Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention

This feasibility study investigated teachers’ assessment of Move-Into-Learning (MIL), an eight-week school-based Mindfulness-based intervention (MBI), designed to reduce stress and improve behavior in at-risk elementary students. MIL was implemented with two classrooms of third-grade students (n?=?41) in a low income, urban neighborhood using a pretest to posttest single group design. One of the two classrooms (n?=?20) completed a two-month follow-up measure examining sustainability of results. The program included mindfulness meditation, yoga movement with breathing exercises, and Appreciative Inquiry (AI) exercises that invited students to express themselves in the written and visual arts. MIL was evaluated via semi-structured teacher interviews and the Connors’ Behavior Rating Scale. Pre/post intervention showed significant improvement in behaviors, such as hyperactivity (t[1,39?=?3.1; p?=?0.002), and highly significant differences in the attention-deficit/hyperactivity disorder index (t[1,39]?=?5.42; p?<?0.001) and cognitive/inattentiveness (t[1,39]?=?5.56; p?<?0.001) subscales. Teacher interview data supported these findings suggesting MIL as a feasible and acceptable MBI that can be implemented in a third-grade classroom.     

Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy

According to cognitive-behavioral models of social anxiety disorder (SAD), four of the important maintaining mechanisms are avoidance, self-focused attention, anticipatory processing and post-event cognitive processing. Individual cognitive therapy (ICT) and cognitive behavioral group therapy (CBGT) both have substantial empirical support. However, it is unclear whether they achieve their effects by similar or different mechanisms. The aim of this study was to investigate whether changes in the four maintenance processes mediate clinical improvement in ICT and CBGT for SAD. We analyzed data from participants (N = 94) who received either ICT or CBGT in two separate RCTs. The results showed that ICT had larger effects than CBGT on social anxiety and each of the four potential mediators. More pertinently, moderated mediation analyses revealed significant between-treatment differences. Whereas improvement in ICT was mainly mediated by reductions in avoidance and self-focused attention, improvement in CBGT was mediated by changes in self-focused attention and in anticipatory and post-event processing. These results support the importance of the putative mediators, but suggest that their relative weights are moderated by treatment type.     

羞怯:来自行为遗传学的观点

羞怯是指社交情境中的不舒服和/或者抑制,会妨碍个体对人际目标或职业目标的追求;表现为过分地自我关注、全神贯注于个人的想法,以及某些情绪和生理的反应.近几年,从行为遗传学的角度探讨羞怯的成因成为该领域研究的前沿与热点.早期的双生子研究与分子遗传学的研究结果表明,羞怯与遗传密切相关;5-HTTLPR短型基因与羞怯的关系尤为密切;羞怯可能是多种基因以及基因与环境交互作用的结果.     

Interpretation(s) of elasticity in operant demand

This brief report provides an account of varying interpretations of elasticity (η ) in the operant demand framework. General references to “demand elasticity” have existed since the Exponential model of operant demand was proposed by Hursh and Silberberg (2008). This term has been used interchangeably with Essential Value (EV), P_MAX, and the rate of change constant α . This report provides an in-depth account of η and the various ways in which this metric has been used to interpret fitted demand functions. A review of relevant mathematic terms, operations associated with differentiating parameters, and worked solutions for η are provided for linear and nonlinear demand functions. The relations between η and EV, P_MAX, and α are described and explained in terms of their mathematical bases and recommendations are provided regarding their individual interpretation. This report concludes with recommendations for providing additional mathematical detail in published works and emphasizing a consistent use of terms when describing aspects of operant demand.     

Long-term outcomes of Acceptance and Commitment Therapy in drug-dependent female inmates: A randomized controlled trial

The general aim of this randomized controlled trial was to test the long-term efficacy of acceptance and commitment therapy (ACT) compared to a cognitive behavioural therapy (CBT) condition in the treatment of drug abuse. Participants were 37 polydrug incarcerated females assessed with Mini International Neuropsychiatric Interview, Addiction Severity Index-6, Anxiety Sensitivity Index (ASI) and Acceptance and Action Questionnaire II at pre, post, and at 6-, 12- and 18-months follow-ups. The mixed lineal model analyses showed reductions in drug abuse, ASI levels and avoidance repertoire in both conditions, without any differences between groups. However, the percentages of mental disorders were reduced only in ACT participants. At the 18-month follow-up, ACT was better than CBT in the maintaining of abstinence rates. This data support the incubation pattern showed in previous ACT studies. To conclude, the ACT intervention seems to be an adequate treatment option for addictive behaviours and co-occurring disorders in incarcerated women.     

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety

Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Design and Methods: Undergraduate students (N = 184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.     

A Pilot Randomized Controlled Trial of the Effects of Cognitive-Behavioral Therapy for Insomnia on Sleep and Daytime Functioning in College Students

The purpose of this study was to pilot test if cognitive behavioral therapy for insomnia (CBT-I) is an effective intervention for insomnia and daytime functioning in college students. College students’ developmental stage and lifestyle are significantly different than the general adult population, yet there have been no studies of CBT-I in this age group.