A review of awareness interventions in brain injury rehabilitation

Unawareness related to brain injury has implications for participation in rehabilitation, functional outcomes, and the emotional well-being of clients. Addressing disorders of awareness is an integral component of many rehabilitation programmes, and a review of the literature identified a range of awareness interventions that include holistic milieu-oriented neuropsychological programmes, psychotherapy, compensatory and facilitatory approaches, structured experiences, direct feedback, videotaped feedback, confrontational techniques, cognitive therapy, group therapy, game formats and behavioural intervention. These approaches are examined in terms of their theoretical bases and research evidence. A distinction is made between intervention approaches for unawareness due to neurocognitive factors and approaches for unawareness due to psychological factors. The socio-cultural context of unawareness is a third factor presented in a biopsychosocial framework to guide clinical decisions about awareness interventions. The ethical and methodological concerns associated with research on awareness interventions are discussed. The main considerations relate to the embedded nature of awareness interventions within rehabilitation programmes, the need for individually tailored interventions, differing responses according to the nature of unawareness, and the risk of eliciting emotional distress in some clients.

To learn from one's mistakes: The role of impulsivity in positive workplace behaviours

Recentiy a neuropsychological model of learning has been proposed Qackson, 2002) which argues that Responsibility provides a cognitive re-expression of Impulsivit)' in the prediction of functional and dysfunctional behaviour. Jackson argues that primitive, instinctive impulses lead to antisocial behaviours and socio-cognitive regulators such as Responsibility leads to the re-expression of Impulsivity in terms of pro-social behaviours. Study 1 tests and supports the measurement properties of the assessment methodology associated with the model. Study 2 provides evidence in favour of the instinctive basis of Impulsivity and the conscious basis of Responsibility, which reinforces the underlying neuropsychological basis of the model. Study 3 uses structural equation modelling to determine if Responsibility mediates Impulsivity in the prediction of a latent variable representing work performance, work commitment and team performance, but does not mediate Impulsivit}' in the prediction of a latent variable representing sexual proclivity, workplace deviancy, gambling and beer consumption. Results provide strong support for Jackson's model and suggest that Impulsivity and Responsibility are fundamental to both functional and dysfunctional learning

Stem-completion priming for words studied in sentences: The context deletion effect under direct and indirect memory instructions

Two studies investigated the context deletion effect, the attenuation of priming in implicit memory tests of words when words have been studied in text rather than in isolation. In Experiment 1, stem completion for single words was primed to a greater extent by words studied alone than in sentence contexts, and a higher proportion of completions from studied words was produced under direct instructions (cued recall) than under indirect instructions (produce the first completion that comes to mind). The effect of a sentence context was eliminated when participants were instructed to attend to the target word during the imagery generation task used in the study phase. In Experiment 2, the effect of a sentence context at study was reduced when the target word was presented in distinctive format within the sentence, and the study task (grammatical judgment) was directed at a word other than the target. The results implicate conceptual and perceptual processes that distinguish a word from its context in priming in word stem completion.

Is the effect of reading misspellings context dependent?

In 48 university students performing single-item spelling recognition, prior exposure to misspelled words improved slightly the accuracy on correctly spelled words and increased markedly the 'false alarm' rate (classifying a misspelling seen at study as correct). In a group given a dictation test (N = 24) the only effect of exposure to misspellings was a small increment in the number of misspellings that matched the misspelling seen at study. The two test groups showed no advantage of having the same display format at study and test (AA or BB vs AB or BA). Experiment 2 (in progress) investigated a format match at study and test against a condition with a new test context (AA or BB vs AC or BC). The results to date suggest an influence of memory of the study trial rather than simply an updating by the study exposures of abstract lexical representations. [ABSTRACT FROM AUTHOR]

The application of cognitive orientation to daily occupational performance (CO-OP) with children 5-7 years with developmental coordination disorder

There has been an increase in the use of cognitive frameworks in occupational therapy with children with developmental coordination disorder (DCD). Investigations into the utility of one such cognitive approach, namely Cognitive Orientation to (daily) Occupational Performance (CO-OP), with children with DCD have shown the intervention to be effective with children over 7 years. However, there has been limited research into its utility with younger children. This paper presents two case studies to demonstrate the use of CO-OP with children aged 5-7 years. Two boys with DCD engaged in 10 sessions of CO-OP. These younger children were found to be able to use the global framework (Goal, Plan, Do, Check) to improve their task performance, to develop plans using domain-specific strategies and to engage in checking strategies. Issues relating to attention, motivation and goal setting are discussed in the context of the two case studies.

Predictive genetic test decisions for Huntington's disease: context, appraisal and new moral imperatives

Predictive testing is one of the new genetic technologies which, in conjunction with developing fields such as pharmacogenomics, promises many benefits for preventive and population health. Understanding how individuals appraise and make genetic test decisions is increasingly relevant as the technology expands. Lay understandings of genetic risk and test decision-making, located within holistic life frameworks including family or kin relationships, may vary considerably from clinical representations of these phenomena. The predictive test for Huntington's disease (HD), whilst specific to a single-gene, serious, mature-onset but currently untreatable disorder, is regarded as a model in this context. This paper reports upon a qualitative Australian study which investigated predictive test decision-making by individuals at risk for HD, the contexts of their decisions and the appraisals which underpinned them. In-depth interviews were conducted in Australia with 16 individuals at 50% risk for HD, with variation across testing decisions, gender, age and selected characteristics. Findings suggested predictive testing was regarded as a significant life decision with important implications for self and others, while the right not to know genetic status was staunchly and unanimously defended. Multiple contexts of reference were identified within which test decisions were located, including intra- and inter-personal frameworks, family history and experience of HID, and temporality. Participants used two main criteria in appraising test options: perceived value of, or need for the test information, for self and/or significant others, and degree to which such information could be tolerated and managed, short and long-term, by self and/or others. Selected moral and ethical considerations involved in decision-making are examined, as well as the clinical and socio-political contexts in which predictive testing is located. The paper argues that psychosocial vulnerabilities generated by the availability of testing technologies and exacerbated by policy imperatives towards individual responsibility and self-governance should be addressed at broader societal levels. (C) 2003 Elsevier Science Ltd. All rights reserved.

