Showing posts with label Motivation. Show all posts
Showing posts with label Motivation. Show all posts

Friday, 11 December 2020

Lupine Publishers | Therapeutic Effect of Varenicline on Depression Among Cigarette Smokers with Methadone Maintenance Therapy

 Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences


Abstract

Introduction: Varenicline is an effective drug approved for smoking cessation. This study was conducted to evaluate the effect of Varenicline on depression in smokers treated with methadone.

Methods: The present study was a double-blind randomized clinical trial that was performed on 60 smokers aged 18-60 years old who were referred to addiction treatment clinics who had a primary diagnosis of major depression based on the DSM-5 criteria. Both groups were treated with Citalopram tablets 20 mg daily for the treatment of depression. For the group of varenicline for 6 weeks, the first three days 0.5mg, followed by 1mg daily and the control group was given the same placebo. Both groups were evaluated using BDI-II by a psychiatrist before the intervention, 3 and 6 weeks after treatment.

Results: The mean and standard deviation of the depression scores in the Varenicline group and the control after intervention were 19.74±6.36 and 21.39±6.4 respectively, and the estimated effect size was 0.259, that according to the Cohen table was lower than the mean. There was no significant difference between the mean depressions scores in the Varenicline group before intervention 29.85 and in the control group were 30.32. At 3 and 6 weeks after treatment, the depression score in the Varenicline group was lower than that of the other drug effects; however, this difference was not statistically significant.

Conclusion: Varenicline is a relatively effective drug for smokers with depression who are treated with methadone.

Keywords: Depression; Methadone; Varenicline; Nicotine; Smoking cessation

Introduction

Major depressive disorder is a common, chronic, and severe disease and community-related research has shown that between 3-11% of the world’s population suffers from these disorders every year. It is expected that this disorder will be the second-largest disorder in the world by 2020 [1]. Depression is a serious and prevalent affective disorder that surpassed only the consumption of substances and phobias. According to the World Health Organization, around 121 million people worldwide suffer from this disorder, and this disorder is one of the major disabling factors around the world. The risk of life-long depression for women is estimated at 10-25% and for men 5-12%. Forecasts suggest that, by 2020, depression will be the second cause of global health damage [2]. Many patients with depression have failed to receive adequate treatment and many patients despite appropriate treatment, up to one-third did not improve. Pre-clinical studies show the antidepressive effects of drugs that target nicotine acetylcholine receptors, which observe the most consistent results with the regulators of alpha 4 beta 2 nicotinic receptors such as varenicline and non-specific antagonists such as Mecamylamine. The regulators of nicotine acetylcholine receptors affect neurological processes, including the behavioral effects of antidepressants, such as cell proliferation in the hippocampus. Clinical and pre-clinical evidence suggests that drugs that target nicotinic acetylcholine receptors may be an important approach to treating depression [3].

Varenicline is an effective drug for the nicotinic acetylcholine receptor, which is an alpha 4 beta 2 partial agonist, and a complete alpha-7 agonist approved for smoking cessation. In tests, varenicline decreases the symptoms of nicotine withdrawal, including depression, anxiety, irritability, and sleep disorder [4, 5]. Varenicline in smoking cessation is effective and safe in treating patients with methadone [6]. Several pharmacological properties of varenicline are consistent with potentially potent antidepressants. Varenicline is a structure associated with plant alkaloid, which antidepressant effects have been found in animal models [7]. Through the activity of alpha 4 beta 2 nicotinic receptors in the nucleus accumbens, varenicline was able to modulate the neurotransmitter of dopamine [8, 9] and anhedonia caused by depression [10, 11]. According to other evidence, the Nicotine cholinergic system is involved in moderating mood in depression [12, 13]. These findings have suggested that varenicline has an independent anti-depressant effect. But evaluations of such effects are not systematically carried out. Therefore, with regard to the above, this study was conducted as a randomized clinical trial with the aim of evaluating the effect of varenicline on major depressive disorder in smokers undergoing methadone treatment.

