Miami University

About: Miami University is a education organization based out in Oxford, Ohio, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 9949 authors who have published 19598 publications receiving 568410 citations. The organization is also known as: Miami of Ohio & Miami-Ohio.

Are all psychotherapies equivalent

Abstract: Despite clear demonstrations by process researchers of systematic differences in therapists' techniques, most reviews of psychotherapy outcome research show little or no differential effectiveness of different psychotherapies. This contradiction presents a dilemma to researchers and practitioners. Numerous possible solutions have been suggested. Some of these challenge the apparent equivalence of outcome, arguing that differential results could be revealed by more sensitive reviewing procedures or by more differentiated outcome measures. Others challenge the seeming differences among treatments, arguing that, despite superficial technical diversity, all or most therapies share a common core of therapeutic processes. Still others suggest that the question of equivalence is unanswerable as it is usually posed but that differential effectiveness of specific techniques might be found at the leve ! of brief events within therapy sessions. In spite of their diversity, many of the proposed solutions converge in calling for greater precision and specificity of theory and method in psychotherapy research. Despite the ple thora of purpor tedly distinct psychotherapeutic t rea tments (Parloff, 1976, 1984), influential reviews of comparat ive outcome research (Luborsky, Singer, & Luborsky, 1975; Smith, Glass, & Miller, i 980) together with frequently cited studies (e.g., Sloane, Staples, Cristol, Yorkston, & Whipple, 1975) appear to suppor t the conclusion that ou tcomes o f diverse therapies are generally similar. Efforts to base public policy r ecommenda t ions concerning menta l health care service provisions on scientific evidence have yielded only "a consensus, o f sorts, . . . on the question o f the efficacy of psychotherapy as a generic t r ea tment p r o c e s s . . , that psychotherapy is more effective than no t r ea tmen t " (VandenBos & Pino, 1980, p. 36). N o such consensus exists concerning the relative effectiveness of diverse therapies (e.g., DeLeon, VandenBos, & Cummings , 1983; Kiesler, 1985; Office of Technology Assessment, 1980). The verdict o f the Dodo bird in Alice's Adventures in Wonderland (Carroll, 1865/ 1962), used as a subtitle by Luborsky et al. (1975), "Eve rybody has won and all must have prizes," captures this si tuation mos t vividly x and invites the question o f our present title: "Are all psychotherapies equivalent?" The s ta tement that two (or more) therapies are equivalent could have three quite different meanings. The first is equivalence o f o u t c o m e t h a t t rea tments yield ou tcomes that cannot be distinguished (the " D o d o bird verdict"). The second is equivalence of c o n t e n t t h a t the behavior o f part icipants in different therapies cannot be distinguished. The third is equivalence o f m e c h a n i s m that different psychotherapies employ c o m m o n principles o f psychological change. In this article, we first delineate the apparen t paradox: the lack o f differential effectiveness contrasted with evident technical diversity, that is, ou tcome equivalence contrasted with content nonequivalence. We then consider the resolutions o f the paradox that have been put forward, along with the a rguments and evidence that have been adduced in their support . We believe that considering alongside one another the traditionally separated research domains of therapy process and ou tcome brings into clearer focus the current strategic issues for psychotherapy

Generation of reactive oxygen species after exhaustive aerobic and isometric exercise

Abstract: ALESSIO, H. M., A. E. HAGERMAN, B. K. FULKERSON, J. AMBROSE, R. E. RICE, and R. L. WILEY. Generation of reactive oxygen species after exhaustive aerobic and isometric exercise. Med. Sci. Sports Exerc., Vol. 32, No. 9, pp. 1576–1581, 2000. Many studies have implicated elevated oxygen consumption (VO

Lakes and streams as sentinels of environmental change in terrestrial and atmospheric processes

Abstract: Recent advances in our understanding of the importance of continental- to global-scale connectivity among terrestrial and aquatic ecosystems make consideration of aquatic–terrestrial linkages an urgent ecological and environmental issue. Here, we describe the role of inland waters as sentinels and integrators of the impact of humans on terrestrial and aquatic ecosystems. The metabolic responses of lakes and streams (ie the rates at which these systems process carbon) are proposed as a common metric to integrate the impacts of environmental change across a broad range of landscapes. Lakes and streams transport and alter nutrients, contaminants, and energy, and store signals of environmental change from local to continental scales over periods ranging from weeks to millennia. A carefully conceived and well-integrated network that includes monitoring and experimental approaches to terrestrial–aquatic connectivity is critical to an understanding of basic ecosystem-level processes and to forecasting and mitigating future environmental impacts at the continental scale.

Life-history traits predict species responses to habitat area and isolation: a cross-continental synthesis

Abstract: There is a lack of quantitative syntheses of fragmentation effects across species and biogeographic regions, especially with respect to species life-history traits. We used data from 24 independent studies of butterflies and moths from a wide range of habitats and landscapes in Europe and North America to test whether traits associated with dispersal capacity, niche breadth and reproductive rate modify the effect of habitat fragmentation on species richness. Overall, species richness increased with habitat patch area and connectivity. Life-history traits improved the explanatory power of the statistical models considerably and modified the butterfly species-area relationship. Species with low mobility, a narrow feeding niche and low reproduction were most strongly affected by habitat loss. This demonstrates the importance of considering life-history traits in fragmentation studies and implies that both species richness and composition change in a predictable manner with habitat loss and fragmentation.

Foreign language learning differences: Affective or native language aptitude differences?

Abstract: immersing an adult in a foreign language culture would force or motivate that individual to learn the language.' In the same audience sat a woman who admitted to having spent two years in each of three northern European countries with her husband, who had failed to learn any of the languages involved.2 Testimonials continued as conference participants relayed their various frustrating experiences with learning a foreign language. Why the topic of learning a FL was even discussed at a conference on dyslexia is an appropriate question. Its answer forms the springboard for our hypothesis here: namely, that students who experience difficulties learning a FL may have native language problems that impact upon their L2 learning as it is currently taught in schools. In this paper, we use the terms FL and L2 interchangeably to refer to the learning of an unfamiliar language. Dyslexia, a disability associated with reading and writing difficulties in individuals with average to superior intelligence (104; 120; 121), is one such native language disability. Learning disabilities (hereafter LD), defined in Public Law 94-142 (Education for All Handicapped Children Act of 1975) as ". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written . .. ," is the generic term. For the past five years the authors, both LD specialists, have been studying the native and FL learning characteristics of high school and college s udents who are unable to fulfill FL requirements.3 In reviewing research on LD and dyslexia, we have found numerous references alluding to the difficulties these students have in FL classes. Many of these "at-risk learners" are diagnosed as LD only after college entry and only after failure in FL classes.4 Our recent explorations into the FL research literature indicate that FL educators, too, have been puzzled by the dilemma of why some persons learn a FL quickly and easily while others, given the same opportunities to learn, fail at the task. Among FL educators, these students commonly have been referred to as "underachievers."5 Aptitude and motivation for learning a FL have been issues of concern among FL educators in their search to understand indi-