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Intensive proper care nurses' evidence-based understanding and also activities regarding shut down suctioning method.
Results demonstrate the potential for post hoc outlier cutoff selection to artificially inflate reliability, particularly for unreliable indices. A priori cutoff selection is recommended for future research. Intraclass correlation coefficients are also recommended for assessment of reliability because Pearson's r does not account for poor agreement between scores. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Termination with patients in integrated primary care behavioral health (IPCBH) is driven by elements that are present in other psychotherapies but more strongly emphasized under the primary care model. All treatments are, by design, time limited, and require transparent communication and almost immediate preparation for termination. Because treatment occurs within a primary care relationship, however, termination conveys a different message than it does in other settings-the conclusion of an episode, but not of a treatment relationship. As with primary care for medical conditions, the expectation is that the patient may return to treatment in the future to address new problems or recurrence of the previously treated condition, possibly making the brevity of treatment episodes more acceptable. This article discusses the process of termination in IPCBH and indicates with a case example how conversations around termination evolve throughout the brief treatment process. Suggestions for addressing termination in IPCBH are adapted from the literature on termination in more traditional psychotherapies. There is currently no published research on termination in the IPCBH setting, and research is needed to clarify how termination discussions affect treatment outcomes and patient satisfaction. As IPCBH models become more common, the meaning of termination in psychotherapy may change, with decreasing emphasis on the dyadic relationship of an individual therapist and patient. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Objective The objective of the current study was to examine the driving performance of young drivers with a history of moderate to severe traumatic brain injury (TBI) compared with an uninjured control group. The impact of cell phone related distraction (conversation and texting) and executive functioning (EF) were also explored. Method Individuals aged 16-25 years with (n = 19) and without (n = 19) a history of TBI engaged in a simulated drive under 3 distraction conditions (no distraction, cell phone conversation, and texting). Mean speed, maximum speed, standard deviation of speed, standard deviation of lane position, and crash rates were used as outcomes. The Global Executive Composite (GEC) from the Behavior Rating Inventory of Executive Functioning (BRIEF) was used to measure EF. Results Significant Injury × Distraction × GEC interaction effects were noted on max speed and speed variability, with a trending Distraction × GEC interaction noted for lane position variability. The effect of distraction was most notable among individuals with greater GEC scores, across both injury groups. Conclusions A history of pediatric TBI did not specifically impact driving performance independent of EF, with EF playing a central role in functioning across domains of driving performance. Consistent effect of EF suggests that deficits in driving performance may be associated with EF specifically, with individuals with EF difficulties following TBI at greater risk for poor driving performance. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Free will is often appraised as a necessary input to for holding others morally or legally responsible for misdeeds. Recently, however, Clark and colleagues (2014) argued for the opposite causal relationship. They assert that moral judgments and the desire to punish motivate people's belief in free will. Three replication experiments (Studies 1-2b) attempt to reproduce these findings. Additionally, a novel experiment (Study 3) tests a theoretical challenge derived from attribution theory, which suggests that immoral behaviors do not uniquely influence free will judgments. Instead, our nonviolation model argues that norm deviations of any kind-good, bad, or strange-cause people to attribute more free will to agents. Across replication experiments we found no consistent evidence for the claim that witnessing immoral behavior causes people to increase their general belief in free will. By contrast, we replicated the finding that people attribute more free will to agents who behave immorally compared to a neutral control (Studies 2a and 3). Finally, our novel experiment demonstrated broad support for our norm-violation account, suggesting that people's willingness to attribute free will to others is malleable, but not because people are motivated to blame. Instead, this experiment shows that attributions of free will are best explained by people's expectations for norm adherence, and when these expectations are violated, people infer that an agent expressed their free will to do so. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Gender-equality paradoxes (GEPs) posit that gender gaps in math self-concepts (MSCs) are larger-not smaller-in countries with greater gender equality. These paradoxical results suggest that efforts to improve gender equality might be counterproductive. However, we show that this currently popular explanation of gender differences is an illusory, epi-phenomenon (485,490 students, 18,292 schools, 68 countries/regions). Between-country (absolute) measures of gender equality are confounded with achievement and socioeconomic-status; tiny GEPs disappear when controlling achievement and socioeconomic-status. Critically, even without controls GEPs are not supported when using true gender-gap measures-within-country (relative) female-male differences, that hold many confounds constant. Liraglutide in vitro This absolute/relative-gap distinction is more important than the composite/domain-specific distinction for understanding why even tiny GEPs are illusory. Recent developments in academic self-concept theory are relevant to GEPs and gender differences, but also explain other, related paradoxes. The big-fish little pond effect posits that attending schools with high school-average math achievements leads to lower MSCs. Extending this theoretical model to the country-level, we show that countries with high country-average math achievements also have lower MSCs. Dimensional comparison theory predicts that MSCs are positively predicted by math achievements but negatively predicted by verbal achievements. Extending this theoretical model, we show that girls' low MSCs are due more to girls' high verbal achievements that detract from their MSCs than to their low math achievements. In support of the pan-human wide generalizability of our findings, our cross-national results generalize over 68 country/regions as well as multiple math self-belief constructs (self-efficacy, anxiety, interest, utility, future plans) and multiple gender-equality measures. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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