Methods

The present study was a randomized, double-blind clinical trial with the aim of determining the therapeutic effect of varenicline on the major depressive disorder in smokers undergoing methadone treatment. In this study, 60 smokers aged 18-60 who referred to Yazd addiction treatment clinics, primarily diagnosed with depression based on DSM-5 criteria, were randomly divided into two groups of varenicline and placebo. After a preliminary assessment and ensuring that the criteria for entry into the study were approved by the psychiatric assistant, both groups were treated with 20mg citalopram daily for a period of 6 weeks. On the first three days 0.5mg Varenicline was administrated (Kosar Pharmaceutical Company), followed by 1mg of Varenicline daily. The control group was given the same placebo. By fellow pharmacists, varenicline and placebo (starch) were prepared in similar capsule form, divided into two groups (A and B) by a pharmacist. Therefore, the psychiatrist resident, statistics consultant, and patients were not informed about drugs until the end of the study. Data were collected using the Beck Depression Inventory-II (BDI-II). It consists of 21 multiple choice questions ranging from 0-3, taking 5-10 minutes to complete. Wahhab and Parto confirmed the diagnostic value of the questionnaire in Iran in 1973 and 1974. Both groups were evaluated by the Beck Depression Inventory (BDI-II) by assistant psychiatrists in the third and sixth weeks. Of course, evaluation of depression score before the start of treatment was also performed for both groups. At the end of the sixth week, the drug complications questionnaire was completed by the patient. SPSS software version 21 was used to analyze data by appropriate statistical methods including chi-square, t-test, and paired t-test). The significance level was set at 0.05.

Results

At first 60 patients were enrolled in the study, 5 of whom were excluded from the study due to discontinuation of the drug. The results of this study showed that the mean age of patients in the varenicline group was 37.33±8.52 years and in the control group was 38.18±8.1 years. Also, in the group of varenicline, 26 (96.3%) were male and 1 female (3.7%) and all controls were male. There were no significant differences between the two groups regarding age and sex (p <0.05), and the two groups were similar in age and sex (Table 1). The mean number of years of smoking in the varenicline group was 18.22 and in the control group was 17.93, and this case was not significantly different between the two groups (p= 0.91). In the Varenicline group, 21 (77.8%) were married and 6 (22.2%) were single while 21 (75%) were married, 6 (1.21%) were single and 1 (3.6%) was divorced in the control group. The marital status did not differ between the two groups (p= 0.61). There is also no significant difference in the level of education between groups.

Table 1: Patient’s characteristics: comparison of the control and varenicline group.

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The most common complication in the varenicline group was nausea (44.4%) and dry mouth (33.3%), and in the control group was nausea (25%) and dry mouth (21.4%). There was no significant difference between the groups in terms of complications (p>0.05). The mean and standard deviation of the depression scores in the varenicline group and the control after intervention were 19.74±6.36 and 21.39±6.4 respectively, and the estimated effect size was 0.259, the effect size according to the Cohen table was lower than the mean. The mean score of depression before the intervention was 29.85 and in the control group, it was 30.32 with no significant difference. At 3 and 6 weeks after treatment, although the depression score in the varenicline group was lower than the control group and the effect of the drug was better than the control group, this difference was not statistically significant (Table 2). The mean of depression scores in the varenicline group was 29.85 before the intervention, 23.67 after 3 weeks and 19.74 after 6 weeks. The difference was significant in the varenicline group using the paired t-test (p= 0.001), and the depression scores of patients were significant with Varenicline treatment was reduced. In the control group, the difference was significant before the intervention and after 3 and 6 weeks, probably due to the treatment of all patients with citalopram, but the decrease in depression scores in the varenicline group was higher.

Table 2: The mean Beck Depression test score between the two groups.

