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Help teen diabetics get their disease under control. How? New research suggests that a behavioral intervention typically used to deal with psychosocial issues can have a measurable impact when applied to teens with diabetes.
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In a sample of 50 child psychology students, 40% preferred that there be no differences between male and female children on 14 personality characteristics, while 60% preferred differences resembling current sex role stereotypes. For the latter students there was some preference for dominance, aggression, autonomy, exhibition, heterosexuality, and achievement to be more characteristic of males, and order, succorance, deference, nurturance, and abasement to be more characteristic of females. Both groups observed male and female peers describing themselves in a manner appropriate or not appropriate to current stereotypes. The students with a stated preference for no sex role difference among children did in fact express a more equal attraction to male or female peers whether they depicted sex appropriate or inappropriate roles.
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Recent studies have demonstrated that the majority of cystic fibrosis (CF) patients are not at high risk for developing psychological problems. Clinical studies emphasizing the development of adaptive coping mechanisms in these patients have been suggested as a more appropriate line of research. The purpose of the present paper is to describe our experience in teaching various behavioral and stress management strategies to help CF patients. Behavioral counseling, relaxation training, and biofeedback have all been used with these patients to help them manage a number of problems more effectively. The predominant presenting problems have included elevated anxiety levels, sleeping difficulties, pain, and hyperventilation episodes. The typical treatment course with these patients is described and a case example is given to help elucidate the nature of behavioral interventions. Patient satisfaction ratings indicate that most patients view these techniques positively. Clinical observations suggest that the acquisition of behavioral coping skills may enhance the CF patient's perceived control of his/her situation, reduce the level of pain and anxiety, and enhance the quality of life.
We tested predictions of hypotheses suggesting that the steroid hormones, testosterone (T), progesterone (P), and estradiol (E2), contribute to the energetic regulation of behaviors associated with rearing young in free-living female Belding's ground squirrels (Spermophilus beldingi). We provisioned some female S. beldingi with food rich in fat and calories, and used unprovisioned females as controls. We observed the behavior of females throughout the reproductive cycle, and regularly collected blood samples to measure plasma hormone concentrations. Circulating concentrations of T, P, and E2 were similar in provisioned and unprovisioned females, as were temporal patterns of variation in these hormones. Peaks in rates of nest maintenance and aggressive behavior occurred during gestation and were associated with elevated concentrations of circulating T, P, and E2, raising the possibility that one or more of these hormones mediates behaviors that help females establish maternal nest sites and territories after mating. Temporal patterns of variation in behavior were similar among provisioned and unprovisioned females; however, rates of resting, vigilance, and aggression were higher among provisioned females, whereas unprovisioned females devoted significantly more time to feeding and locomotion. Thus, our data suggest that in maternal S. beldingi, gonadal steroids play a role in mediating behavior associated with raising offspring, but do not facilitate changes in rates of behavior associated with increased energy availability.
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BACKGROUND: Research on adolescent cigarette smoking has attempted to measure the role of parents in preventing smoking experimentation and uptake. However, aspects of parental influence have often been limited to parental smoking behavior or antismoking socialization. Only a limited number of studies considered the hypothesis that the influence of parenting on adolescent current cigarette smoking may extend beyond parental behavior and antismoking socialization to consider broader measures of the parent-child relationship, such as parenting style. METHODS: The sample was nationally representative and included 17,287 high school students nationwide. Data were used to categorize the parenting style--authoritative, permissive, autocratic, and unengaged--experienced by each respondent. Logistic regression analysis was used to assess the association between parenting style and adolescent current cigarette smoking. RESULTS: Authoritative parenting was associated with a reduction in the odds of adolescent current cigarette smoking (OR: 0.74, 99% CI: 0.58, 0.95). When authoritative parenting is simultaneously considered with believing parents' opinions about smoking are important, authoritative parenting was no longer a significant correlate of adolescent current cigarette smoking, while believing parents' opinions about smoking are important was associated with a 45% (99% CI: 0.48, 0.64) reduction in the odds of adolescent current cigarette smoking. Authoritative parenting was associated with a more than three-fold increase (OR: 3.65, 99% CI: 2.87, 4.66) in the odds of believing parents' opinions about smoking are important. DISCUSSION: Interventions may want to educate parents about authoritative parenting, which includes the importance of having appropriate and routine conversations with their children, requiring chores, and implementing general rules and boundaries.
