Depression, Anxiety and Anger in Subtypes of Irritable Bowel Syndrome Patients

The present study aimed to elucidate the differences in depression, anxiety, anger, and quality of life in a sample of non-psychiatric IBS patients, starting from the hypothesis that IBS subtypes may have different symptomatic expressions of negative emotions with different outcomes on quality of life measures. Forty-two constipation-predominant IBS (C-IBS) subjects and 44 diarrhea-predominant IBS (D-IBS) subjects, after an examination by a gastroenterologist and a total colonoscopy, underwent a clinical interview and psychometric examination for the assessment of depression, anxiety, anger and quality of life. IBS subtypes showed different symptomatic profiles in depression, anxiety and anger, with C-IBS patients more psychologically distressed than D-IBS subjects. Affective and emotional symptoms should be considered as specific and integral to the syndrome, and recognizing the differences between IBS subtypes may have relevant implications for treatment options and clinical outcome.     

Preparing our future counselling professionals: Gatekeeping and the implications for research

Social science research specific to the identification and prevalence of unsuitable students within counselling, psychology, and social work training programmes is briefly reviewed in this article. This area of enquiry relates to the gatekeeping responsibilities of professional educational programmes, to ensure that their graduates are competent to provide ethical and effective practice to the public. Key issues which impede the usefulness of this gatekeeping literature to counselling educators are raised. These include: methodological inconsistencies which limit the comparison of findings and hence the drawing of sound conclusions; the lack of definitional clarity relating to the construct of gatekeeping; and the confusing array of nomenclature used to represent students’ failure to meet acceptable professional standards. It is apparent from this overview that there are common factors irrespective of nomenclature that are associated with students at risk of not becoming competent entry‐level practitioners. This suggests that a structured approach to terminology is appropriate. There is also evidence to suggest that encountering such students is a regular occurrence for faculty, with students indicating higher numbers of impaired students than educators. A working definition of gatekeeping is provided and nomenclature suggested.     

The Effects of Imagined Versus Actual Contact With a Person With a Diagnosis of Schizophrenia

Intergroup contact has been demonstrated to reduce prejudice toward out-groups under the right conditions; however, real contact experiences are often difficult to arrange. Imagined contact may be an alternative. The current study randomly assigned participants to imagine or to have real contact with a person with a diagnosis of schizophrenia. Results demonstrated that both imagined and real contact had positive effects on attitudes toward people with schizophrenia, as compared to the effects of imagined and real interactions with an age-matched control person. We discuss the strengths and limitations of imagined contact interventions with an eye toward future research.     

Layer and regional effects of environmental enrichment on the pyramidal neuron morphology of the rat

The environmental enrichment (EE) paradigm is widely used to study experience-dependent brain plasticity. Several studies have investigated functional and anatomical EE effects. However, as EE effects are different according to cerebral region, cortical layer, dendritic field and morphological index considered, a univocal characterization of neuronal morphological changes following rearing in enriched environments is lacking.Aim of the present study was to characterize in the rat the effects of EE on the neuronal morphology of frontal and parietal cortical regions, the main target areas of the stimulation provided by the paradigm. Male Wistar rats were housed in an enriched environment for 3.5 months from the 21st postnatal day. For the morphological analysis, biotinylated dextran amine (BDA)-labeled pyramidal neurons were selected from frontal (M1–M2) and parietal (S1–S2) cortical layers III and V. Apical and basal dendritic branching and spines were analyzed using the Sholl method.Results showed that EE increased branching and spines in both layers of frontal cortex, but had a greater effect on apical arborization. In parietal cortex, EE significantly affected branching and spines in layer III but not layer V neurons, in which only a tendency to be influenced by the rearing conditions was observed in basal arborization.It is hypothesized that these multifaceted morphological EE effects are connected to the heavy involvement of a sensory-motor circuit engaged in the guidance of voluntary action and in motor learning activated by EE stimulation.     

Recognition of emotional facial expressions in depressed children and adolescents

Of the neurobiological models of children's and adolescents' depression, the neuropsychological one is considered here. Experimental and clinical evidence has allowed us to identify a lateralization of emotional functions from the very beginning of development, and a right hemisphere dominance for emotions is by now well-known. Many studies have also correlated depression with a right hemisphere dysfunction in patients of different ages. The aim of our study was to analyze recognition of different facial emotions by a group of depressed children and adolescents. Patients affected by Major Depressive Disorder recognized less fear in six fundamental emotions than a group of healthy controls, and Dysthymic subjects recognized less anger. The group of patients' failure to recognize negative-aroused facial expressions could indicate a subtle right hemisphere dysfunction in depressed children and adolescents.