Intracameral phenylephrine 1.5% for prophylaxis against intraoperative floppy iris syndrome: prospective, randomized fellow eye study.

PURPOSE: To evaluate the efficacy of intracameral phenylephrine (IPH) administered as prophylaxis against intraoperative floppy iris syndrome (IFIS) and to analyze the ability of IPH to reverse IFIS. DESIGN: Prospective, multicenter, randomized, comparative case series of fellow eyes. PARTICIPANTS: Forty-two patients receiving tamsulosin who underwent cataract surgery between January and April 2011. METHODS: Phacoemulsification was performed by 2 experienced surgeons at 2 surgical sites (Complexo Hospitalario Universitario Orense and Complexo Hospitalario Universitario A Coruña). One eye of each patient was randomized to receive 0.6 ml of nonpreserved bisulfite-free IPH 1.5% (group 1) or balanced saline solution (group 2) at the start of surgery. If significant miosis or iris prolapse occurred, IPH was injected during phacoemulsification in group 2. No changes were performed in the surgeon's standard fluidic parameters or viscoelastic preferences. Routine topical mydriatics were instilled before surgery. Intraoperative iris billowing and prolapse and pupil size were recorded and videotaped. Surgical complications; adverse events; pre- and postoperative pulse rate and blood pressure; and final best-corrected visual acuity (BCVA), intraocular pressure (IOP), and endothelial cell count (ECC) were recorded. MAIN OUTCOME MEASURES: Incidence of IFIS and change in pupil size after IPH administration in those eyes of group 2 requiring IPH because of significant miosis or iris prolapse. RESULTS: Signs of IFIS were observed in 88.09% of eyes in group 2. No signs of IFS were noted in group 1 (P < 0.001). Significant miosis, iris prolapse, or both occurred in 54.76% of eyes in group 2, although the condition was successfully reverted with IPH, with a significant increase in pupil size after IPH administration (from 4.77±0.88 mm to 6.68±0.93 mm; P=0.000). No intraoperative complications occurred. No significant differences in ECC, BCVA, or IOP were detected between IPH-treated and nontreated eyes. Blood pressure/pulse rate did not differ significantly from preoperative values in IPH-treated cases. CONCLUSIONS: Intracameral phenylephrine is a highly efficient measure for prophylaxis against IFIS. Moreover, the drug can reverse IFIS, restoring iris rigidity and causing the pupil to return to its preoperative size.

Implementation of a culturally adapted treatment to reduce barriers for Latino parents.

Literature to date has not yet included a comprehensive examination of barriers to participation in treatment for Latino populations, incorporating the role of acculturation. This study reports on the process of developing and implementing a culturally adapted treatment for promoting parent involvement by Latino parents in Head Start preschool programs and examines engagement factors affecting participation in the treatment. Results show that Latino parents with higher native cultural competence perceived more benefits to the treatment and reported fewer barriers than parents with lower native cultural competence. Also, the total number of barriers to participation that parents perceived before treatment was negatively associated with treatment participation, above and beyond the influence of acculturation factors, parent perceptions of economic stress, and perceived program benefits. Results are discussed in terms of how to establish effective community-based mental health and educational outreach programs to promote engagement with Latino families. The importance of using bidimensional models of acculturation within research designs with Latino populations and ideas for future research are discussed.

How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed.

Parental engagement and barriers to participation in a community-based preventive intervention.

This study examined parent characteristics and barriers to participation in a community-based preventive intervention with a sample of 201 parents from low-income and predominantly ethnic minority backgrounds. Person-centered analyses revealed five subgroups of parents who demonstrated variability in their parent characteristics, which included psychological resources and level of parental involvement in education. Group membership was associated with differences in school involvement and use of the psychoeducational intervention at home, after accounting for the number of barriers to engagement. For the intervention attendance variable, greater number of barriers was associated with decreased attendance only for parents in the resilient subgroup and the psychologically distressed subgroup. Attendance remained constant across levels of barriers for the other three subgroups of parents. The results of the study inform theory and practice regarding how to tailor preventive interventions to accommodate subgroups of parents within populations that experience barriers to accessing mental health services.

Mechanochemical and silica gel-mediated formation of highly electron-poor 1-cyanocarbonylferrocene.

Simple manual grinding of solid cyanomethylferrrocene (1) and silica gel provides a facile one-pot access route to prepare unexpected and highly electron-poor metallocene, 1-cyanocarbonylferrocene (2). Electrochemical measurements supported by computational studies reveal that 2 exhibits the highest Fe(II)/Fe(III) oxidation potential reported for mono-substituted ferrocenes.

Cross-ethnic measurement equivalence of measures of depression, social anxiety, and worry.

Although study of clinical phenomena in individuals from different ethnic backgrounds has improved over the years, African American and Asian American individuals continue to be underrepresented in research samples. Without adequate psychometric data about how questionnaires perform in individuals from different ethnic samples, findings from both within and across groups are arguably uninterpretable. Analyses based on item response theory (IRT) allow us to make fine-grained comparisons of the ways individuals from different ethnic groups respond to clinical measures. This study compared response patterns of African American and Asian American undergraduates to White undergraduates on measures of depression, social anxiety, and worry. On the Beck Depression Inventory-II, response patterns for African American participants were roughly equivalent to the response patterns of White participants. On measures of worry and social anxiety, there were substantial differences, suggesting that the use of these measures in African American and Asian American populations may lead to biased conclusions.