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Discussion

Varenicline is an effective drug for the nicotinic acetylcholine receptor, which is an alpha 4 beta 2 partial agonist, and a full alpha-7 agonist approved for smoking cessation. In tests, Varenicline decreases the symptoms of nicotine withdrawal, including depression, anxiety, irritability, and sleep disorder [9,13]. Therefore, the present study was a double-blind randomized clinical trial with a therapeutic approach aimed at determining the therapeutic effect of Varenicline on the major depressive disorder in smokers treated with methadone. The results of this study showed that the mean depression scores in the varenicline group before intervention, 3 weeks later and 6 weeks later, despite the fact that depression score in the Varenicline group was lower than the control group and the effect of the drug was better than the control group, but this difference was not significant. But in each group, the mean depression score was significantly reduced during 3 weeks and 6 weeks after treatment, which was probably due to the effect of citalopram administration in all patients, but the decrease in the varenicline group was more than that in the control group. Also, there was no significant difference in side effects between the two groups in the evaluation of possible side effects. The most common complication in both groups was nausea and dry mouth.

The study of Philip et al. was conducted to investigate the effect of anti-depressant varenicline on depressed nicotine-dependent patients in 18 patients. In addition to routine treatment, patients were treated with Varenicline. Varenicline was initially started with a dose of 0.5mg daily and then titrated to 1 mg twice a day for one week and lasted for up to 8 weeks if patients were tolerated. Four patients were excluded from the study due to adverse events, including gastrointestinal disorders, and worsening mood and irritability. Patients showed a significant improvement in the final outcome of depression. 44% of the patients responded to complete treatment and 33% were in the recovery phase, which was categorized according to the Depression Detection Questionnaire (QIDS-SR). Their study showed that symptom improvement has been observed since the second week of the follow-up. One of the differences between the present study and the Philip study was the sample size, the way depression was assessed in patients, the duration of the follow-up, and the lack of control group in their study [14]. Unlike the present study, the most common side effects in their study were sleep disorders. 44% of patients reported insomnia. While in previous studies, approximately 19% of patients had insomnia and this probably reflects an interaction between psychotropic drugs and varenicline, which requires extensive studies.

In another study by Patterson et al., prescribing Varenicline in smokers in a double-blind clinical trial, the Varenicline group showed lower negative affective symptoms compared with the control group which is in line with the side effects such as dry mouth, nausea and sleep disorder we found in the patients in this study. However, in their study, dry mouth, nausea, constipation, and sleep disorders were significantly higher in the varenicline group [15]. The findings of Avery et al. (2013) on 152 menopausal women showed that patients treated with varenicline had a lower CESD score (depression scale at the Center for Epidemiological Studies), which ultimately resulted in the effects of varenicline antidepressants, patient selection, use of relaxation or unknown cause [16]. Kausch’s study showed that the administration of varenicline can improve depression and discontinue it in a smoker can cause recurrence of depressive periods. Their case study was from a 47-year-old man with chronic depression who was treated with varenicline because of cessation of smoking and significantly improved his symptoms [17]. In the study conducted by Antennule et al. on 525 adult smokers diagnosed with depression to evaluate the effect of varenicline on smoking cessation. There was no significant difference between the two groups in terms of thought or suicidal behavior, worsening of depression and anxiety. According to the present study, the most common side effect was nausea [18]. The results of this study and other studies, together with the evidence for the relative anti-depressant effect of the α4β2 partial agonist [8], and the evidence of the potential benefits of nicotinic receptor antagonist for major depression [19], suggest that varenicline may be effective as a treatment for mood disorders. According to this study, varenicline can be considered as a relatively effective drug for smokers treated with methadone with depression. According to the survey, this study was the first clinical trial to investigate the effect of varenicline on the treatment of depression in Iran. Considering its positive effect and decreasing depression score in patients, wider studies with larger sample sizes in both groups of smokers and non-smokers are recommended for a better understanding of the potential for anti-depressant effects of varenicline.

 https://lupinepublishers.com/psychology-behavioral-science-journal/fulltext/therapeutic-effect-of-varenicline-on-depression-among-cigarette-smokers-with-methadone-maintenance-therapy.ID.000171.php

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Friday, 23 October 2020

Lupine Publishers | Cognition and Comprehension in Students Learning Foreign Language

 Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences


Abstract

Learning is a mental feat that one must overcome especially with a subject that is difficult or if one dislikes. Learning a foreign language also presents its obstacles. Declarative memory and spatial recognition are the two types of memory recall within the hippocampus. Memory is a key aspect associated with language. As Instructors the delivery of materials and activities using short term memory stimulation is extremely important.

