Bone Marrow Allograft Rejection Mediated by a Novel Murine NK Receptor, NKG2I

Natural killer (NK) cells mediate bone marrow allograft rejection. However, the molecular mechanisms underlying such a rejection remain elusive. In previous analyses, it has been shown that NK cells recognize allogeneic target cells through Ly-49s and CD94/NKG2 heterodimers. Here, we describe identification and characterization of a novel murine NK receptor, NKG2I, belonging to the NKG2 family. NKG2I, which was composed of 226 amino acids, showed ∼40% homology to the murine NKG2D and CD94 in the C-type lectin domain. Flow cytometric analysis with anti-NKG2I monoclonal antibody (mAb) revealed that expression of NKG2I was largely confined to NK and NKT cells, but was not seen in T cells. Furthermore, anti-NKG2I mAb inhibited NK cell–mediated cytotoxicity, whereas cross-linking of NKG2I enhanced interleukin 2– and interleukin 12–dependent interferon-γ production. Similarly, the injection of anti-NKG2I mAb before the allogeneic bone marrow transfer in vivo impinged on the function of NKG2I, resulting in the enhanced colony formation in the spleen. NKG2I is a novel activating receptor mediating recognition and rejection of allogeneic target cells

認知行動療法トレーニングにおける基本構成要素の検討—英国のガイドラインに基づく検討—

The aim of the present study was to examine educational content necessary for cultivating capable cognitive behavioural practitioners. First, data were collected regarding the curricula of cognitive behavioural courses from 35 faculties accredited by the British Association for Behavioural and Cognitive Psychotherapies (BABCP). Second, the collected data were analyzed and categorized based on the British guidelines. Subsequently, 3 categories, comprising 62 items, were extracted, from which a list was compiled of educational content critical for cognitive behavioural therapy in Japan. The discussion suggests that, in the future, when educational content is being developed, it should be based on the results of the present study

認知行動療法の実践で必要とされるコンピテンスの概念構成の検討—英国のImproving Access to Psychological Therapies制度における実践家養成モデルに基づく検討—:Based on "Improving Access to Psychological Therapies" developed in England

The present study aimed to summarize the competencies required in order to be able to deliver effective cognitive and behavioral therapy, based on “Improving Access to Psychological Therapies”, which was developed in England. Clinical psychologists (n＝2), a professor (n＝1), associate professors (n＝3), and a graduate student (n＝1) reviewed and discussed a competency list. After that, the competencies were summarized in 45 general categories and 108 more specific categories. The discussion recommends that future studies develop checklists and confirm their reliability and validity

臨床心理士養成大学院におけるCBTトレーニングの基本構成要素と教育方法 - 日本 のトレーニング・ガイドラインの策定に向けた実態調査 -:原著

The purpose of this study was to investigate the current status of the basic components and training methods of cognitive behavioral therapy (CBT) in Japan. The participants in this study were 74 university faculty specializing in CBT and affiliated with certified master's degree courses in clinical psychology graduate program training institutions in Japan. They were asked to complete a questionnaire regarding the components and methods of CBT training, and to provide a free description of educational components. The results indicated that the basic constituent elements of CBT were generally insufficiently covered. In particular, while basic education on CBT theory and techniques is relatively thorough, practical education and training seems to be lacking. In addition, the amount of instruction on these components varies widely among faculty members, showing a tendency for education to depend on the discretion of each faculty member. Finally, since it is thought that a number of constituent elements have become newly necessary for CBT training in the Japanese context, it is necessary to develop CBT training guidelines specific to Japan

英国のCBTトレーニングにおける基本構成要素と教育方法—日本におけるCBTトレーニング・ガイドライン策定に向けた取り組み—:Implications for establishing CBT training guidelines in Japan

The purpose of the present study was to investigate basic components and methods of cognitive behavioral therapy (CBT) training in the UK. The course directors of the British Association for Behavioural & Cognitive Psychotherapies (BABCP) Accredited Level 2 CBT Training Courses completed questionnaires that assessed the components and methods of the cognitive behavioral therapy training used in their programs. The results revealed that most of the accredited courses provide comprehensive training based on the BABCP guidelines. Especially, a strong emphasis is placed on practical training during clinical placements, with supervision focusing on building skills for establishing therapeutic relationships, addressing individual needs, and using supervision effectively. Finally, implications of the findings for establishing cognitive behavioral therapy training guidelines in Japan were discussed

Cognitive behavioural therapy competence of Japanese trainees: A comparison with UK trainees

The present study aimed to assess the Cognitive Behavioural Therapy (CBT) competences of trainees enrolled in a two-year accredited master’s course in clinical psychology in Japan, and compare their competence levels with those trainees enrolled in a one-year postgraduate CBT diploma course accredited by the British Association of Behavioural and Cognitive Psychotherapies (BABCP) in the UK. Participants (Japan=162, UK=29) responded to questionnaires assessing their CBT competences. Descriptive data suggested that most Japanese trainees regarded themselves as being able to demonstrate little to none of the required CBT competences. The UK trainees rated their CBT competences to be significantly higher than the Japanese trainees on all competence items. Moreover, the number of counselling cases experienced during the training predicted the generic therapeutic competences among Japanese trainees. Furthermore, the number of initial intake interviews performed by the trainees predicted their basic CBT competences, specific CBT techniques, and meta-competences. The key limitations of the study were differences in participants’ age and their experiences prior to the enrolment in the course reported between the two countries. Future studies should consider the effects of these factors on trainees’ CBT competences

Influence of Brain Metastasis on Analgesia-Related Outcomes in Patients with Lung and Breast Cancers Treated with Naldemedine: A Propensity Score-Matched Analysis

Naldemedine is structurally designed to prevent passage across the blood–brain barrier (BBB), resulting in the attenuation of opioid-induced constipation without interfering with the analgesic effects of opioids. However, the influence of brain metastasis (BM), as one indicator of BBB disruption, on the analgesic effects of opioids in patients treated with naldemedine remains unclear. To examine whether the analgesic effects of opioids following naldemedine treatment are lower in patients with BM than in those without BM, we surveyed inpatients with lung and breast cancers treated with naldemedine at Fujita Health University Hospital between April 2017 and March 2022. Changes in the numeric rating scale (NRS) scores, morphine milligram equivalents (MMEs), and the number of rescues were assessed as analgesia-related outcomes during the first 7 days of naldemedine treatment in patients with or without BM, matched by the propensity score. In total, 172 patients were enrolled. After propensity-score matching, 30 patients with BM and 60 patients without BM were included in the analysis. Changes in NRS scores, MMEs, and the number of rescues did not differ between patients with and without BM. In the linear mixed-effects model, the coefficient of interaction between patients with or without BM and the days for each outcome was not statistically significant. BM does not influence the analgesic effect of opioids in patients with lung and breast cancers treated with naldemedine. Naldemedine may be useful for treating BM