医生健康素养认知调查及内涵探析

调查医生对健康素养概念及内涵、健康教育方式、存在问题等方面的认知情况。调查显示,一半以上的医生对健康素养了解程度一般,96.3%的医生认为病人的健康素养一般或差,96.7%的医生认为其有责任对病人进行健康教育,同时86.2%的医生认为医生健康素养与病人有区别。基于调查,提出医生健康素养应该具有双重属性,第一重属性为医生作为个体应该具备维持和促进自身健康的知识和能力;第二重属性为作为医生应该具备的本科室常见病相关健康教育知识、运用健康知识,针对病人健康问题进行有效沟通,提高病人健康素养水平的能力。

     

公立医院“医疗联合体”改革探析

公立医院“医疗联合体”改革模式为解决“看病难”问题提供了新思路, 其目的是促使优质医疗资源通过医疗联合体纵向下沉, 从而达到医疗资源最大化利用和居民就诊的合理分流。为了推进我国“医疗联合体”改革模式的发展, 首先分析了医疗联合体的作用和面临的障碍, 然后介绍我国上海、北京、湖北、重庆的“医疗联合体”改革实践模式, 在此基础上对我国“医疗联合体”改革发展提出相关建议, 期望对我国这种改革模式的实施推进提供一定的参考价值。     

消费者基于选择集的情境效应

消费者基于选择集的情境效应颠覆了传统的理性选择理论,表明了情境对消费者偏好和选择的系统性影响。情境效应主要的类型有吸引效应和折衷效应。情境效应具有感知偏差、风险和负面情绪规避以及信息推理等方面的内在机理。选择集结构和特征及消费者等因素都对情境效应产生影响,而情境效应会影响消费者偏好的构建。未来情境效应研究将会向复杂属性组合、复杂购买情境和新情境效应的发现等方面拓展。     

风险决策中动态框架效应研究

风险决策的框架效应一直是理论研究和实践应用的焦点。该研究利用计算机联网模拟团队分布式动态风险决策任务,从三个方面（过去绩效,启动资金和目标设置）研究决策者在动态条件下风险偏好的变化规律。研究发现“目标设置”因素框架效应具有抑制作用,“启动资金”因素对个体和团队有不同影响。研究结果表明,风险敏感性同样适用于解释动态情境下的风险偏好。     

Evaluating the method of levels

An investigation of the method of levels (MOL) was undertaken. Based on the principles of perceptual control theory (PCT), MOL is a way of helping people to reduce psychological distress. MOL assumes that psychological distress results when people are unable to control experiences that are important to them. The approach was implemented over six months in a large urban GP practice. Patients attended for between one and six sessions. Patients who attended for more than one session demonstrated significant reductions in scores of symptomatology on a standardized questionnaire. Effect sizes of these differences were relatively large. There appeared to be no relationship between the number of sessions a patient attended and the amount of reduction in symptomatology that was recorded. Similarly, there was no relationship between the number of sessions a patient attended and their recorded level of symptomatology at their first appointment. Although the study has important limitations we suggest that these findings might offer new directions for future research and might provide a way of unifying the specific and common factors as well as understanding the Dodo Bird effect.     

Emotion Regulation in Youth with Emotional Disorders: Implications for a Unified Treatment Approach

Given the relationship between internalizing disorders and deficits in emotion regulation in youth, the emotion science literature has suggested several avenues for increasing the efficacy of interventions for youth presenting with anxiety and depression. These possibilities include the identification and addition of emotion-regulation skills to existing treatment packages and broadening the scope of those emotions addressed in cognitive-behavioral treatments. Current emotion-focused interventions designed to meet one or both of these goals are discussed, and the developmental influences relevant to the selection of emotion-focused treatment goals are explored using the framework of a modal model of emotion regulation. These various lines of evidence are woven together to support the utility of a novel emotion-focused, cognitive-behavioral intervention, the Unified Protocol for the Treatment of Emotional Disorders in Youth, a transdiagnostic treatment protocol that aims to treat the range of emotional disorders (i.e., anxiety and depression) simultaneously. Avenues for future directions in treatment outcome and assessment of emotion regulation are also discussed.     

Assessing Counseling Students' Attitudes Regarding Substance Abuse and Treatment

Undergraduate counselors‐in‐training completed the Substance Abuse Attitude Survey, which measures treatment intervention, treatment optimism, and nonstereotypical attitudes. Treatment optimism was positively correlated with nonstereotypical attitudes and treatment intervention. Results indicated that treatment intervention and nonstereotypical attitudes must be addressed in addiction counseling courses.     

Time-Varying Treatments in Observational Studies: Marginal Structural Models of the Effects of Early Grade Retention on Math Achievement

One of the main objectives of many empirical studies in the social and behavioral sciences is to assess the causal effect of a treatment or intervention on the occurrence of a certain event. The randomized controlled trial is generally considered the gold standard to evaluate such causal effects. However, for ethical or practical reasons, social scientists are often bound to the use of nonexperimental, observational designs. When the treatment and control group are different with regard to variables that are related to the outcome, this may induce the problem of confounding. A variety of statistical techniques, such as regression, matching, and subclassification, is now available and routinely used to adjust for confounding due to measured variables. However, these techniques are not appropriate for dealing with time-varying confounding, which arises in situations where the treatment or intervention can be received at multiple timepoints. In this article, we explain the use of marginal structural models and inverse probability weighting to control for time-varying confounding in observational studies. We illustrate the approach with an empirical example of grade retention effects on mathematics development throughout primary school.     

Differential effects of cognitive behavior modification on seriously emotionally disturbed adolescents exhibiting internalizing or externalizing problems

This study examined the differential effects of a school-based cognitive behavior modification intervention on (a) the interpersonal/social skills and (b) the social competence and school adjustment of two groups of middle school students identified as seriously emotionally disturbed. One groups of students exhibited internalizing emotional problems and the other group exhibited externalizing emotional problems. The objective of the study was to investigate whether the effectiveness of a school-based cognitive behavior modification intervention was significantly related to the type of emotional disturbance a student exhibits (i.e. internalizing or externalizing emotional disturbance). The sample consisted of an experimental and a control group of middle school students identified as seriously emotionally disturbed. The intervention was implemented in 23 biweekly 42-minute sessions. The results indicated that teacher ratings of student social competence and school adjustment were sensitive to treatment effects, although students' social skills self-ratings were not significantly affected by the treatment. A differential treatment effect was established in that externalizing students were significantly more responsive than internalizing students.