Profiles of social competence among low-income African American preschool children.

Relations between children's personal attributes and peer play competence were investigated in a sample of 141 African American preschool children who participated in Head Start. Variable-oriented analyses confirmed that dispositions of temperament, emotion regulation, autonomy, and language were related to children's peer play competence in the classroom. Person-oriented analyses revealed distinctive profiles of personal attributes linked to adaptive preschool social functioning. A small group of resilient children whose profile was characterized by highly adaptable temperament, ability to approach new situations, and above average vocabulary development evidenced the greatest social competence with peers. Children who were disruptive with peers were equally divided between two profiles characterized by inattention and activity, but with differential performance on vocabulary tasks. A profile containing calm, reticent children was the group least likely to engage in disruptive peer play. Inspection of the six profiles revealed the within-group variability for this economically disadvantaged sample and illustrated the differential importance of temperament, regulation, and language constructs. Findings from the profile analyses and relations with peer competence inform the study of resilience in social development for urban African American children who participate in early intervention preschool programs.

Evaluación por competencias de la dimensión ética en la formación de psicólogos en Colombia / Evaluation by competences of the ethical dimension in the formation of psychologists in Colombia

Este artículo presenta los resultados de una investigación interinstitucional Universidad de La Sabana - Universidad Santo Tomás. Se construyó un instrumento para evaluar el nivel de desarrollo de cinco competencias éticas; y, a partir de una muestra, no aleatoria, de 100 estudiantes de cinco facultades de psicología de Bogotá, se compararon estudiantes de primer año y de último año. Se encontró en el instrumento diseñado un 95% de confiabilidad, y un 69.51% de validez factorial. Igualmente, se concluyó que el 80% de los estudiantes evaluados se encuentra en un nivel de desarrollo entre deficiente y aceptable de las competencias, y el 20% se encuentra en un nivel de desarrollo satisfactorio de dichas competencias; en este rango se inscriben los estudiantes de último año.

This article presents the results of an interinstitutional investigation La Sabana University - Santo Tomás University . An instrument was constructed to evaluate the level of development of five ethical competences, and, from a sample, nonrandom, of 100 students of five faculties of psychology of Bogotá, students of first year and last year were compared. The reliability found was 95% and a 69.51% of factorial validity. Also, that 80% of the evaluated students, are in a level of development between deficient and acceptable of the competitions, and 20% is in a level of satisfactory development of these competitions, within this percentage the students of last year are.

Influencia de un programa de entrenamiento en habilidades sociales en las habilidades de comunicación e integración social de jóvenes con retraso mental leve y moderado / Influence of a program of social skills training in communication skills and social integration of young people with mild and moderate mental retardation

Se realizó el primer estudio con el propósito de demostrar si el Programa de Entrenamiento en Habilidades Sociales elaborado para jóvenes con Retraso Mental Leve y Moderado permite mejorar las habilidades de comunicación verbal y no verbal y su capacidad de adaptación e integración social. La muestra se estimó a partir de la media de atenciones de sujetos con Retraso Mental Leve y Moderado comprendidas entre los 15 hasta 30 años en los últimos 5 años, quedando la muestra constituida por 59 sujetos con las características mencionadas cuyo tamaño es significativo para un margen de error del 0.05. El diseño empleado fue de tipo experimental con Grupo Control Pre y Post Test con una selección aleatoria de cada grupo. A ambos grupos se les aplicó el Cuestionario de Habilidades Sociales y el Registro Conductual de las habilidades sociales elaborado y revisado psicométricamente para este estudio antes y después de la aplicación del Programa (V.I), como estrategia terapéutica se trabajó con los Padres de Familia elaborándose una Guía de Entrenamiento en Habilidades Sociales garantizándose de éste modo la supervisión y generalización de aprendizaje en cada uno de los sujetos. El presente estudio ha demostrado que la estimulación psicosocial aplicada mediante un Programa sistematizado de Habilidades Sociales, a jóvenes con déficit intelectual incremente significativamente al 0.05 de margen de error, la capacidad de adaptación y las posibilidades para dedicarse a labores productivas para personas con discapacidad intelectual.

In the present report our purpose is to show if The Program of training in Social Skill made to the Young with slight and moderate mentally retarded allows improving the communication abilities and the capacity of social adjustment. The sample was selected from the attention to people between fifteen and thirty years old in the last five years, the sample consists of fifty-nine people with the mentioned whose characteristic size is significant for error’s margin of 0.05 the design used was the kind experimental with pre and post control group with an uncertain selection of each group. In both cases we use the social skill questionnaire and the behavior registration of the social skill, made and checked for this study. The youngsters were tested before and after the application of the program (VI). As a therapeutic strategy we worked with parents making a Guide about training in social skill, showing by this way the supervision and generalization of apprenticeship in each one. This study has shoed the stimulation used in a systematized program of social skill yo young people with mental discapacity.