Final report of the Bawnmore Personal Development Programme: staff attitudes and sexuality programme development in an Irish service organisation for people with mental handicap

In this paper, issues on sexuality and mental handicap are reviewed, and recognition of the growing importance of sex education to integration is noted. The development of a sex education programme and staff training provided within a service organisation, with some involvement from other services within an Irish setting, are described, and their evaluation is reported. Attitudes towards involvement prove of particular interest, and factors influencing continuation or discontinuation are identified. The need for attitude change among staff and administration towards the priority given to sex education is highlighted, and a need for structural change in staffing arrangements to facilitate such education is indicated. Failure to recognise sexuality as a research issue in evaluating the success of integration efforts is noted, and such research is recommended as a top priority for the future.     

Curriculum trends in nurse-midwifery education. Views of program directors

The purpose of this study was to determine the extent to which nurse-midwifery education programs are addressing the practice competencies that have been recommended by the Pew Health Professions Commission and others as essential for effective practice in the 21st century. This study was part of a larger survey of eleven health professions education programs. The 56 nurse-midwifery program directors whose names and addresses were provided by the American College of Nurse-Midwives were surveyed by mailed questionnaire, with a response rate of 59% (n = 33). The study sought to identify current and ideal emphasis placed on 33 broad topics, most important curriculum topics, and barriers to curriculum change as perceived by respondents. Findings revealed that nurse-midwifery program directors would like to see greater emphasis placed on every topic except one (tertiary/quaternary care). Desired increases ranged from .04 to 1.36. The overall mean rating for all topics was 3.51 for current emphasis (5-point scale) and 4.18 for ideal emphasis, both of which were higher than any other survey group. The greatest desired increases (> 1.00) were for "primary care," "managed care," "use of electronic information systems," and "business management of practice." Respondents identified "primary care," "health promotion/disease prevention," and "accountability for cost-effectiveness and patient outcomes" as the most important topics. The top three barriers to curriculum change were identified as "already crowded curriculum," "inadequate funding," and "limited availability of clinical learning sites," the last being statistically significant compared with other survey groups. Findings indicate that nurse-midwifery program directors perceived that they are adequately addressing most of the curriculum topics, while continuing to focus on the need for curriculum change as the health care environment changes.     

Information technology and the clinical curriculum: some predictions and their implications for the class of 2003

Information technology, medical knowledge, and medical practice are on a collision course. The consequences of the impact will change the way physicians work, the way medical knowledge is processed, packaged, and distributed, and the way patients obtain medical care and information. Today's educators need to design an information technology curriculum to prepare students for this emerging world of practice. Computer labs, based on today's complex and unreliable desktop systems, are not the answer. What is needed by students who entered medical school in 1997-98 is an informatics curriculum that is based on the real-world requirements of 2003 and beyond. The authors draw upon academic studies and their own clinical and industry experiences to outline some predictable elements of what lies ahead. Their predictions--ubiquitous, simple network computing and "power tools" for managing medical knowledge--have implications for how schools cover such educational topics as patient confidentiality, systems thinking and error management, and knowledge resource evaluation.     

Dynamic operations of thought systems.

Our research program focuses on thought systems consisting of a core event that might befall a person and other topics evoked in free associating on this event, mostly its salient antecedents and consequences. We theorize that the pattern of salient antecedents and consequences evoked by the core event is related to its judged desirability and likelihood by several adaptive principles, such that when a change is directly induced in one part of the belief system it produces predictable remote adjustments in other parts. In a first experiment we manipulated the core event's judged desirability or likelihood and tested for predicted remote effects on the salience of antecedents and consequences. A second experiment conversely manipulated the salience of antecedents or consequences and tested for predicted remote effects on the core event's judged desirability and likelihood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Linkages between Construction Engineering Education and Research

The needs of the construction industry require that an appropriate balance be provided between construction engineering topics and management topics in both education and research. Because construction is less mature as a research area compared to other areas in civil engineering, limitations on research funding have made the investigation of construction management topics more feasible in comparison to construction engineering topics. Because faculty members are drawn from the pool of Ph.D. students who have primarily researched management topics, there has been a tendency for them to continue emphasis on management topics in both education and research. Other civil engineering disciplines form their research programs around the needs of design codes and standards’ development, and academic participation is high. Similar efforts exist within construction engineering; however, there is less academic participation. It is suggested that greater effort be invested in the improvement of construction process standards and specifications so that construction engineering research efforts can advance construction process standards and stimulate increased engineering educational exposure. It is also suggested that academics who are interested in construction engineering research should consider participating in the specification improvement processes that occur at the national and state levels. A process for wider participation in construction engineering research and standards development is recommended.     