Expanding the scope of the social response context model

Descriptive models of social response are concerned with identifying and discriminating between different types of response to social influence. In a previous article (Nail, MacDonald, & Levy, 2000), the authors demonstrated that 4 conceptual dimensions are necessary to adequately distinguish between such phenomena as conformity, compliance, contagion, independence, and anticonformity in a single model. This article expands the scope of the authors' 4-dimensional approach by reviewing selected experimental and cultural evidence, further demonstrating the integrative power of the model. This review incorporates political psychology, culture and aggression, self-persuasion, group norms, prejudice, impression management, psychotherapy, pluralistic ignorance, bystander intervention/nonintervention, public policy, close relationships, and implicit attitudes.

The role of context in producing item interactions and false memories

Cued recall with an extralist cue poses a challenge for contemporary memory theory in that there is a need to explain how episodic and semantic information are combined. A parallel activation and intersection approach proposes one such means by assuming that an experimental cue will elicit its preexisting semantic network and a context cue will elicit a list memory. These 2 sources of information are then combined by focusing on information that is common to the 2 sources. Two key predictions of that approach are examined: (a) Combining semantic and episodic information can lead to item interactions and false memories, and (b) these effects are limited to memory tasks that involve an episodic context cue. Five experiments demonstrate such item interactions and false memories in cued recall but not in free association. Links are drawn between the use of context in this setting and in other settings.

Perceptions of self and group in the context of a threatened national identity: A field study

Previous research indicates that people who are highly identified with their groups tend to remain committed to them under threat. This study examines the generalizability, of this effect to (a) a real-life context involving the perception that others view the ingroup (Australians) as intolerant of minorities and (b) various dimensions of social identification. The sample comprised 213 respondents to a random mail survey. Perceived threat was inversely related to self-stereotyping (i.e. perceptions of self-ingroup similarity), but only for individuals with weak subjective ties to other group members. Threat perceptions were also predictive of enhanced judgments of within-group variability on threat-relevant dimensions, particularly for individuals with weaker ingroup ties. Various strategies for coping with a threatened social identity are linked to different facets of social identification.

The role of Temporal Context in the Tritone Paradox

The Tritone Paradox refers to a sequence of two specially synthesised "Shepard" tones which may sound ascending to one listener, and descending to another. The present study examines a recent suggestion that people's responses on this task may be determined by neural processes which are sensitive to temporal variations in pitch - so-called spectral motion detectors. Twelve listeners with normal hearing were presented with pairs of Shepard tones in each of two conditions - first in the traditional sequential manner, and then simultaneously, with one tone presented to each ear. Results indicated that respondents were able to judge consistent relationships between the tones even when presented simultaneously, and a high degree of similarity was observed between responses in each condition. The implications of these results for current theories of the Tritone Paradox are discussed.

Personality and goal orientation as predictors of performance in a learning context

The current study aimed to investigate and provide furthering evidence of individual differences as determinants of task performance. This research focused on the effects of the personality traits Openness to Experience and Neuroticism, and two goal orientation traits. Learning Orientation and Avoid Orientation, on task performance. The hypotheses addressed the predictability of the traits, the differential effects of personality and goal orientation traits, and the mediating effects of goal orientation on the relationship between personality and performance. The results were based on questionnaire responses completed by a sample of 103 students. Scores on a computerised Air Traffic Control (ATC) decision-making task were used as a measure of task performance. Learning Orientation was found to be a significant predictor of performance, whilst the effect of Neuroticism was 'approaching' significance. Results indicated strong support for the differential relationship between personality traits and corresponding goal orientation traits. The mediating relationship between Openness to Experience, Learning Orientation and performance was also found to be 'approaching' significance. Results were indicative of the influences of personality and goal orientation on consequent performance outcomes. Implications were discussed, as well as suggestions for possible future directions in research assessing the predictabilit)' of individual differences in learning contexts.

Workplace diversity: The moderating role of work context on the relationship between surface and deep level diversity and group functioning

This research examines the relationship between perceived group diversity and group conflict, and the moderating role of team context. Currentiy, diversity research predominantly focuses on surface and job-related dimensions, largely to the neglect of deep-level diversity (in terms of values, attitude and beliefs). First, this research hjfpothesised that all three dimensions of diversity would be positively related to group conflict, with deep-level diversity the strongest predictor of task. conflict. Second, it was hypothesised that team context would moderate the relationship between deep-level diversity and group conflict. Team context refers to the extent to which the work performed (1) has high consequences (in terms of health and well being for team members and others); (2) is relatively isolating, (3) requires a high reliance upon team members; (4) is volatile; and (5) interpersonal attraction and mutual helpfulness is essential. Two studies were conducted. The first study employed 44 part-time employees across a range of occupations, and the second study employed 66 full-time employees from a mining company in Australia. A series of hierarchical multiple regressions and moderated multiple regressions confirmed both hypotheses. Practical implications and future research directions are discussed.