Self-disclosures and self-interventions are generally considered useful, although their role remains controversial. This is mainly due to the heterogeneity of research findings on this topic, characterized by the lack...
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Self-disclosures and self-interventions are generally considered useful, although their role remains controversial. This is mainly due to the heterogeneity of research findings on this topic, characterized by the lack of a clear definition of self-disclosure and of systematic and effective methods to evaluate the short- and long-term effects of such interventions. To clarify the concept of self-disclosure, it is essential to understand whether its definition comprehends different interventions, which may have different effects. An accurate and reliable evaluation of such effects may allow clinicians and researchers to differentiate among different kinds of self-disclosures. In this theoretical article, we propose a method to evaluate the clinical efficacy of self-disclosures interventions. This method is based upon the monitoring of motivational systems (Liotti, 2005), which allows therapists to assess the cooperative attunement between patient and therapist in real-time. Our central assumption is that the evaluation of the cooperative attunement between patient and therapist, as well as the patient's metacognitive functioning, is primary to assess the use of clinical interventions. Indeed, these factors - either acting on their own or synergistically - are the mark, the essence, and the reflection of the therapeutic alliance, which is the strongest predictor of treatment's outcome.
The study analyzes the presence of dyskinesias-reduced-self-awareness in forty-eight patients suffering from Parkinson's disease (PD). As the association with executive dysfunction is a matter of debate and we hyp...
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The study analyzes the presence of dyskinesias-reduced-self-awareness in forty-eight patients suffering from Parkinson's disease (PD). As the association with executive dysfunction is a matter of debate and we hypothesize it plays an important role in dyskinesias self-unawareness, we analyzed the role of dopaminergic treatment on the medial-prefrontal-ventral-striatal circuitry using a neurocognitive approach. Special attention was given to metacognitive abilities related to action-monitoring that represent a novel explanation of the phenomenon. PD patients were assessed using different rating scales that we devised to measure movement awareness disorders. In order to ascertain whether each variable measured at a cognitive-clinical level contributes to predicting the scores of the movement-disorder-awareness-scales, we conducted multiple logistic regression models using the latter as binary dependent variables. We used the Wisconsin Card Sorting Test-metacognitive-version to assess the executive functions of the prefrontal-ventral-striatal circuitry. Data showed that a reduction of self-awareness using the Dyskinesia rating scale was associated with global monitoring (p = .04), monitoring resolution (p = .04) and control sensitivity (p =.04). Patients failed to perceive their performance, distinguish between correct and incorrect sorts, be confident in their choice and consequently decide to gamble during the task. We did not find any association with executive functions using the hypo-bradykinesia rating scale. Our findings indicate that when the comparator mechanism for monitoring attentive performance is compromised at a prefrontal striatal level, patients lose the ability to recognize their motor disturbances that do not achieve conscious awareness. (C) 2014 Elsevier Inc. All rights reserved.
The goal of the research was to determine the need of a special training for development of metacognitive skills for teachers to develop their qualifications. The study offers such a program for testing. The novelty o...
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The goal of the research was to determine the need of a special training for development of metacognitive skills for teachers to develop their qualifications. The study offers such a program for testing. The novelty of the research lies in the integral study of the relationship between the introduction of the entire group of metacognitive skills with the improvement of pedagogical skills. The study was conducted on the basis of NJSC "Toraighyrov University" (Pavlodar, Kazakhstan). A representative sample included of 160 first year students (81 women and 79 men) in control and experimental groups equal. In the experimental group, the assessment of metacognitive skills according to the Assessing metacognitive Awareness test is significantly higher than in the control one (r=0.281-0.369;for "Procedural knowledge" r=0.718 for control group;r=0.318-0.784 for experimental group). In the experimental group, there was a moderate and close to strong Pearson's correlation between exam scores and scores of metacognitive skills according to the Assessing metacognitive Awareness test (from 0.318 to 0.784). The practical use of the results of this study will allow using special programs for improving the metacognitive skills of teachers, focusing on the most difficult to learn from them.
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