Effects of stress inoculation training on self‐report,behavioural and psychophysiological reactions to abseiling

The study examined the effect of stress inoculation training on the level of self‐reported stress and anxiety, overt signs of distress and the physiological impact of the stress of abseiling. Twenty volunteer subjects were randomly assigned to either a ‘no training’ control group or a stress inoculation training group, following which both groups of subjects had to complete a test abseil from the roof of a 21.2 m building. Prior to descent, two self‐report measures were taken: an intensity score derived from the word or phrase chosen by subjects from the Perceived Stress Index to best describe their feelings and a state anxiety score from Spielberger's State Trait Anxiety Inventory. Overt distress was also evaluated by a ‘blind’ observer also using the Perceived Stress Index. In addition, heart rate was monitored just prior to and throughout the abseil using a telemetry system. The stress inoculation group showed significantly less self‐reported anxiety and stress and less behavioural signs of distress as judged by the observer. However, there were no significant differences between the groups in terms of heart rate. In addition, while self‐report and the assessment of the observer were highly inter‐correlated, these measures were poorly correlated with heart rate.     

Individual differences in the interleukin-6 response to maximal and submaximal exercise tasks

Abstract

The inflammatory responsive cytokine interleukin-6 (IL-6) helps regulate immune responses to exercise. Evidence suggests that increases in IL-6 are related to exercise duration and intensity. However, the moderating effect of sex and underlying mediators have received limited attention. We compared plasma IL-6 responses to two cycling tasks with a resting control in young male (n = 12) and female (n = 12) recreationally active adults. Both 45 min tasks comprised an incremental test, either maximal or submaximal, followed by steady-state exercise at 55% peak power output. Interleukin-6 was elevated above baseline immediately after the maximal but not the submaximal task. Compared with the control condition, IL-6 was increased at 30 and 60 min after both exercise tasks. The IL-6 response was greater in women than men at 60 min after maximal exercise. Cortisol increased in both tasks compared with the control condition, the increase being greater after maximal than submaximal exercise. No associations were found between IL-6 responses and cortisol, heart rate, fitness or body mass index. The results show that 45 min of moderate-intensity exercise can increase IL-6 and suggest that the inclusion of maximal effort may accelerate this response. The finding that women showed a greater IL-6 response to maximal exercise may reflect a gender dimorphism in the immune response to stress.     

Estimating changes in hydration status from changes in body mass: Considerations regarding metabolic water and glycogen storage

Abstract

The potential for imprecision in the estimation of hydration status from changes in body mass has been outlined previously but the equations derived from these derivations appear inconsistent. Reconciliation of body mass loss in terms of sweat loss and effective body water loss is possible from specific equation sets provided that gains and losses of both body mass and water used in the derivation of sweat loss and to derive effective body water loss are in inclusive equation sets. This is obligatory so that mass and water changes as quantifiable determinants are consistent with both internal processes and external gains and losses. Thus, body mass loss, substrate oxidation, metabolic water, and all the terms used in simultaneous equation sets have to be reconciled not only as identical variables but mathematically balance exactly. The revised equation for effective body water loss given here is different from that originally proposed. Metabolic water is part of body mass loss corrected for substrate oxidation, fluid ingestion, and respiratory water to derive sweat loss and it may not be justified to also include water associated with glycogen as releasable bound water. Accordingly, our calculated effective body water loss is substantially a greater loss than originally supposed but clearly still less than the simple balance between mass loss and fluid ingested.     

The effect of stress inoculation training on self‐reported stress,observer's rating of stress,heart rate and gymnastics performance

Eighteen volunteer female subjects received preliminary instruction in a simple gymnastics bench sequence. They were then given a pre‐intervention test on a bench at ground level. Self‐reported distress, an independent observer's ratings of distress and heart rates were monitored immediately prior to performance of the sequence. Performances were also videotaped and formally scored by a qualified gymnastics judge. Subjects were then randomly assigned to a stress inoculation training group or a ‘no stress management’ training control group. Stress inoculation group subjects then received seven sessions of training in relaxation, imagery and making self‐statements in order to develop a set of coping skills. Control group subjects also received seven training sessions during which they practised a series of coordination exercises, but no psychological stress management training was given to this group.

All subjects were then re‐tested on the bench sequence but this time at a height of 1.52 m. Self‐reported stress, observer's ratings of distress and heart rate were recorded as before. Performance was again videotaped for scoring. The stress inoculation group reported significantly less stress prior to the test on the elevated beam than the control group. However, the groups did not differ in terms of heart rate. Further, the stress inoculation group performed reliably better than the control group on the elevated bench.     

Speech and language therapy provision for children using augmentative and alternative communication systems

A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.     

Pursuit of Understanding by Esther Cloudman Dunn. The Macmillan Company. 229 pp. $2.50

When Parochial Schools Close by Martin A. Larson. Washington, D.C.: Robert B. Luce, Inc., 1972. 313 pp. $7.50.

Professional Education: Some New Directions by Edgar H. Schein. A Sponsored Research Study of the Carnegie Commision on Higher Education. New York: McGraw-Hill Book Company, 1972. 163 pp. $5.95.

The Political Economy of Education by John Vaizey, Keith Norris, John Sheehan, Patrick Lynch, and Manuela Ferreira Leite. New York: John Wiley &; Sons, 1972. 275 pp.

The Home of Science; The Role of the University by Dael Wolfe. New York: McGraw-Hill Book Company, 1972. 202 pp. $6.95.

Teaching and Training: A Handbook for Instructors, Second Edition, by H. R. Mills. New York: Halsted Press, 1972. Second Edition, N.D. 264 pp. $10.95.

American Education: The Colonial Experience 1607-1783 by Lawrence A. Cremin. New York: Harper and Row, 1970. 688 pp. $15.00.

Accountability: Systems Planning in Education edited by Creta D. Sabine. Homewood, Illinois: ETC Publications, 1973. 242 pp. $8.95.

The Colleges and the Courts by M. M. Chambers. Danville, Illinois: Interstate Company, Inc., 1972. 316 pp. $8.75.

Guidance and Counseling in the Elementary School by Richard C. Nelson. New York: Holt, Rinehart, &; Winston, Inc., 1972. 408 pp. $7.00.

Education: A Conceptual and Empirical Approach by Mary Alice White and Jan Duker. New York: Holt, Rinehart and Winston, 1973. 371 pp.

Introduction to Research in Education by Donald Ary, Lucy Chester Jacobs, and Asghar Razavieh. New York: Holt, Rinehart &; Winston, Inc., 1972. 378 pp. $9.50.     

Teaching Knowledge Application: Advances in Theoretical Conceptions and their Professional Implications

We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning theory and consider their implications for teaching knowledge application.