Psychological Intervention for Button Phobic

Behavior therapy approach is used in psychological intervention of button phobic, including systematic desensitization, relaxation, cognitive-behavioral therapy, modelling and skill training therapy. Partisipant (N=1) was button phobic since adolescence. Sampling technique in this research was accidental sampling. Psychological intervention design was classified as quasi experiment with single-case subject design. Data collection was performed with a multi-assessment, including observation and interviews, anxiety questionnaires and interview of cognitive change processes, before and after therapy is given. Results of psychological intervention indicated that behavioral therapy can be relied upon their role in overcoming anxiety of button phobic

Cardiovascular disease behavioral risk factors among Latinos by citizenship and documentation status.

BACKGROUND:Studies have observed that recent Latino immigrants tend to have a physical health advantage compared to immigrants who have been in the US for many years or Latinos who are born in the United States. An explanation of this phenomenon is that recent immigrants have positive health behaviors that protect them from chronic disease risk. This study aims to determine if trends in positive cardiovascular disease (CVD) risk behaviors extend to Latino immigrants in California according to citizenship and documentation status. METHODS:We examined CVD behavioral risk factors by citizenship/documentation statuses among Latinos and non-Latino US-born whites in the 2011-2015 waves of the California Health Interview Survey. Adjusted multivariable logistic regressions estimated the odds for CVD behavioral risk factors, and analyses were stratified by sex. RESULTS:In adjusted analyses, using US-born Latinos as the reference group, undocumented Latino immigrants had the lowest odds of current smoking, binge drinking, and frequency of fast food consumption. There were no differences across the groups for fruit/vegetable intake and walking for leisure. Among those with high blood pressure, undocumented immigrants were least likely to be on medication. Undocumented immigrant women had better patterns of CVD behavioral risk factors on some measures compared with other Latino citizenship and documentation groups. CONCLUSIONS:This study observes that the healthy Latino immigrant advantage seems to apply to undocumented female immigrants, but it does not necessarily extend to undocumented male immigrants who had similar behavioral risk profiles to US-born Latinos

Antibiotic use during pregnancy and neurodevelopmental outcomes of offspring in early childhood

There is limited research on the effects of antibiotic use during pregnancy on neurodevelopmental outcomes of offspring in early childhood. The aim of this study was to investigate associations between antibiotic use during early pregnancy and neurodevelopmental outcomes, both behavioral and cognitive, in the offspring during early childhood. This thesis examined a longitudinal study of 570 mother-child pairs where prenatal exposures and at least one neurodevelopment outcome assessment were recorded. An interview was conducted with mothers on average one year after delivery to collect information on prenatal exposures. Neurodevelopmental outcomes were assessed between the ages 5–11 years using the cognitive-based outcomes of Peabody Picture Vocabulary Test (PPVT-III) and the Beery-Buktenica Test of Visual Motor Integration-Fifth Edition (VMI-5) and behavioral-based outcomes of the Child Behavior Checklist (CBCL) and Teacher Report Form (TRF). Adjusted mean differences (adjMD) in outcome measures were calculated between mothers reporting antibiotics use and mothers reporting treated infections. Antibiotic use during pregnancy was not significantly associated with the two cognitive measures but was associated with increased total behavioral problems reported by mothers (adjMD: 2.60; CI: 0.50, 4.69) and teachers (adjMD 2.60; 95% CI 0.44, 4.76). Overall, antibiotics use during pregnancy was not associated with differences in childhood cognition but may be associated with greater behavior problems

Late-Adolescents’ Perceptions of the Affects of Alcohol Use on Level of Functioning