Keywords: Cognitive skills; Memory stimulation; Hippocampus; Foreign language; Activity-based learning

Opinion

It is human nature to have some level of apprehension or nervousness when taking on the journey of learning a new language. After all, learning anything, in itself, can be a challenge for many of us. Certainly, it takes effort and concentration. Learning is often seen as a definite mental feat that one must overcome, especially a subject or a concept that we may either dislike or fear. It has been seen that when it comes to Maths or Science, students may often become anxious or uncertain about learning and how he or she may fare in the end. This is a normal reaction to any challenging subject that requires serious study. But what about when it comes to taking on the task of learning a new language? A language that is nowhere close to one’s native tongue. A language that presents itself as an obstacle course full of hurdles and mud pits, waiting to stop anyone in their tracks. Stop them way before they are able to get a good foothold and begin. But this is relative, often, to how a student may perceive learning something new. It could very well be the perception of growing up and already speaking their own native language and now facing the task of a new one.
Having said this, we know that the human brain is designed to function as a sponge when it comes to navigating anything new, especially languages. This is how our memory begins to become rooted and ready to recall any new experience. Our brain has an area within it called the hippocampus which is part of the Limbic system. When it comes to memory and recall, the hippocampus area of the human brain has a vast chore to accomplish. The recall of memory is so fast that we never, ever take consideration of how the brain even does it! Memory is the key to learning and interpreting any new experience especially those associated with language. In children and young teenagers, studies have shown that the brain reacts very markedly to the two types of memoryprocessing pathways that aid in learning. Declarative memory and spatial recognition are the two types of memory recall within the hippocampus that assist in memory processing [1]. Not only are these areas the key to learning in younger students, but research has shown that nerve cells in the brain continue to develop as we grow older [1].
The hippocampus happens to be one of the areas of the brain where nerve cells continue to proliferate and develop as we age, therefore, proving that an older adult student that is a non-native speaker is capable of recognizing and comprehending a new language. So, how does a student learn a new language? How is he or she able to recognize and then comprehend a new language? One part of the learning process is through the methodology of how they are taught. Delivery of materials and activities, such as writing, speaking, reading and grammar are extremely important for instilling the information so that the student is able to maintain what is presented. Another part of aiding the student in their cognition skills and comprehension is through short-term memory stimulation. It has been our experience that this process leads into and eventually becomes part of long-term memory. If either methodology or short-term stimulation are ill-presented, then there is probably not going to be a solidified foundation for that phase of learning.
To be certain of a good foundation, methodology and shortterm stimulation must be consistent. In our observation, we asked several students how they best remembered a new language which was being taught to them. Several responded that they were always able to remember any type of activity-based learning. It can be noted that activities stimulated the pathways of memory, within the hippocampus, that help to associate functional connectivity to what took place. Others said that it was a combination of activitybased and repetition-based learning. The repetition-based learning included the vocalization of words and phrases, as the words and phrases were often written or spelled out and connected to practical everyday situations. This type of stimulation for shortterm memory caused the students to hear and see what was taking place more vividly than if activity only. It has also been researched and proven that activity-based learning relates to physical exercise for the body [2,3], and this may be the cause for preservation and improvement of memory [2], and this may be one of the reasons that adult students may fare well in comprehending and maintaining a new language. The plasticity of the brain and memory have a directly proportional relationship to physical exercise [2]. Depending on whether the new language is phonetic or written, cognition and comprehension will vary from student to student. We all learn at different levels and paces. Since it is a foreign (new) language being taught to the student, there is the natural tendency to try to either associate the language with their native language, or empty their minds and allow their brains to accept and welcome whatever is being taught. Either way, the learning process will be experienced and handled the best way possible according to each individual student. This is something that a good instructor should be aware of periodically as they teach.

