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The Drug Choice
Published in Albert A. Kurland, S. Joseph Mulé, Psychiatric Aspects of Opiate Dependence, 2019
Albert A. Kurland, S. Joseph Mulé
Beyond this, subtle and complex interactions due to the state-dependent learning exist which also play a role in the drug choice(s) made by the individual. These determinants encompass:the psychopharmacologic profile or primary drug effect; the relationship of this effect to the psychiatric impairments that contribute to the drug-seeking behavior; and the set (expectations) and setting (social circumstances) in which the drug was introduced. For example, usage could begin as a curious or experimental undertaking, a circumstantial-situational happening, or the outcome of hedonistic pursuits. With the emotional priming of these actions forces are set into motion, which have their origins in family and interpersonal peer-group psychodynamics.
Adverse Effects
Published in Barry M. Maletzky, C. Conrad Carter, James L. Fling, Multiple-Monitored Electroconvulsive Therapy, 2019
Rubin has recently proposed an interesting theory based upon observations that it is seemingly the material most recently brought into consciousness that is lost after ECT.429 He treated 28 patients with ECT and, just before inducing unconsciousness, asked them to recall their obsessions, hallucinations, delusions, and worst fears. Although most patients improved, this study, by its design, could not investigate comparative effects. Squire has shown, however, that there is little evidence for state-dependent learning with ECT,279 and that reactivation of previously learned materials just prior to ECT does not automatically preclude a memory of this material after treatment,280 findings which match our own observations. These studies have once again confirmed that the greatest factor controlling short-term memory loss after ECT is the amount of time which has elapsed between the point at which the material was learned and the onset of ECT: the greater the interval, the less the memory will be disturbed.427
Acute Alterations of Consciousness
Published in Rolland S. Parker, Concussive Brain Trauma, 2016
Amnesia is a general term referring to loss of memory. Deficits may occur in the process of sensory or imaginal acquisition, retention, or retrieval. While memory loss is considered to be a characteristic consequence of brain damage, the fact that brain damage is frequently consequent to head injury or other traumatic event opens the question of psychogenic origins of memory disorder (“functional”; “psychological”). The examiner has to consider whether such events as impaired long-term memory, RA, anterograde amnesia, and loss of working memory may be attributable to mental dissociative conditions rather than impaired brain structure or function. Other conditions to consider include repression; state dependent learning with retrieval of memory traces dependent upon limbic and amygdala circuits that add bodily information to incoming events; psychotic states; depression; the use of alcohol; and the use of minor tranquilizers. Even within PTSD, symptoms can vary between intrusive memories (recollections, dreams, flashbacks) and amnesia. Therefore, the separation of causative factors between “organic” and “functional” can be very difficult (Mace & Trimble, 1991).
The Rhythmic Finger Focus Hypnotic Technique: Multilevel Application of Ericksonian Utilization
Published in American Journal of Clinical Hypnosis, 2020
The technique presented in this paper involves the following key elements: hand focusing, self-generated rhythmic movement that becomes automatic through generating and perceiving repetitive tactile stimulation, and the activation and utilization of prior state dependent learning associated with one’s hands. The utilization principle of Milton Erickson (Erickson, 1952/1980; Erickson & Rossi, 1979; Flemons, 2002, 2015; Gilligan, 1987; Lankton & Lankton, 1983; O’Hanlon, 1987; Roffman, 2008) is the organizing framework for the technique and will be the lens through which the different elements of it are later analyzed in the paper. This section will review the hypnosis literature that otherwise is most relevant involving hand focusing and ideomotor movement, noting both similarities and potential differences between established techniques and the one being introduced.
Three-dimensional virtual reality: Applications to the 12 grand challenges of social work
Published in Journal of Technology in Human Services, 2019
Mark H. Trahan, Kenneth Scott Smith, Amy C. Traylor, Micki Washburn, Nicole Moore, Alberto Mancillas
With its ability to provide contextual cues in an immersive environment, VR has the potential to serve as a tool to enhance state-dependent learning necessary for variety of evidence-based interventions for mental health conditions. Paired with mental health interventions such as cognitive-behavioral approaches, personalized VR treatments provide opportunities for cue exposure and skill practice in an environment that closely resembles the real-world setting in which they will be performed. Numerous studies indicate VRET is an emerging evidence-based intervention approach for anxiety related disorders, including Post-Traumatic Stress Disorder (PTSD), social anxiety disorder, generalized anxiety, and specific phobias (Opriş et al, 2012; Parsons & Rizzo, 2008; Rizzo, Reger, Gahm, Difede, & Rothbaum, 2009). Utilizing VRET, clients are exposed to anxiety-provoking stimuli in safe, controlled settings, in which they can experience habituation through repeated exposure and learn coping skills. These behavioral interventions provide a more realistic setting for learning skill-based responses to stimuli.
From Combat to COVID-19 – Managing the Impact of Trauma Using Virtual Reality
Published in Journal of Technology in Human Services, 2021
Albert “Skip” Rizzo, Arno Hartholt, Sharon Mozgai
The VR simulation content developed for the STRIVE system, was designed to be relevant, cognitively engaging, and “emotiogenic”. These properties were hypothesized to evoke a highly “teachable” state of mind in users, in contrast to the neutral emotional background used in classroom or traditional web-based training that is commonly employed in existing programs. In this fashion, STRIVE provided a digital “emotional obstacle course” that could provide experiences that leverage narrative-based, context-relevant experiential learning of emotional coping strategies under very tightly controlled and scripted simulated conditions. Training in this format is hypothesized to improve generalization to real world situations via a state dependent learning component (Godden & Baddeley, 1980). This is based on the literature indicating that emotional arousal facilitates learning and that it is more likely that content learned in one emotional state or context would be more readily retrieved when similar emotional states or places were experienced, as what might be expected in a stressful combat environment. Moreover, the STRIVE approach was further hypothesized to support resilience by leveraging the learning theory process of latent inhibition. Latent inhibition refers to the inhibited fear/threat learning that occurs as a result of pre-exposure to a stimulus without a consequence (Feldner, Monson & Friedman, 2007; Lubow & Moore, 1959). Thus, the exposure to emotional challenges/threats in a simulated combat context was believed to decrease the likelihood of fear conditioning in the event of a later occurrence of similar stimulus challenges within an actual combat environment (Sones, Thorp, & Raskind, 2011). Thus, the approach was hypothesized to reduce the probability of the later development of PTSD from a conditioning and learning theory perspective.