Comparison between REBT and Visual/Kinaesthetic Dissociation in the Treatment of Panic Disorder: An Empirical Study

The aim of this study was to test the efficacy of two brief treatment methods for panic disorder: Rational Emotive Behaviour Therapy (REBT) and Visual/Kinaesthetic Dissociation (VKD), neither of which have been the object of scientific enquiry. The study is a two-way between-groups pre-test/post-test experimental design with baseline and follow-up measures. An innovative four-session treatment protocol was developed for each treatment method. Eighteen participants in North-East Surrey, England, who responded to media advertisements for cognitive-behavioural treatment for panic disorder and who met Diagnostic and Statistical Manual of Mental Disorders criteria for panic disorder with or without agoraphobia were randomly assigned to either REBT or VKD. Pre-test/post-test changes in panic were measured using the ACQ, PASQ, and HADS scales and a global panic rating measure. At post-test there was a statistically significant improvement on all measures for both groups, which was maintained at one-month follow-up. Taking into consideration limitations such as the small sample size and a short follow-up period, implications of this study and recommendations for future research are discussed

The Naked Truth: The Face and Body Sensitive N170 Response Is Enhanced for Nude Bodies

Recent event-related potential studies have shown that the occipitotemporal N170 component - best known for its sensitivity to faces - is also sensitive to perception of human bodies. Considering that in the timescale of evolution clothing is a relatively new invention that hides the bodily features relevant for sexual selection and arousal, we investigated whether the early N170 brain response would be enhanced to nude over clothed bodies. In two experiments, we measured N170 responses to nude bodies, bodies wearing swimsuits, clothed bodies, faces, and control stimuli (cars). We found that the N170 amplitude was larger to opposite and same-sex nude vs. clothed bodies. Moreover, the N170 amplitude increased linearly as the amount of clothing decreased from full clothing via swimsuits to nude bodies. Strikingly, the N170 response to nude bodies was even greater than that to faces, and the N170 amplitude to bodies was independent of whether the face of the bodies was visible or not. All human stimuli evoked greater N170 responses than did the control stimulus. Autonomic measurements and self-evaluations showed that nude bodies were affectively more arousing compared to the other stimulus categories. We conclude that the early visual processing of human bodies is sensitive to the visibility of the sex-related features of human bodies and that the visual processing of other people's nude bodies is enhanced in the brain. This enhancement is likely to reflect affective arousal elicited by nude bodies. Such facilitated visual processing of other people's nude bodies is possibly beneficial in identifying potential mating partners and competitors, and for triggering sexual behavior

Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms

For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This article reports on a survey of mathematics teachers' use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers' pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts. [Author abstract