Funtionalism, Darwinism, and the psychology of women.

Examines the psychology of women as it was studied from the middle of the 19th century to the 1st 3rd of the 20th century. During that period 3 topics received the most attention: sex differences in brain size and complexity and their implications for cognitive and affective behavior; the hypothesis of greater male variability (a corollary of evolutionary theory) and its social implications; and the expression of maternal instinct. Each topic is examined in relation to evolutionary theory and its influence on the conduct of 19th century science. The antecedents of each topic are traced as is the subsequent redefinition of each within the paradigm of behaviorism. It is proposed that each of these topics functioned as "scientific myth" which justified and explained contemporary cultural values. (71 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between a rock and a hard place: Self-concept regulating and communicative properties of distancing behaviors.

Investigated 2 properties of distancing behaviors—a class of deliberate and inadvertent behaviors that insulate persons from the consequences of negative self-discrepant behavior and signal that they should not be associated with that behavior. In Phase 1, high-choice Ss in a multiple audience variation of the induced compliance paradigm who read counterattitudinal essays on affirmative action in the presence of a Black woman did not show typical dissonance-induced attitude change. Phase 2 found that this absence of attitude change was significantly related to the extent to which Ss distanced themselves from their essays before reading them. In Phase 3, distancing behaviors also served as discounting cues for naive observers and were significantly related to their ratings of Ss' attitudes. These results are discussed in terms of the self-regulatory and communicative roles of distancing behaviors in social interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asian immigrants and the stress process: a study of Koreans in Canada

The stress process paradigm is one of the most widely held perspectives in the sociology of mental health. While this model has been applied to a large number of research problems, relatively little work has examined whether the paradigm can assist in understanding the link between socially induced stressors and their consequences for the mental health of immigrants. In this paper, we employ a stress process formulation to examine the interplay among stressors, psychological and social resources, and psychological distress among a large sample of Korean immigrants living in Toronto, Canada. Data from a longitudinal study of over 600 respondents indicate that the stress process paradigm provides a useful perspective for understanding how chronic stressors associated with the immigration experience manifest themselves in psychological distress. Our results suggest that social and psychological resources have important deterrent effects on the experience of stressors and their subsequent distressful consequences. Ethnic social support and mastery are especially important factors in this process.     

Arterial hypertension: lessons from patient education

The face of hypertension has been changing rapidly over the last few decades, from a serious disease to a cardiovascular risk factor. Patient education has been instrumental in bringing about tremendous improvements in hypertension-related mortality, morbidity, life expectancy, and life quality. Patient education has evolved from an adjunct to medical therapy to an intervention in its own right. In this process patient education tasks and techniques themselves have undergone remarkable developments, driven by evolving patient needs due to medical progress. The same is true for the roles of patients and health care providers. Dealing with hypertension is a behavior change process which demands serious learning efforts from all parties involved, patients, health practitioners and health care administrators alike. This paper focuses therefore on patient education for preventive behavior change and risk factor management. Special emphasis will be placed on processes and tools for effective patient education.     

National survey of psychology internship directors regarding education for prevention of psychologist–patient sexual exploitation.