BACKGROUND: Caring is one of the most important domains of nursing research, peer caring among student nurses, and its potential effects on nurse caring behaviors remains largely unexplored. Few tools in the literature target peer caring interactions, and which were either irrelevant to our research purpose or culturally inappropriate for nursing student population in Taiwan. OBJECTIVES: The purpose of this study was to develop a culturally sensitive instrument to measure peer caring behavior from the student perspective and to offer a descriptive answer to "what is peer caring in Taiwan." DESIGN: The study uses both qualitative and quantitative methods in developing the "Peer Caring Measurement (PCM)" questionnaire. SETTINGS: Students from a 5-year associate degree nursing program in a university of technology in southern Taiwan were recruited into this study. PARTICIPANTS: Thirteen first- through fourth-year student volunteers between the ages of 16 and 20 were interviewed to explore caring behavior in student peer-to-peer interactions. Two classes from each of the first, second, third, and fourth year students, a total of 360 students were randomly selected to assess the internal consistency of "PCM", and 47 first-year students were conveniently selected to examine the stability of the tool. METHODS: Interviews were conducted in an unstructured manner. Qualitative data were analyzed by a constant comparative method. The questionnaire survey was used to assess the validity and reliability of "PCM". RESULTS: A 17-item "PCM" was developed; the content validity, construct validity, and reliability of the tool were ensured by expert review, factor analysis, and internal consistency. Three factors, labeled assistant caring, academic caring, and affective caring, accounted for 63.197% of the variance. CONCLUSIONS: The "PCM" addressed the multidimensional construct of peer caring. It was validated in a Chinese language version and can be used in college settings to evaluate student interactions and their peer caring behaviors.
Animal conflicts are often characterized by time-dependent strategy sets. This paper considers the following type of animal conflicts: a member of a group is at risk and needs the assistance of another member to be saved. As long as assistance is not provided, the individual which is at risk has a positive, time-dependent rate of dying. Each of the other group members is a potential helper. Assisting this individual accrues a cost, but losing him decreases the inclusive fitness of each group member. A potential helper's interval between the moment an individual finds itself at risk and the moment it assists is a random variable, hence its strategy is to choose the probability distribution for this random variable. Assuming that each of the potential helpers knows the others' strategies, we show that the ability to observe their realizations influences the evolutionarily stable strategies (ESS) of the game. According to our results, where the realizations can be observed ESS always exist: immediate assistance, no assistance and delayed assistance. Where the realizations cannot be observed ESS do not always exist, immediate assistance and no assistance are possible ESS, while delayed assistance cannot be an ESS. We apply our model to the n brothers' problem and to the parental investment conflict.
On inpatient psychiatric units, staff deal with children and adolescents whose affect escalates quickly and intensely. These same children experience strong emotions that they can neither understand nor explain. To intervene effectively, inpatient staff must understand the regulation issues underneath the escalated behaviors. Emotion Regulation theory and the developmental line of emotional understanding are useful concepts in assessing and intervening with these children and adolescents. Presented here are criteria to guide inpatient staff's assessment of children and adolescents with emotion regulation difficulties. The assessment cues are based in concepts of Emotion Regulation and emotional understanding and are accompanied by suggested intervention strategies.
A conceptual framework for research on lay helping strategies is presented, differentiating the strategies along two dimensions: their focus, individual or interpersonal, and their source, natural or supplemental. A typology of characteristics of commonly used lay helping methods is proposed, and implications for intervention design and research are discussed.
Often patients in the early stages of Alzheimer's disease (AD), frontotemporal dementia (FTD), and late-life depression can be difficult to differentiate clinically. Although subtle cognitive distinctions exist between these disorders, noncognitive behavioral phenomenology may provide additional discriminating power. In 19 subjects with AD, 19 with FTD, 16 with late-life psychotic depression (LLPD), and 19 with late-life nonpsychotic depression (LLNPD), noncognitive behavioral symptoms were quantified retrospectively using the Schedules for Clinical Assessment in Neuropsychiatry (SCAN) and compared using both a one-way ANOVA and a multivariate stepwise discriminant analysis, which utilized a jackknife procedure. The FTD group showed the highest mean total SCAN score, while the AD group showed the lowest. ANOVA showed significant differences in the mean total SCAN scores between the four diagnostic groups (P < .0001). With the discriminant analysis, the four disorders demonstrated different clusters of behavioral abnormalities and were differentiated by these symptoms (P < .0001). A subset of 14 SCAN item group symptoms was identified that collectively classified the following percentages of subjects in each diagnostic category: AD 94.7%, FTD 100%, LLPD 87.5%, and LLNPD 100%. These results indicate that AD, FTD, LLPD, and LLNPD were distinguished retrospectively by the SCAN without using cognitive data. Better definition of the longitudinal course of noncognitive behavioral symptoms in different dementias and psychiatric disorders will be valuable both for diagnosis and to help define behavioral syndromes that are associated with selective neuroanatomic and neurochemical brain pathology.
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This article explores the nature of teaching and learning in the clinical area. Many of the issues that mentors encounter in promoting a good learning environment and undertaking effective teaching are discussed.
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Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.