Conclusion

In conclusion, cognition and comprehension by the student is also a responsibility of the instructor. The instructor should conduct checks and balances to assure their daily goals of teaching go according to the lesson plan. In doing this, the learning experience is sure to be profitable and rewarding for the student. Otherwise, a student, young or old, does not have a way of measuring their accomplishments for any given day of instruction. Combination of the efforts of the student and guidance from the instructor are a formidable program for success.

 

https://lupinepublishers.com/psychology-behavioral-science-journal/fulltext/cognition-and-comprehension-in-students-learning-foreign-language.ID.000181.php

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Monday, 7 September 2020

Lupine Publishers | Attachment without Love: Treating the Failing Student

 Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences


Opinion

When you talk about letting go as a weak melting that you apply to a joinings, and that knowing that you can join would take you out from acting on it to a living achievements, where you are not closer to ignorance, and that word is so unspoiled that it is sad. Whenever a student arrives at my office with failing grade and some happiness due to falling in love again, I know immediately it was a bad thing to have that attaching, because you agree that when ignoring people talk about these failure and connections, one never knows when person can do bad (le mal) or good (le bonb), large by large !, one can wonder “... what a terrible connection” or a “stop, they won’t do it”. And that’s when at the end of my analysis of my thoughts, you mention to the student that he lives an unfortunate time, and you turn to me to hear with the most credible ears ever ever, and you say “but how do I act? It is the best moment of your life “, and you would not like to say that a moment of joy is the worst ball with which we can hear a situation, if you are weak enough despite the times to come, it is to miss that warm and fuzzy wave that you They allows us to obtain that surrender that we would do otherwise. Sacrebleu, it is the goal to obtain that power that all students have, and of which even the professors lack, the goal is to have open love, like Woodstock where the bands play on and flowers bloom. A failing grade can open you to it. You will be unable to do what I don’t want, and to decide what a long way you have to go. To reach the state. That is the way to shrink, to ignore outcomes, to make you weak, for your sins, since what fails to distinguish you is your way of prevaricating; and the cowardly brother of the decision is attaching. We do not understand the attachment as grabbing on, grabbing on, letting go, letting go, not being bolted down, knowing and not being worth the licorice that did not occur, is facing up and avoiding to that loose detaching. Do you want to lack the power? It’s false, you have to be a student or a professor, you cannot leave your partner, no. You must ignore and be bad, no, but you cannot come with your backpack of books, not knowing to go later to miss an thought that we like, that is helpful and negotiable: go to the Isle of Dogs or the leisure is nonnegotiable, it is better to go to Mehico or Amazonia, it is to abstain from all parties, study hard, but it is negotiable fidelity, love in its various forms, the random chance of not overcoming leisure , called “del”, or be the professor with good habits of unwellness. Only you do not choose, only you do not choose, we all choose, we all choose, and cannot assume the outcomes, since in our state we are not accustomed to being victorious, to retain our conscience, to say that you are le mal and I am le bon, and so on and so fifth, but You always take irresponsibility, and those thoughts will always make you shrink. Do you want to be a false student, or an incomplete professor? Don’t make decisions, be irresponsible, don’t take on the outcomes and you will miss the old twilight., and fail no more.

https://lupinepublishers.com/psychology-behavioral-science-journal/fulltext/attachment-without-love-treating-the-failing-student.ID.000142.php

https://lupinepublishers.com/psychology-behavioral-science-journal/pdf/SJPBS.MS.ID.000142.pdf

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Tuesday, 17 March 2020

Lupine Publishers | Human Brain Quantum Psychology (HBQP) to use Brain as Virtual Time Machine (VTM)

Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences

Introduction
Being outstanding scientist and successful researcher after my huge experience I came to write this fact, what you are just because of thoughts process leads to your thinking and in result you are get your view and visuals to see your universe (Androphobic Principle: our universe result of consciousness) which completely different appearance from other one and it’s not a science fiction or philosophy it’s a “Human Brain Quantum Psychology (HBQP)”. Now what HBQP, how its work and how it’s correlate with the concept of “Virtual Time Machine (VTM)” discussed in this write-up. In general human psychology practitioners as well as mankind themselves only aware themselves with their entity and existence on planet earth and treating self only a part of earth which is a planet just like particle in universe and exist in universe. Hence unaware with the fact they are not only part of planet earth but more than of entire universe (Figures 1-3). Therefore in every think , act, thoughts, feelings, emotions, perceptions, response, stimuli’s and action only relevance to earth not to universe but in fact we know or we don’t know our psychology working on the principles of Quantum Mechanics and Space Physics, after all we are active part of this universe and every visuals at every second front of us because of our quantum thoughts which develop our Quantum Psychology which is accepted and executed by universe what we knew as our “Life” as we want or don’t want based on your thoughts and feelings and your brain is a machine for the production of the same. Hence as you thoughts according to it universe develop your Quantum Psychology and you will see that pictures in form of desires, needs, wish, work accomplishment and all of these because of “Human Brain Quantum Psychology (HBQP)” where thoughts frequencies are the command to universe for your life whereas Quantum Mechanics channel between human brain and universe to develop what mental model and life every humankind at the time want to live. Now after this I want to demonstrate you the idea how brain can behave like “Virtual Time Machine (VTM)” using Universe, Quantum Mechanics, Law of Attraction, Anthrophobic principles and Human Brain Quantum Psychology (HBQP) depicted in below model.
Mankind since longtime trying to research and explore the concept of physical time machine but not focusing attention on their dreams which are the visuals/pictures/science of past, present or future which everybody used to do so. Hence my concept originated from dreams to define “Virtual Time Machine (VTM), of course virtual time machine you can say dream or dream-like but not the dream surely due to the one biggest reason and difference “Dreams occurred in sleep unintentionally and no control it might be good or bad or else, but in Virtual Time Machine (VTM) we can only dream intentionally what we thought and want to dream with entering in that era of time virtually via your dreams”. Hence can say dream is the source to enter you in Virtual Time Machine in what time you want to enter with illusions/visuals/moving pictures of it scene like reality. For the concept you need deepsleep, like hypnotism, attention, calmness with thoughts with time in which you want enter and will put you with law of attraction in it with present-time space-time synching via connecting to universe gateway to the universe using law of quantum mechanics to reverse and forward your timeline in space timeline and light years and put you in visuals like virtual reality in past, present and future timeline witching and tuning and Universe back it to you in your brain like Virtual Time Machine (VTM).

https://lupinepublishers.com/psychology-behavioral-science-journal/pdf/SJPBS.MS.ID.000153.pdf
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Tuesday, 3 March 2020

Lupine Publishers | The Impact of Virtual Reality on Mood States Prior to Blood Donation

Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences

Abstract
Go to
Virtual Reality (VR) has shown promise as a non-pharmaceutical intervention for both anxiety and pain management. Consequently, specially designed VR experiences may be a useful tool to counteract anxiety during procedures that require a blood draw. In the current study we examined negative and positive mood states before and after a brief VR intervention at a Red Cross blood drive. Results demonstrated a significant increase in positive mood states (Happiness, Calmness) and a reduction of negative mood states (Tension, Fatigue). These results support the accumulating evidence that VR has the potential to act as a powerful and effective tool for anxiety and stress management in anxiety provoking situations.
Keywords: VR; Virtual reality; Healium; Blood donation; Anxiety; Stress; Needle Fear; Needle phobia
Introduction
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Needle injections are an integral part of many medical procedures, yet “needle fear” and “needle phobia” frequently result in the avoidance of necessary treatments and an unwillingness to donate blood [1]. Studies examining fear of needles have reported prevalence estimates as high as 91% [2]. Because this anxiety has real life consequences, a recent review of research on needle fear recommended that “greater attention should be given to evidence-based approaches to alleviate fear during injections” [1]. When considering interventions to assist in the reduction of needle fear, virtual reality seems like an obvious choice. VR has already demonstrated its utility in the treatment of anxiety disorders including phobias and PTSD [3,4]. However, most of these studies incorporated VR into an existing therapeutic context, making it difficult to isolate the impact of the VR intervention from other aspects of treatment. One recent study examined the ability of a stand-alone VR experience to reduce state anxiety in an anxious population [5]. The results indicated that both the VR and a rest control condition significantly reduced reports of anxiety. However, only the VR experience shifted brainwave activity in a manner consistent with reduced nervous system arousal [5]. To our knowledge, only one study has specifically examined the use of VR during a blood draw. This study was conducted with a pediatric population and demonstrated that specific VR experiences significantly reduced pain and anxiety when compared to “treatment as usual” [6]. In the current study, we sought to explore the potential of using a calming VR experience to increase positive mood states and decrease negative mood states just prior to a needle stick at a community blood drive.
Materials and Methods
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Participants
33 donors at a community Red Cross blood drive volunteered to participate. The study consisted of 19 females and 14 males aged 15 to 70 (M= 25.85, SD= 16.35). All participants provided informed consent through the Red Cross.
Materials
Virtual reality
The VR experience used an Oculus Go headset with Healium software. A 4.5-minute guided experience encouraged the user to use their internal feeling state (positivity) to transform a VR landscape. The experience begins in a rather bleak setting with a large tree covered in graffiti. The area around the tree is barren with trash strewn about. As the experience progresses, the user is coached through engaging in feelings of positivity and gratitude which gradually transforms the tree and surrounding environment into a clean, lush landscape (see Figure 1).
Figure 1: Screen shot of “The Big Tree” experience from Healium software.
Lupinepublishers-openaccess-journals-psychology-behavioral-science
Brunel Mood Scale
The Brunel Mood Scale [7] consists of 32 mood descriptors that are categorized into 8 unipolar dimensions: anger, tension, depression, vigor, fatigue, confusion, happiness, calmness. Using a response frame of “how do you feel right now?” subjects indicated the extent of their experience of the mood descriptors on a 5-point scale (0= not at all, 1= a little, 2= moderately, 3= quite a bit, 4= extremely).
Procedure
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Participants at a community blood drive were invited to experience “The Big Tree” virtual reality (VR) experience in the Healium software platform just prior to the needle stick. Participants completed the Brunel Mood Scale before and after the VR experience. A Matched Pair Analysis was used to examine pre - post significant differences for the 8 aggregated Brunel Mood Scores. The data were grouped by Mood to create an Across Group analysis.
Results
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Table 1: Mean of Pre and Post Scores for the 8 aggregated Brunel Moods.
Lupinepublishers-openaccess-journals-psychology-behavioral-science
A matched pairs analysis with time of testing (pre-post) as independent variables, and scores on the Brunel Mood Scale as dependent variables, showed a significant effect (F(2,256)= 52.79, p<.0001). The pre-post means for each scale are displayed in (Table 1). When presented as a Tukey mean-difference plot (see Figure 2), it is clear that 4 of the aggregate mood scores were significant (p <.05). Specifically, Calmness and Happy increased from prepost while Tension and Fatigue decreased significantly from prepost.
.