All directors of psychology internships accredited by the American Psychological Association (N?=?410) were surveyed about the status of internship education related to prevention of psychologist–patient sexual exploitation. Virtually all responding directors (99% of 230) reported that their program provides at least 1 session on this topic, and the same number indicated that such education should be part of the mandatory internship curriculum. Ninety-four percent of responding programs had instituted the reported training within the prior 10 years and 60% had done so within 4 years. A national mandate requiring education for prevention of psychologist–patient sexual exploitation can consolidate the apparent trend toward greater inclusion of this topic in training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sustainability in Construction Education

It is widely recognized that sustainability should be incorporated into engineering education. To prepare students with sustainability knowledge and techniques, engineering educators need to develop appropriate class contents and effective teaching techniques. Based on experience from developing and teaching a sustainability course within the construction management program in the civil engineering department, this paper discusses the process of identifying sustainability knowledge areas, course planning, and lessons learned from the class. The paper also includes main class topics as well as students’ feedbacks, both of which may serve as a starting point for continuous improvement of sustainability education in construction.     

Controlling ourselves, controlling our world: Psychology's role in understanding positive and negative consequences of seeking and gaining control.

This article begins by examining psychology's contributions to understanding the positive consequences of control for individual mental and physical health. Person-environment control mismatches and the negative personal, interpersonal, and societal consequences of seeking and having control are then discussed. As corrections to mismatches and negative consequences, three methods of analyses are provided. First, definitional and conceptual precision is offered, including a more careful matching of control-related interventions to multidimensional, individual-specific control profiles. Second, therapeutic assessment and interventions are placed within a biopsychosocial model of control. Finally, philosophy of science and paradigmatic issues underlying control theories are highlighted, particularly as they affect psychology's role in examining values toward which control efforts should be directed. These topics are important for people's personal and collective well-being. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temperament and dyadic contributions to affect regulation: Implications from developmental research for clinical practice.

The temperamental trait of inhibition offers a setting to examine the characteristics of the interplay between intraindividual factors and contextual influences. This article drew from both the developmental psychoanalytic model on mutual regulation of affect and developmental research on temperament to portray the mechanisms and consequences of the dynamic processes of change, in which both the individual and the environment are constantly changing. The portrait presents a unique case of a very inhibited girl at age 3, who gradually shifts from a frozen, fearful stance into a spontaneous, active behavior. The examination uses the paradigm of coconstruction of play narratives, a paradigm that combines both projective techniques and developmental research perspectives. The function of the adults as stress buffers is explored. Possible implications for psychoanalysis, treatment processes and developmental psychopathology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readiness to change as a mediator of the effect of a brief motivational intervention on posttreatment alcohol-related consequences of injured emergency department hazardous drinkers.

Brief motivational interventions (BMIs) are usually effective for reducing alcohol use and consequences in primary care settings. We examined readiness to change drinking as a mediator of the effects of BMI on alcohol-related consequences. Participants were randomized into three conditions: (a) standard care plus assessment (SC), (b) SC plus BMI (BI), and (c) BI plus a booster session (BIB). At 12-month follow-up BIB patients had significantly reduced alcohol consequences more than had SC patients. Patients receiving BI or BIB maintained higher readiness scores 3 months after treatment than did patients receiving SC. However, readiness mediated treatment effects only for those highly motivated to change prior to the intervention but not for those with low pre-intervention motivation. BI and BIB for these patients decreased alcohol consequences in part because they enhanced and maintained readiness for those highly motivated prior to the intervention, but not for those with low motivation. Results are opposite of what would be expected from MI theory. An alternative explanation is offered as to why this finding occurred with this opportunistically recruited Emergency Department patient population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lesions of the posterior insular cortex impair water maze performance in the rat

This special issue of Patient Education and Counseling on genetic education and counseling provides an overview of studies and findings in this field. It features a mixture of papers dealing with five different topics related to several psychosocial aspects of genetic education and counseling. Attention is paid to new issues in counseling for hereditary cancer and Huntington Disease. Articles are presented on information recall of counseled individuals, the use and impact of genetic services on counselees (acceptance of testing; knowledge of inherited cancer susceptibility; risks of genetically testing children). Also topics are addressed with respect to the counselor (neutral attitude; understandable language; information recall; satisfaction with the services provided by the genetic counselor). Furthermore, recommendations are discussed for screening practices for women with a family history of breast cancer, and in addition, the effectiveness of genetic counseling is addressed. In conclusion several suggestions for future research are given.     

A paradigm for single-case research: The time series study of a long-term psychotherapy for depression.

