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Adherence in Children with Renal Disease
Published in Lynn B. Myers, Kenny Midence, Adherence to Treatment in Medical Conditions, 2020
Interventions designed to modify difficulties associated with adherence problems need to be refined, although useful suggestions arise in contemporary therapeutic literature (Kuttner, 1989; Mauksch and Roesler, 1990; Rissman and Rissman, 1987). Therapeutic interventions include educative approaches, support and supervision, and behavioural interventions such as anxiety management. The use of applied psychophysiology and biofeedback to reduce stress has also been described (Gagnon, Hudnall and Andrasik, 1992; Stroebel and Stroebel, 1984). Individual coping strategies and matching interventions with personal coping style have also been studied (Smith, Ackerson and Blotcky, 1989). Research on children’s hospital experiences and medical procedures have shown these to be stressful for young people, although studies are equivocal about the negative impact of hospitalisation and ongoing treatments. Stressful situations may, in fact, afford the young person an opportunity to cope successfully with difficult situations (Hall and Stacey, 1979; Lansdown and Sokel, 1993; Prins, 1994; Ross and Ross, 1988). These studies have looked at children’s views and understanding regarding medical treatment.
Psychophysiology of Imagery and Healing: A Systems Perspective
Published in Anees A. Sheikh, Imagination and Healing, 2019
Up to now we have discussed mostly the biological (Levels 1 to 2) and psychological (Levels 3 through 8) levels of processes. Brief mention should be made of at least the first social level, so that the concept of biopsychosocial images becomes clear. Research indicates that social support and numerous other social variables alter physiological processes. The emerging interdisciplinary field of social psychophysiology recently has been reviewed in depth [18].
Playing With Biofeedback
Published in Lawrence C. Rubin, Handbook of Medical Play Therapy and Child Life, 2017
Jason L. Steadman, Michael E. Feeney
Nevertheless, recent technological innovations have allowed biofeedback training to be more accessible to the general public and requires little to no specialized training in interpretation. In the interest of making clinical recommendations for practitioners who may not be trained in advanced applied psychophysiology, we focus the majority of this chapter on a practical approach to biofeedback training that can be implemented by the average clinician and with the average youth client. Researchers and developers have created a number of games that greatly simplify biofeedback interpretation. These games respond directly to the physiology of the player and change the game in some way as a means to inform the player about his or her internal physiological state. In this way, biofeedback no longer requires a trained specialist, but anyone, even a child, can play a biofeedback game to monitor changes in his or her own physiology. In this chapter, we review some empirical literature investigating such interventions with children and will present a number of play-based means to teach children essential stress management and relaxation skills through biofeedback training. Guidelines for practical implementation of biofeedback training in clinical practice will also be offered, based on the authors’ own clinical experiences and on empirical literature. By the end of the chapter, readers should be prepared to institute biofeedback training (once appropriately trained) in their own clinical practice, using basic principles of play and other creative/expressive therapies in various pediatric applications.
NeurHistAlert 26
Published in Journal of the History of the Neurosciences, 2023
Frank W. Stahnisch, Michel C. F. Shamy
This history thesis examines the social, epistemic, and cultural contexts of applying audiovisual technologies—such as photography, cinematography, and computational assessment techniques—to diagnostic and testing in child psychiatry and psychology in Europe and North America since the mid-twentieth century. It offers a new interpretation of the applied psychological theorizing of the underlying transformation in the scientific and clinical conceptualization of the psychophysiology of young children. Rietmann especially argues in Chapters 3 and 4 that modern approaches to developmental psychology and infant psychiatry shifted from physiological and biological representations to taking children’s temporal dynamics and their interactions with their caregivers into greater account. Observational technologies have played a pivotal role in making these dynamics analyzable for researchers, visible for practitioners, and accessible to therapists. Certainly, the early parts of the thesis—based on analyses of postwar psychoanalytic researchers and practitioners in the United States as well as on ethnographers’ views of the emotional life, development, and social bonding of young children—are rather conventional and well known to historians of psychology and developmental neuroscience, yet the focus on the place of audiovisual technologies in Western-style infant psychology and psychiatry certainly offers new insights into the localization of pathology in infancy and on the microanalytic studies of the social and interactional levels of childhood.
Testosterone and cortisol are more predictive of choice behavior than a social nudge in adult males on a simple gift give-get task
Published in Stress, 2021
Benjamin G. Serpell, Christian J. Cook
Lack of reproducibility in social research may be assisted by employing more objective variables of measurement. Psychophysiology measures, such as testosterone and cortisol are two examples. This study showed that even a simple nudge, a social concept used to influence decision making and enable choice prediction, is extremely complex. Therefore, we support the theory that nudge effectiveness, on its own, is contentious. When combined with the proxy markers of stress (testosterone and cortisol) the nudge did become more predictive of behavior. That is, nudge response was predictable at an individual level when the nudge accompanied increases in testosterone or T:C, while with increases in cortisol the larger reward was always chosen. We speculate that testosterone may focus an individual on the nature of the question (nudge), while cortisol may focus more on self-need irrespective of the nudge.
Review of the International Hypnosis Literature
Published in American Journal of Clinical Hypnosis, 2021
Shelagh Freedman, Ian E Wickramasekera
The author reviews the literature of hypnosis and Dzogchen meditation to discuss the similarities of the phenomena of Dzogchen meditation and hypnosis. Dzogchen is a Tibetan term meaning “the great perfection” that refers to a tradition that employs many techniques of meditation and yoga to help its practitioners realize the dream-like nature of the self and the reality which we experience. In particular, the author discusses the similarities in terms of the methods, phenomenology, psychophysiology, and theories regarding the nature of mind that have arisen in the two traditions. The methods of Dzogchen are described as being very hypnotic-like in that they employ a great deal of visual imagery and alterations in attention, somatic experiences, and consciousness within a close teacher/student relationship that somewhat resembles the hypnotist/hypnotic subject relationship. A number of interesting theoretical parallels are described between the nature of mind and self as discussed in the tradition of Dzogchen and the socio-cognitive, neo-dissociative, ego-states, and Ericksonian positions on the self and hypnotic phenomena. The author discusses the potential benefits that both traditions could accrue through dialoguing with one another to create a more embodied and neurophenomenological understanding of hypnosis and Dzogchen. Address for reprints: Ian Wickramasekera, Mindfulness Based Transpersonal Counseling, Naropa University, 2130 Arapahoe Avenue, Boulder, CO 80302. Email address: [email protected]