Discussion
This study demonstrated that an inexpensive and brief VR intervention can have a significant positive impact on mood just prior to a needle stick, reducing tension and fatigue and increasing feelings of calmness and happiness in an adult population. This is consistent with other research showing that VR reduces pain and anxiety better than “treatment as usual” in a pediatric population during a routine blood draw [6]. The apparent success of VR in reducing anxiety may be, in part, due to the strong feeling of “presence” achieved in these environments [8,9]. “Presence,” is defined as the subjective feeling of being in another place. As there are multiple visual and auditory cues in a traditional hospital or blood donation setting that could trigger or exacerbate an anxiety response, removal of these cues may be helpful in reducing anxiety. In addition, rather than simply removing a potentially stressful environment, VR can replace these stressful cues with an environment designed to be soothing, comforting, and mood enhancing. VR research for pain management has shown that this strategy works quite well. For example, VR experiences designed to assist burn victims often utilize visual scenes that include cold weather and snow, taking advantage of the brain’s tendency to respond physiologically to environmental cues. A recent review of research examining VR for pain management in burn victims concluded that the addition of VR to dressing change or physical therapy sessions significantly reduced pain intensity, time spent thinking about pain, and unpleasantness [10]. The current study adds to the accumulating evidence that VR has the potential to make basic medical procedures, such as a blood draw, much more tolerable, potentially improving patient compliance and willingness to donate blood [11]. Obviously, this study lacked a control group and is therefore limited in the degree to which the results can be generalized. Future studies would benefit from using a randomized control procedure, allowing subjects to use the VR experience during the blood draw (rather than prior to the needle stick), and examining a variety of additional outcome measures as well as personality characteristics.

https://lupinepublishers.com/psychology-behavioral-science-journal/fulltext/the-impact-of-virtual-reality-on-mood-states-prior-to-blood-donation.ID.000150.php

https://lupinepublishers.com/psychology-behavioral-science-journal/pdf/SJPBS.MS.ID.000150.pdf

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Tuesday, 21 January 2020

Lupine Publishers | Attachment without Love: Treating the Failing Student

Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences

Opinion


When you talk about letting go as a weak melting that you apply to a joinings, and that knowing that you can join would take you out from acting on it to a living achievements, where you are not closer to ignorance, and that word is so unspoiled that it is sad. Whenever a student arrives at my office with failing grade and some happiness due to falling in love again, I know immediately it was a bad thing to have that attaching, because you agree that when ignoring people talk about these failure and connections, one never knows when person can do bad (le mal) or good (le bonb), large by large !, one can wonder “... what a terrible connection” or a “stop, they won’t do it”. And that’s when at the end of my analysis of my thoughts, you mention to the student that he lives an unfortunate time, and you turn to me to hear with the most credible ears ever ever, and you say “but how do I act? It is the best moment of your life “, and you would not like to say that a moment of joy is the worst ball with which we can hear a situation, if you are weak enough despite the times to come, it is to miss that warm and fuzzy wave that you They allows us to obtain that surrender that we would do otherwise. Sacrebleu, it is the goal to obtain that power that all students have, and of which even the professors lack, the goal is to have open love, like Woodstock where the bands play on and flowers bloom. A failing grade can open you to it. You will be unable to do what I don’t want, and to decide what a long way you have to go. To reach the state. That is the way to shrink, to ignore outcomes, to make you weak, for your sins, since what fails to distinguish you is your way of prevaricating; and the cowardly brother of the decision is attaching. We do not understand the attachment as grabbing on, grabbing on, letting go, letting go, not being bolted down, knowing and not being worth the licorice that did not occur, is facing up and avoiding to that loose detaching. Do you want to lack the power? It’s false, you have to be a student or a professor, you cannot leave your partner, no. You must ignore and be bad, no, but you cannot come with your backpack of books, not knowing to go later to miss an thought that we like, that is helpful and negotiable: go to the Isle of Dogs or the leisure is nonnegotiable, it is better to go to Mehico or Amazonia, it is to abstain from all parties, study hard, but it is negotiable fidelity, love in its various forms, the random chance of not overcoming leisure , called “del”, or be the professor with good habits of unwellness. Only you do not choose, only you do not choose, we all choose, we all choose, and cannot assume the outcomes, since in our state we are not accustomed to being victorious, to retain our conscience, to say that you are le mal and I am le bon, and so on and so fifth, but You always take irresponsibility, and those thoughts will always make you shrink. Do you want to be a false student, or an incomplete professor? Don’t make decisions, be irresponsible, don’t take on the outcomes and you will miss the old twilight., and fail no more.
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Locus of Control and Vulnerability to Peer Pressure: a Study of Adolescent Behavior in Urban Ghanaian Context

  Abstract Peer pressure is one thing that every individual is vulnerable to and has faced before at some point in their lives. It is beco...