Chronic morphine selectively impairs cued fear extinction in rats: Implications for anxiety disorders associated with opiate use

Previous studies have shown that opioid transmission plays an important role in learning and memory. However, little is known about the course of opiate-associated learning and memory deficits after cessation of chronic opiate use in a behavioral animal m

亲子依恋对大学生人际关系影响的性别效应

Parent-child attachment refers to the emotional bond that forms between parent and child, which has great influences on the child’s interpersonal development. Present study applied both correlation method and secure attachment memory activation method to investigate the “gender relation effects” of parent-child attachment’s influences on college students’ close relationships, general attachment representation, and emotion and social loneliness. The basic hypotheses on “gender relation” were set as: “same-sex” parent-child attachment has more influences on college students’ “same-sex” interpersonal relationships, while “opposite-sex” parent-child attachment has more influences on college students’ “opposite-sex” interpersonal relationships. Major findings includes: 1. There was weak correlation of attachment security between father-child and mother-child relationships. The findings indicated that, among college students, the security of “opposite-sex” parent-child attachment representation is higher to some extent than that of “same-sex” parent-child attachment representation. 2. There were significant correlations between parent-child attachment and college students’ attachment anxiety in close relationships. Major findings indicated that “opposite-sex” parent-child attachment security negatively predicts college students’ attachment anxiety in both “same-sex” and “opposite-sex” close relationships. 3. Gender relation effects were significant in the correlations between parent-child attachment and college students’ level of avoidant attachment representation. “Same-sex” parent-child attachment security positively predicted avoidant attachment level in college students’ “same-sex” close relationships, while “opposite-sex” parent-child attachment security positively predicted avoidant attachment level in “opposite-sex” close relationships. 4. Parent-child attachment security memory activation had significant influences on college students’ general attachment representation, in which gender relation effects indicated that: the memory activation of father-child attachment security significantly increases participants’ security of self-model in general attachment representation to “male others”; while the memory activation of mother-child attachment security significantly increase participants’ security of others-model in general attachment representation to “female others”. 5. For male college students, father-son attachment security negatively predicted their emotion and social loneliness. For female college students, father-daughter attachment security negatively predicted their emotion loneliness, while mother-daughter attachment security negatively predicted their social loneliness. Attachment security memory activation had significant influences on college students’ social loneliness, in which gender relation effects was confirmed in that only father-child attachment security memory activation significantly decreased male participants’ level of social loneliness. The results indicated that gender relation effects are significant in the influences of parent-child attachment on college students’ interpersonal relationship representations, especially when the level of avoidant of attachment in college students’ close relationships was predicted by parent-child attachment representation, and when the memory activation of parent-child attachment influenced college students’ general attachment representation. The present study confirmed to some extent that gender relation consistency exists in attachment representations among different interpersonal relations, and serves as a new model for analysis of gender differences in the research fields. In the present study, however, gender relation effects were not confirmed in all the interpersonal relationship representations, which indicated the complexity in the problems of gender differences in the research fields of close relationships.

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.

中学生强迫症状及其心理、环境危险因素和整合模型研究

Obsessive-Compulsive Symptoms, which are one of common factors effected on mental health of secondary school students, have been rarely studied at home and abroad. In accordance with the problems existed in these literature up till now, the thesis had mainly studied the measured tool, contents and structure, developmental features, psychosocial risk factors and integrated model of obsessive-compulsive symptoms from them by means of investigation with quetionnaires. The entire research was divided into three phases. 3185 students(age 14.68±1.75 years) were firstly measured with the 20-item Leyton Obsessional Inventory-Child Version(LOI-CV) at four secondary schools including six grades in Beijing city, which was applied to revise LOI-CV, and to study the structure and contents, developmental features and screen of obsessive-compulsive symptoms. Then, 216 subjects with obsessive-compulsive symptoms, paired with controls in the light of school, grade and gender, were investigated with 10 self-rating scales on obsessive-compulsive symptoms, anxiety, depression, personality, coping and attributional style, negative life events, parent's rearing style, family environment and life adaptation in school, and with an inventory on social demography. The results were used to explore psychosocial risk factors and integrated model of obsessive-compulsive symptoms. The third survey was only carried out, about two months after the second, among 264 subjects with obsessive-compulsive symptoms through MMOCI and Negative Life Event Scale for Adolescents, in order to probe into the integrated model. The research had mainly found: (1) LOI-CV can be used as a screen tool for obsessive-compulsive symptoms in urban adolescents in China; (2) Total screening-out ratio of obsessive-compulsive symptoms was 13.6% (male:15.0%, female:12.2%). The most common manifestations of obsessive-compulsive symptoms were hating dirt and contamination, doing things in exact manner, angry if someone messes desk, bad conscience but no one else, worry about cleanliness, repeated thoughts or words; the least were favorite or special number, spending extra time on homework, special number or words to avoid, talking or moving to avoid bad luck, fussy about hands. The checking and repetition, cleanliness and tidiness, general obsessions were more common forms than numbers-luck; (3) No differences were existed in serious degree of obsessive-compulsive symptoms, but the screening-out ratio in male was higher than it in female; (4) No differences were detected in the serious degree of obsessive-compulsive symptoms except the scores of cleanliness and tidiness among grades, but the screening-out ratio of the grades justly entering secondary school or going to graduate were higher than other ones; (5) The main psychosocial risk factors for obsessive-compulsive symptoms included anxiety, mother's over-protecting and over-interfering, fantasy, flexibility, self-actualization, peers relationship, sense of responsibility, negative life events, mother's occupation, help-seeking, and (6) The integrated model on psychosocial risk factors suggested that the possible developed and sustained mechanism of obsessive-compulsive symptoms was that personality, coping and attributional styles constructed the developmental diathesis foundation of obsessive-compulsive symptoms; negative life events were promoting factors of them. There was a dynamic interaction between personality and environmental factors. Negative emotion played a core role in the developmental process of them. The continued existence of obsessive-compulsive symptoms was related to pre-existed obsessive-compulsive symptoms and negative life events experienced by an individual. Therefore, this research not only let us get a deeper understanding of obsessive-compulsive symptoms and more entirely find out psychosocial risk factors, firstly applied diathesis-stress theory to comprehend the psychological mechanism of obsessive-compulsive symptoms and, moreover, elaborate and expand it, but also has more important practice significance of treatment, prevent and education for obsessive-compulsive symptoms in secondary school students.