“Not with me you don't”: A story of narrative practice and dissociative disorder

This paper discusses issues relating to therapeutic practice based upon the narrative metaphor. A case of someone suffering the effects of Dissociative Identity disorder is used to illustrate the difficulties that clients can experience with the “expert” knowledge conception of therapy. The value of the “respectful” and “non-expert” emphasis of Narrative Practice emerges even when the therapist believes that he or she lacks expertise in the client's apparent “condition.” Three themes emanating from the case form the basis for the discussion: the client's experience of being recruited into accepting the diagnostic label of Dissociative Identity Disorder; the effects of being forced to accept a contract to eliminate self-abusive behaviour; and the therapist's dealing with a gun in the therapy room.     

Neuroticism and depressive symptoms among spouse caregivers: do health behaviors mediate this relationship?

This study examined the mediating role of health behaviors in the relationship between neuroticism and depressive symptoms among spouse caregivers. Path analysis was used to test a model of the caregiver stress process among 233 caregivers of people with dementia. Results indicate that neuroticism has a significant direct effect on depressive symptoms and also indirectly influences depressive symptoms through health behaviors and perceived stress. When individual health behaviors were examined in the path model, only physical activity served a significant mediating role. These findings suggest that neuroticism may lead to depressive symptoms among caregivers partly through declines in physical activity.     

A Systemic Analysis of Cheating in an Undergraduate Engineering Mechanics Course

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics.     

Effect of Improper Soccer Heading on Serial Reaction Time Task Performance

Using the Serial Reaction Time Task (SRTT), which measures implicit learning, the present experiment investigated the consequences of sub-concussive impacts in soccer from trained and untrained heading techniques. Fifty-one participants were (n?=?25) or were not (n?=?26) given training in proper heading after which they were tested on a head-ball task. The SRTT was administered before (pre-test) and after (post-test) the training and testing. There was some evidence of implicit learning on the pre-test, and clear evidence of continued implicit learning on the post-test. Most importantly, improper heading did not disrupt test performance. Strengths and weaknesses of the present experiment are presented and suggestions are made for future research.     

The Role of Hope in the Psychological Adjustment of Gastropareutic Patients Receiving the Gastric Pacemaker: A Longitudinal Study

Hope, depressive symptoms, anxiety, and physical quality of life (QOL) were assessed in three subgroups of patients receiving the gastric pacemaker. Patients (n = 22) completed questionnaires prior to pacemaker implantation and at 3 and 6 months post-surgery. The idiopathic subgroup reported a significantly greater degree of hope and less anxiety at 6-month follow-up, compared to the diabetes patients. The idiopathic patients also reported significantly less anxiety at 6 months than the postsurgical patients. Across all subgroups, there was an increase in hope and physical QOL, and decrease in depressive symptoms and anxiety, from baseline levels. There was a significant negative relationship between hope and both depressive symptoms and anxiety at baseline and 3- and 6-month follow-up. Presurgical hope level did not significantly predict depressive symptoms or anxiety after implantation. This study provides evidence that the pacemaker improves the physical and psychological health of gastropareutic patients; hope appears to play a role in the psychological adjustment of these patients.     

Local context effects during emotional item directed forgetting in younger and older adults

This paper explored the differential sensitivity young and older adults exhibit to the local context of items entering memory. We examined trial-to-trial performance during an item directed forgetting task for positive, negative, and neutral (or baseline) words each cued as either to-be-remembered (TBR) or to-be-forgotten (TBF). This allowed us to focus on how variations in emotional valence (independent of arousal) and instruction (TBR vs. TBF) of the previous item (trial n-1) impacted memory for the current item (trial n) during encoding. Different from research showing impairing effects of emotional arousal, both age groups showed a memorial boost for stimuli when preceded by items high in positive or negative valence relative to those preceded by neutral items. This advantage was particularly prominent for neutral trial n items that followed emotional items suggesting that, regardless of age, neutral memories may be strengthened by a local context that is high in valence. A trending age difference also emerged with older adults showing greater sensitivity when encoding instructions changed between trial n-1 and n. Results are discussed in light of age-related theories of cognitive and emotional processing, highlighting the need to consider the dynamic, moment-to-moment fluctuations of these systems.     

Academic Integrity in a Mandatory Physics Lab: The Influence of Post-Graduate Aspirations and Grade Point Averages

Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them.