Late adolescence is a developmental transition period in which social/cultural factors, interpersonal factors and psycho-behavioral factors may lead to the establishment and continuity of problematic alcohol use behavior from late adolescence to early adulthood. The longitudinal research suggests that problematic alcohol use during late adolescence has a negative impact on an adolescent’s level of functioning and potentially later functioning in adulthood. However, the research is limited, in part due to a limited understanding of how an adolescent’s alcohol use affects their level of functioning. The purpose of this study was to improve our understanding of the affect of alcohol use on late adolescent functioning across a range of behavioral domains. Ten adolescents completed an hour long individual interview. The interview asked participants to describe how alcohol affects level of functioning Interviews were recorded, transcribed and analyzed for emergent themes. Results and their implications for measure development will be discussed

Deconstructing The Demand for Prostitution: Preliminary Insights From Interviews With Chicago Men Who Purchase Sex

In December of 2006 and June of 2007 the Chicago Alliance Against Sexual Exploitation (CAASE), Prostitution Research and Education (PRE), and the Chicago Coalition for the Homeless (CCH) launched a research initiative in Chicago to investigate the cognitive and behavioral patterns of men who purchase sex. A team of ten individuals, including three survivors of the sex trade, were trained by CAASE and PRE. In total, the team interviewed 113 men who buy sex. Men were recruited through the "Erotic Services" section of Craigslist, the Chicago Reader, and Chicago After Dark. Each interview lasted approximately an hour and a half to two hours and consisted of both quantitative and qualitative questions

Disrupted working memory circuitry and psychotic symptoms in 22q11.2 deletion syndrome.

22q11.2 deletion syndrome (22q11DS) is a recurrent genetic mutation that is highly penetrant for psychosis. Behavioral research suggests that 22q11DS patients exhibit a characteristic neurocognitive phenotype that includes differential impairment in spatial working memory (WM). Notably, spatial WM has also been proposed as an endophenotype for idiopathic psychotic disorder, yet little is known about the neurobiological substrates of WM in 22q11DS. In order to investigate the neural systems engaged during spatial WM in 22q11DS patients, we collected functional magnetic resonance imaging (fMRI) data while 41 participants (16 22q11DS patients, 25 demographically matched controls) performed a spatial capacity WM task that included manipulations of delay length and load level. Relative to controls, 22q11DS patients showed reduced neural activation during task performance in the intraparietal sulcus (IPS) and superior frontal sulcus (SFS). In addition, the typical increases in neural activity within spatial WM-relevant regions with greater memory load were not observed in 22q11DS. We further investigated whether neural dysfunction during WM was associated with behavioral WM performance, assessed via the University of Maryland letter-number sequencing (LNS) task, and positive psychotic symptoms, assessed via the Structured Interview for Prodromal Syndromes (SIPS), in 22q11DS patients. WM load activity within IPS and SFS was positively correlated with LNS task performance; moreover, WM load activity within IPS was inversely correlated with the severity of unusual thought content and delusional ideas, indicating that decreased recruitment of working memory-associated neural circuitry is associated with more severe positive symptoms. These results suggest that 22q11DS patients show reduced neural recruitment of brain regions critical for spatial WM function, which may be related to characteristic behavioral manifestations of the disorder

What do they know about me? Contents and Concerns of Online Behavioral Profiles

Data aggregators collect large amount of information about individual users and create detailed online behavioral profiles of individuals. Behavioral profiles benefit users by improving products and services. However, they have also raised concerns regarding user privacy, transparency of collection practices and accuracy of data in the profiles. To improve transparency, some companies are allowing users to access their behavioral profiles. In this work, we investigated behavioral profiles of users by utilizing these access mechanisms. Using in-person interviews (n=8), we analyzed the data shown in the profiles, elicited user concerns, and estimated accuracy of profiles. We confirmed our interview findings via an online survey (n=100). To assess the claim of improving transparency, we compared data shown in profiles with the data that companies have about users. More than 70% of the participants expressed concerns about collection of sensitive data such as credit and health information, level of detail and how their data may be used. We found a large gap between the data shown in profiles and the data possessed by companies. A large number of profiles were inaccurate with as much as 80% inaccuracy. We discuss implications for public policy management.Comment: in Ashwini Rao, Florian Schaub, and Norman Sadeh What do they know about me? Contents and Concerns of Online Behavioral Profiles (2014) ASE BigData/SocialInformatics/PASSAT/BioMedCom Conferenc

