Self-Control in Pediatric Migraine Management: A Topical Review.

OBJECTIVE : This review examines the role that two types of self-control may play in youth's self-management of migraine. Although traditionally conceptualized from an inhibitory lens, self-control has both initiatory and inhibitory functions, and the authors suggest the distinction is important in relation to youth's ability to adhere to different components of migraine treatment regimens. METHODS : A topical review of the literature was conducted to identify evidence-based interventions to treat pediatric migraine and conceptualize the role self-control (both initiatory and inhibitory) may play in adherence to its regimen. Both PsycInfo and PubMed databases were used to identify relevant articles. RESULTS : Existing evidence-based interventions and recommendations for pediatric migraine require inhibitory self-control (e.g., avoiding caffeine, tobacco) and initiatory self-control (e.g., taking medication). Formal intervention programs (e.g., cognitive behavioral therapy) tend to employ initiatory self-control (e.g., modifying physical reactions in response to biofeedback). CONCLUSIONS : Understanding the distinct types of self-control required for adherence to different interventions allows for a better conceptualization of self-management of pediatric migraine. Individuals may struggle with adherence when they have deficits in one or both types of self-control skills. Future research should consider whether self-control is associated with differential adherence patterns in pediatric migraine management.

[Facilitating the acquisition of basic counseling skills by modeling and language].

This study investigated the effect of verbalizing a model's performance for the acquisition of counseling skills. Paraphrasing, a counseling skill used in microcounseling, was used as an index of the acquisition of counseling skills. Undergraduate students (N= 56) were randomly assigned to one of the following groups: self-verbalization group (n= 18), experimenter-verbalization group (n = 21), and non-verbalization control group (n = 17). Pretests, posttests, and follow-up tests (one week later) were used to examine paraphrasing scores. Modeling was practiced after the pretest. From the pretest to the posttest, all three groups showed a performance gain, although the self-verbalization group showed a greater performance gain than the other two groups. From the posttest to the follow-up test, the control group showed a performance loss, while the performance of the other two groups remained at the same level. These findings suggest that verbalization of a model's performance in microcounseling improves the acquisition and the maintenance of the counseling skills.