Articulates a paradigm for single-case research in psychotherapy. A patient diagnosed as having major depressive disorder was seen in an intensive, twice-weekly psychodynamic psychotherapy for 2.5 years. Each session was videotaped, and assessments of patient change were obtained at regular intervals. A time-series analysis was used to model fluctuations in the therapy process to take into account time and the effect of previous events on subsequent changes, thereby preserving the context-determined meaning for therapist and patient actions. A bidirectional analysis of causal effects shows that the influence processes between therapist and patient are mutual and reciprocal and suggests that the effect of the patient on the therapist and on the process has not been made sufficiently explicit in previous models of process and change. The potential of intensive single-case designs for uncovering causal effects in psychotherapy is demonstrated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generalized signaling for control: Evidence from postconflict and posterror performance adjustments.

Goal-directed behavior requires cognitive control to effect online adjustments in response to ongoing processing demands. How signaling for these adjustments occurs has been a question of much interest. A basic question regarding the architecture of the cognitive control system is whether such signaling for control is specific to task context or generalizes across contexts. In this study, the authors explored this issue using a stimulus–response compatibility paradigm. They examined trial-to-trial adjustments, specifically, the findings that incompatible trials elicit improved performance on subsequent incompatible trials and that responses are slower after errors. The critical question was, Do such control effects—typically observed within a single task context—occur across task contexts? The paradigm involved 2 orthogonal, stimulus–response sets: Stimuli in the horizontal direction mapped only to responses in the horizontal direction, and likewise for the vertical direction. Cues indicated that either compatible (same direction as stimulus) or incompatible (opposite to stimulus) responses were required. The results showed that trial-to-trial adjustments exist for both direction-repeat and direction-switch trials, demonstrating that signaling for control adjustments can extend beyond the task context within which they arise. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reaction times of vertical prosaccades and antisaccades in gap and overlap tasks

Horizontal saccadic reaction times (SRTs) have been extensively studied over the past 3 decades, concentrating on such topics as the gap effect, express saccades, training effects, and the role of fixation and attention. This study investigates some of these topics with regard to vertical saccades. The reaction times of vertical saccades of 13 subjects were measured using the gap and the overlap paradigms in the prosaccade task (saccade to the stimulus) and the antisaccade task (saccade in the direction opposite to the stimulus). In the gap paradigm, the initial fixation point (FP) was extinguished 200 ms before stimulus onset, while, in the overlap paradigm, the FP remained on during stimulus presentation. With the prosaccade overlap task, it was found that most subjects (10/13)-whether they were previously trained making horizontal saccades or naive-had significantly faster upward saccades compared with their downward saccades. One subject was faster in the downward direction and two were symmetrical. The introduction of the gap reduced the reaction times of the prosaccades, and express saccades were obtained in some naive and most trained subjects. This gap effect was larger for saccades made to the downward target. The strength of the updown asymmetry was more pronounced in the overlap as compared to the gap paradigm. With the antisaccade task, up-down asymmetries were much reduced. Express antisaccades were absent even with the gap paradigm, but reaction times were reduced as compared to the antisaccade overlap paradigm. There was a slight tendency for a larger gap effect of downward saccades. All subjects produced a certain number of erratic prosaccades in the antitasks, more with the gap than with the overlap paradigm. There was a significantly larger gap effect for the erratic prosaccades made to the downward, as compared to the upward, target, due to increased downward SRTs in the overlap paradigm. Three subjects trained in both the horizontal and the vertical direction showed faster SRTs and more express saccades in the horizontal directions as compared to the vertical. It is concluded that different parts of the visual field are differently organized with both directional and nondirectional components in saccade preparation.     

Education and training in health psychology: Boulder or Bolder.

Reviews previous conferences on graduate education and training in health psychology (HP) as background for a 1983 conference on career and training issues in the field. Criteria characterizing professions are presented. Expected topics at the conference include societal need for orderly development of HP, work functions and roles of health psychologists, predoctoral specialty training, appropriateness of specializing in HP, official sanctioning, education and training settings, model doctoral programs emphasizing HP within a clinical psychology track, apprenticeship, and pre- vs postdoctoral training in HP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)