Background: The effect of mental retrieval of an exposure session was investigated during a follow-up examination in dental phobia patients.
Method: The exposure session took place at the psychology unit and the follow-up a week later at the dental clinic prior to dental treatment while patients were seated in the dental chair. During exposure, individuals with dental phobia (N = 72) were shown a video of a dental appointment, after which they were instructed to imagine themselves receiving dental treatment. During follow-up half of the participants received instructions to mentally retrieve the exposure session and the other half were asked to recall everyday activities. Before and after exposure treatment, and after mental retrieval, participants were shown three dental instruments while heart rate (HR) and avoidance and subjective units of discomfort (SUD) were recorded.
Results: Questionnaires of phobic anxiety administered before and after treatment indicated significant improvement. Mental retrieval of treatment was moderately superior to the control condition with regard to avoidance. Over 80% of patients underwent the subsequent dental treatment session. Those not adhering showed initially more dysfunctional cognitions and more desire for control.
Conclusion: There is some evidence that retrieval of treatment context may have a moderately beneficial effect on avoidance.
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http://dx.doi.org/10.1017/S1352465812000318 | DOI Listing |
Discov Ment Health
January 2025
Department of Rehabilitation Science, Bangladesh Health Professions Institute (BHPI), CRP, Savar, Dhaka-1343, Bangladesh.
Background: Final-year students studying in various health science institutes are usually very stressed about their studies so that they can complete their studies without any hurdles. This stress can lead to poor academic and professional results because psychological issues such as anxiety and depression are frequently overlooked and not treated. This study aimed to measure the prevalence of stress and also assess the level of stress symptoms among the final year students of health science institute in Bangladesh.
View Article and Find Full Text PDFLearn Mem
January 2025
Department of Psychiatry, Yale University, New Haven, Connecticut 06511, USA
Emotional events hold a privileged place in our memories, differing in accuracy and structure from memories for neutral experiences. Although much work has focused on the pronounced differences in memory for negative experiences, there is growing evidence that positive events may lead to more holistic, or integrated, memories. However, it is unclear whether these affect-driven changes in memory structure, which have been found in highly controlled laboratory environments, extend to real-world episodic memories.
View Article and Find Full Text PDFPsychol Rev
January 2025
Department of Cognitive Science, University of California, San Diego.
It has long been hypothesized that episodic memory supports adaptive decision making by enabling mental simulation of future events. Yet, attempts to characterize this process are surprisingly rare. On one hand, memory research is often carried out in settings that are far removed from ecological contexts of decision making.
View Article and Find Full Text PDFPLoS One
January 2025
Nursing Department, Shanxi Mental Health Centre, Taiyuan, China.
Aim: To review the existing literature relating to nurse competence in safe medication management practices for biologics, identify evidence, and develop a competency framework to clarify the role of nurses in these practices.
Background: With the widespread use of biological agents in disease treatment, ensuring the safe and economical use of high-cost medicines is particularly important. Even though nurses are essential in patient care, detailed knowledge regarding their competence and role in the safe administration of biologics is lacking.
PLoS One
January 2025
Jindal School of Psychology and Counselling, OP Jindal Global University, Sonipat, Haryana, India.
Introduction: Teachers are pivotal in shaping educational environments and student development but face significant occupational stress and high rates of mental problems. Despite the availability of various psychosocial interventions, comprehensive evidence of their effectiveness and implementation is limited for this occupational group, especially in low- and middle-income countries (LMICs). This mixed methods study aims to conduct a scoping review of characteristics, effectiveness, and implementation outcomes of psychosocial interventions for teachers' mental health and mental problems, integrating these with teachers' lived experiences to inform the implementation of mental health interventions in LMICs.
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