术前右美托咪定滴鼻对全麻诱导期的影响

观察新型α2肾上腺素受体激动剂右美托咪定（Dex）对全麻诱导期NTI及应激反应的影响.择期全麻手术患者40例,ASA Ⅰ级～Ⅱ级,随机分为两组,D组（n=20）：患者入室后Dex1μg/kg滴鼻;C组（n=20）作为对照组,滴入相同容积的生理盐水.30min后进行诱导,观察NTI、改良清醒镇静评分（MOAA/S）、平均动脉压（MAP）、心率（HR）、血氧饱和度（SpO2）,记录给药前（T0）,给药后10min（T1）,给药后20min（T2）,给药后30min（T3）,插管前（T4）,插管即刻（T5）各项值变化.D组T1～T3与T0比较,NTI值、MOAA/S逐渐降低（P＜0.05）且显著低于C组（P＜0.05）;D组T2、T3与T0比较,HR明显减慢（P＜0.05）;麻醉诱导期间,C组T5与T4比较,MAP、HR均显著升高（P＜0.05）,D组T5与T4比较,MAP、HR虽有所升高,但差异无统计学意义（P＞0.05）.Dex以1μg/kg滴鼻可明显镇静,使NTI值降低,诱导期血流动力学更加稳定,减少插管时应激反应.     

Fireman's job stress: Integrating work/non-work conflict with Job Demand-Control-Support model

IntroductionHeavy working load and uncontrollable schedule often lead firemen to face to conflict between work and non-work life.ObjectiveThis study aims to examine the mediating role of work/non-work conflict between firemen's job stress and job demand, job control, job support and family support.MethodQuestionnaire survey was used for data collection. Four hundred and twenty-two firemen returned completed questionnaires. Structure equation modelling was employed for data analysis.ResultsWork/leisure conflict (WLC) and work/family conflict (WFC) mediate partially the relationship between job demand and job control, job support and job stress. The relationship between family support and job stress is fully mediated by WLC and WFC.ConclusionWFC and WLC are integrated into Job Demand-Control-Support model model in current research to narrow the gap of job stress theory.     

Towards an Italian model of therapeutic community

In this paper the author reflects on research undertaken by the Association Myth and Reality in the context of the psychiatric reforms in Italy which resulted in the closure of the asylums and the organisation, over the last 20?years, of a network of services in the community. These include thousands of residential units operating on a rehabilitative model. The focus of this paper is on the concept of the therapeutic community as a dynamic evolutionary path, individually tailored to people with different diagnoses and different ages – e.g. psychosis; borderline; adolescents and children. The therapeutic – and more specifically the environmental – factors are presented here. This includes the aesthetics of living and the sensory/emotional climate in relation to the care of the self and protection, regulation and safety, transitional playful climate, everyday life and the sharing implicit in relationships. The emotional climate is a fundamental component that transverses and intersects all the other factors. Treatment is central to the group with its potential for containment and dynamism in relation to relationships, cohesion, belonging, integration of the self in the community and connections with social networks outside the group aimed at reintegration into society of the resident as a citizen. A system of evaluation through peer reviews between therapeutic communities in Italy is being built in order to continuously improve the quality of service delivery.     

A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support

The connections between parents' socialization practices and beliefs about emotions, and children's emotional development have been well studied; however, teachers' impacts on children's social–emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Comparison groups were created based on their observed emotional support and then compared on their qualitative responses in focus group discussions on beliefs about emotions and SEL strategies. Teachers acknowledged the importance of preparing children emotionally (as well as academically) for kindergarten, but substantial differences emerged between the highly emotionally supportive and moderately emotionally supportive teachers in three areas: (1) teachers' beliefs about emotions and the value of SEL; (2) teachers' socialization behaviours and SEL strategies; and (3) teachers' perceptions of their roles as emotion socializers. Understanding such differences can facilitate the development of intervention programs and in‐service training to help teachers better meet students' SEL needs. Copyright © 2014 John Wiley & Sons, Ltd.     

The Causes,Course, and Consequences of Anger Problems in Veterans Returning to Civilian Life

While anger is a common problem for veterans returning from wars in Afghanistan and Iraq, veterans' understanding of the causes, course, and consequences of anger has not been explored. We conducted this qualitative study to learn veterans' perspectives about their anger problems. We identify and describe three distinct patterns of anger problems that emerged as a consequence of (a) loss of structure during reintegration to civilian life, (b) moral injury sustained through a wartime experience, and (c) posttraumatic stress disorder (PTSD). While anger problems tended to be short lived for those experiencing loss of structure, problems persisted for years for those with moral injury or PTSD. Anger following all three patterns negatively impacted veterans' experiences with reintegration. We discuss the implications of these findings.     

Effects of Three Sources of Social Support on Survivors' Posttraumatic Stress After the Wenchuan Earthquake

This study investigated the relationship between social support and symptoms of posttraumatic stress among adolescents who were exposed to the 2008 Wenchuan earthquake in China. The results showed that three sources of social support—support from family, support from friends, and support from significant others—have significant main effects on posttraumatic stress disorder (PTSD). Buffering effects of social support were not supported. Gender and residency were also associated with PTSD, with female adolescents and adolescents from rural areas demonstrating higher levels of PTSD than their male counterparts and adolescents from urban and township areas.     

不同注意条件下动态面孔表情识别的ERP研究

利用ERP技术对16名被试在不同注意负荷下对动态表情识别的脑时程特点进行了考察,结果发现：N170成分不受注意负荷和表情效价影响;低注意负荷条件下动态表情加工早期负性表情诱发的EPN成分（early posterior negativity）显著大于中性、正性表情,后期高级分析阶段正、负性表情均诱发明显的LPP成分（late positive potentials）,且负性较正性表情诱发更大的LPP成分;而在高注意负荷条件下并未发现表情识别诱发明显的EPN或LPP成分。这些结果说明,动态表情识别明显受到注意资源调节,只有在注意资源不断增加时表情加工才会出现注意偏向效应,尤以负性表情的加工优势最为凸显且持久,正性表情相对微弱和短暂。     

Psychological resilience: the impact of affectivity and coping on state anxiety and positive emotions during and after the Washington,DC sniper killings

This research examined the impact of affectivity and coping on state anxiety and positive emotions among young adults living in the Washington, DC metro area both during and after the Washington, DC sniper killings. Participants completed questionnaires during three waves of data collection: (1) during the sniper attacks (n=92); (2) within two weeks after the snipers were captured (n=45); and (3) six months later (n=43). Affectivity (measured by neuroticism) was significantly associated with state anxiety and positive emotions during all three time periods. Coping (measured by constructive thinking) predicted state anxiety and positive emotions during the shootings, but was unrelated to either outcome immediately after the attacks, and marginally related to them six months later. Consistent with the Dynamic Model of Affect, state anxiety and positive emotions were more strongly (and negatively) correlated with each other during the killings than they were after the snipers were apprehended. Taken together, these results support transactional models of stress that emphasize the interaction between dispositional and situational influences, and they suggest that affectivity reflects a fundamental set of reactions to one's environment, while coping dispositions result in more stress-specific responses. Additional theoretical and practical implications of these findings are also discussed.     

Academic self-concept of ability and cortisol reactivity

The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n = 28) or a free writing task (control group, n = 24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle.