a homogeneous research methodology and thus leading to more reliable and comparable results. This essential conceptual clarification would also have a positive impact on patients with TRD, their families, and social and health systems.     

The meaning of the h-index

The h-index originates from the assumption that the number of citations received by a scientist is a better indicator of the relevance of his or her work than the number of papers he or she publishes or the journals where they are published. It takes into account the number of papers published and the citations to those papers in a balanced way, and thus is useful to make comparisons between scientists. The present paper addresses the most frequent questions about the h-index. Specifically, it explains its origin, its advantages compared to other indices, the factors that can influence it (e.g. age, field of knowledge, topic of research and language of publication), its variants, and the injustices it may lead to. In short, this paper provides a clear exposition of the hoped-for role of the h-index in the evaluation of scientists: that it serves as a useful complement to other indicators that are more subjective, and that it contributes to the progress of science by aiding decision-making on allocation of research resources in a more effective way, and on rewarding researchers who contribute to scientific progress in a more fair way.     

Threats to communion and agency mediate associations between stressor type and daily coping

Background and Objectives: Basic human values have been categorized into two dimensions: those that are self or agentically focused, and those that are other or communally focused. We apply this model to cognitive appraisals of stress and argue that threat appraisals also fall into these two dimensions. The mediating roles of communal and agentic threats in linking stressors with coping responses were examined. Design: A daily process methodology was used. Methods: Three-hundred and fifty undergraduate students were followed midday and evening over one week, completing structured electronic diaries regarding their experiences of the past half-day. Participants described stressors in open-ended format, which were then coded into social stress, achievement stress, and other stress categories. They also completed scales measuring stress appraisals and coping. Results: Communal threat mediated links between social stressors and empathic responding, support seeking, and confrontation. Agentic threat mediated links between achievement stressors and empathic responding, support seeking, confrontation, and problem solving. Conclusions: Individuals tend to cope in ways that maintain communion when they perceive communion to be threatened; they tend to cope in ways that maintain agency when they perceive agency to be threatened.     

Framework analysis: a worked example of a study exploring young people’s experiences of depression

Framework analysis is an approach to qualitative research that is increasingly used across multiple disciplines, including psychology, social policy, and nursing research. The stages of framework analysis have been described in published work, but the literature is lacking in articles describing how to conduct it in practice, particularly in the field of psychology, where researchers may be working as part of a team. Having used framework analysis on a study exploring adolescents’ experiences of depression, we faced various challenges along the way and learned from experience how to use this approach to qualitative analysis. In this reflective article, we describe a worked example of using framework, which we hope will assist other researchers in deciding if this approach is suitable for their own research, and will provide guidance on how one might go about conducting framework analysis when working as part of a research team. We conclude that framework is a valuable contribution to qualitative methods in psychology, offering a pragmatic, flexible and rigorous approach to data analysis.     

“Just Beyond my Front Door”: Public Discourse Experiences of Children Adopted from China

The phenotypic differences between children and their adoptive parents in transracial adoptions make the child’s adoptive status readily apparent in public. Consequently, adoptees field more frequent questions and comments about the adoption. The present study examines the nature of public conversations about ethnicity and adoption of 41 elementary school age girls adopted from China and the ecological factors related to less frequent occurrences of such conversations and to the positive nature of these experiences. Results indicate that family structure (single parent vs. two parents) and parental bicultural competence predict membership in the favorable condition (reporting fewer public interaction experiences and reporting more positive experiences, respectively). Child’s age and racial diversity of the town of residence do not predict these outcomes. Implications for families, adoption professionals, teachers and researchers are discussed.     

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School-Based Prevention Programs

While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school‐based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence‐based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results‐oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school‐based prevention support system. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Exploring the Use of the Interactive Systems Framework to Guide School Mental Health Services in Post‐disaster Contexts: Building Community Capacity for Trauma‐Focused Interventions

Over the past two decades schools have been identified as the de facto mental health system for youth. Therefore, improving and expanding school mental health (SMH) has become a pressing agenda item for researchers, practitioners, policy makers, and funders. Advancing this agenda includes not only translating intervention research into practice within schools, but building capacities for these interventions to occur. The interactive systems framework (ISF) of Wandersman and colleagues, and the focus of this special issue, provides guidance in bridging the gap between research and practice through multisystem capacity building. There is some evidence that application of the ISF has helped to build capacity for SMH in states, but this evidence is preliminary. In addition, application of the ISF has not occurred in SMH at the community level or in relation to the specific stresses a community undergoes in relation to a disaster. The purpose of this article was to conduct a preliminary attempt to connect these three areas—the ISF, SMH and strengthening SMH through the ISF to better address impacts of a community level disaster; in this case, we explore the impacts of Hurricane Katrina on New Orleans schools, their students and families, and SMH programming within them. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

The functional role of emotions in aesthetic judgment

Exploring emotions, in terms of their evolutionary origin; their basic neurobiological substratum, and their functional significance in autonomous agents, we propose a model of minimal functionality of emotions. Our aim is to provide a naturalized explanation - mostly based on an interactivist model of emergent representation and appraisal theory of emotions - concerning basic aesthetic emotions in the formation of aesthetic judgment. We suggest two processes the Cognitive Variables Subsystem (CVS) which is fundamental for the accomplishment of the function of heuristic learning; and Aesthetic Appraisal Subsystem (AAS) which primarily affects the elicitation of aesthetic emotional meanings. These two subsystems (CVS and AAS) are organizationally connected and affect the action readiness of the autonomous agent. More specifically, we consider the emotional outcome of these two subsystems as a functional indication that strengthens or weakens the anticipation for the resolution of the dynamic uncertainty that emerges in the particular interaction.     

Dislocations in basic-nickel decagonal Al–Ni–Co single quasicrystals

We present a study of dislocations in decagonal Al₇₀Ni₂₁Co₉ quasicrystals by means of diffraction contrast analysis as well as convergent-beam electron diffraction in the transmission electron microscope. The nickel-rich Al–Ni–Co quasicrystals show diffraction patterns characteristic of the basic-nickel decagonal phase exhibiting almost no diffuse scattering. We succeeded in growing this phase in the form of large single quasicrystals. The two-beam bright-field images show a homogeneous background and no striation contrast as reported for other Al–Ni–Co decagonal phases. We have, for the first time in a two-dimensional quasicrystal, observed the weak contrast-extinction condition.