I Admire His Willingness In Helping Others…": Lesson Learned By A Peer Buddy In an Inclusive Classroom

As argued by Lewis (1 995) that regular student can gain advantage from interaction with special needs students. One of the interaction model can be achieved through peer buddy. Peer buddy is an approach which can be used to create a mutual relationship between regular students and students with variation of disability. The purpose of this study is to describe the belief, attitude, behavior of a peer buddy toward his special needs mate, and to portray his perception of what he gaim from this relationship. The authors used a qualitative case study design. Data was gathered from interview toward a peer buddy of a special need student with Cerebral Palsy in an inclusive classroom. The data was analyzed compared to interview data of the special needs mate, also data from classroom teacher and special needs teacher. Transcribed interview texts were analyzed to identify themes and key issues related to peer buddy characteristics, his belief, attitude and behavior toward the special needs student. The study produced findings, i.e, first, positive belief tend to lead to positive attitude and behavioral intention toward special need friends. Secondly, the benefit for peer buddy is increase in awareness of diversity and their friends' unique capabilities. As it is reflected by the peer buddy, as followed "Usually kid like him is the one who receives helps, but instead he helps other.. .. I admire his willingness in helping others ... .. " The findings from this study suggest that in order to provide the special students better, there are a need in enhancing classmate comprehension of special needs, improvement in school accessibility and facilities for special needs, and factors to be considered in peer buddy selection

Barriers and Facilitators to Use of a Clinical Evidence Technology in the Management of Skin Problems in Primary Care: Insights from Mixed Methods

Objective: Few studies have examined the impact of a single clinical evidence technology (CET) on provider practice or patient outcomes from the provider’s perspective. A previous cluster-randomized controlled trial with patient-reported data tested the effectiveness of a CET (i.e., VisualDx) in improving skin problem outcomes but found no significant effect. The objectives of this follow-up study were to identify barriers and facilitators to the use of the CET from the perspective of primary care providers (PCPs) and to identify reasons why the CET did not affect outcomes in the trial. Methods: Using a convergent mixed methods design, PCPs completed a post-trial survey and participated in interviews about using the CET for the management of patients’ skin problems. Data from both methods were integrated. Results: PCPs found the CET somewhat easy to use but only occasionally useful. Less experienced PCPs used the CET more frequently. Data from interviews revealed barriers and facilitators at four steps of evidence-based practice: clinical question recognition, information acquisition, appraisal of relevance, and application with patients. Facilitators included uncertainty in dermatology, intention for use, convenience of access, diagnosis and treatment support, and patient communication. Barriers included confidence in dermatology, preference for other sources, interface difficulties, presence of irrelevant information, and lack of decision impact. Conclusion: PCPs found the CET useful for diagnosis, treatment support, and patient communication. However, the barriers of interface difficulties, irrelevant search results, and preferred use of other sources limited its positive impact on patient skin problem management

The College Transition: What Changes, Who Changes, and Why?

To assess changes in student behavior between high school and college, and any factors contributing to behavioral changes, eight students from the University of New Hampshire were interviewed. To determine if changes in environment, or a greater distance from home, lead to greater changes in behavior, half of participants interviewed were in-state students and half were out-of-state students. Participants were interviewed on their opinions toward college and differences between high school and college in four areas: relationships, alcohol use, academics, and group participation. Interviews with participants were recorded and later transcribed. The transcriptions were then compared, looking for themes both within and among the interviews. The results showed that there were changes in these four areas but there were no differences in changes between in-state students and out-of-state students. On average, students’ grades stayed the same from high school to college and participation in group activities decreased from high school to college. The most common change was an increase in alcohol use from high school to college. Changes in behavior seemed unrelated to whether or not a student was in-state or out-ofstate. Changes in behavior seemed to be, in part, influenced by social relations, and also the freedom that comes with living away from home