On-line preparatory information for children and their families undergoing dental extractions under general anesthesia: A phase III randomized controlled trial.

BACKGROUND: Family-centered interactive on-line games are increasingly popular in healthcare, but their effectiveness for preoperative preparation needs further research. www.scottga.org is the new on-line version of a proven nonweb-based game for children and parents/caregivers. AIMS: The aim of this study was to evaluate if www.scottga.org improved children's anxiety and families' satisfaction compared with controls. METHODS: In this phase III double-blind randomized controlled trial, children/parents/caregivers received (i) www.scottga.org, (ii) standard care, or (iii) a placebo hand-washing game. The intervention and placebo games were available online for home usage and provided again on the ward before surgery. All children were accompanied by parent/caregivers at induction and observed and scored using validated measures. Stratified randomization and generalized linear models were used. An intention-to-treat approach was adopted. RESULTS: Overall, 52/176 children had baseline "psychological disturbance." Children's anxiety increased preinduction, but there were no differences between groups (Facial Image Scale: video-standard OR = 1.08, P = .82, 95% CI [0.56, 2.1]; video-placebo OR = 0.9, P = .77 95% CI [0.46, 1.8]). There were no differences in induction behavior (visual analog scale: video mean = 3.5; standard care mean = 3.5; placebo mean = 3.7: video-standard OR = 2.0, P = .42, 95% CI [-0.6, 1.3]; video-placebo OR = 1.53, P = .65, 95% CI [-0.8, 1.1]) or induction anxiety (modified Yale Preoperative Anxiety Scale: video-standard OR 1.02, P = .97, 95% CI [0.61, 2.6]; video-placebo OR 1.38, P = .49, 95% CI [0.87, 3.81]). Families favored the intervention regarding the "child handling the visit better" (Treatment Evaluation Inventory: video-standard OR = 12; 95% CI 4.7-32; P < .001; video-placebo OR = 8.2; 95% CI 3-22; P < .001) and "improving the child's ability to cope" (Treatment Evaluation Inventory: video-standard OR = 21; 95% CI 8-56; P < .001 and video-placebo OR = 13; 95% CI 5-34; P < .001). CONCLUSION: Families believed that a video-game preparation helped their child's perioperative anxiety, but there were no objective measures of behavioral improvement associated with this intervention.

'Having the mask on didn't worry me until they clamped my head down so I wouldn't move': A qualitative study exploring anxiety in patients with head and neck cancer during radiation therapy.

INTRODUCTION: More than 20% of patients undergoing radiation therapy for head and neck cancer report anxiety specifically related to the immobilisation mask, a tight-fighting mask patients are required to wear for the duration of each treatment session. However, limited research has investigated this from the patient perspective. The aim of this study was to better understand patient experiences of mask anxiety during head and neck cancer radiation therapy and to explore patient attitudes toward potential strategies that may reduce mask anxiety during this treatment. METHODS: Five patients with head and neck cancer, who had self-reported mask anxiety during radiation therapy, participated in semi-structured, qualitative interviews exploring their experiences of anxiety and suggestions for reducing anxiety. A codebook thematic analysis was conducted. RESULTS: Six main themes were identified: (1) triggers of anxiety; (2) adjusting to radiation therapy; (3) education about the mask; (4) coping; (5) motivation and (6) improving the patient experience. CONCLUSION: Findings from these interviews provide valuable insight into how and when healthcare providers may be able to assist patients to manage mask anxiety. Recommendations include increased communication from health care providers; delivery of visual information to improve patient preparedness; exposure/opportunities to interact with the masks prior to treatment commencing and increased control of music/soundtrack selection. However, a limitation of this study is the small sample size and further research is warranted.

Imagination in General Psychology: Thinking with Luca Tateo's "A Theory of Imagining, Knowing, and Understanding".

How should we understand imagination within the broader framework of general psychology? Turning to Luca Tateo's (2020) recent book, A theory of imagining, knowing, and understanding, I begin with asking what imagination is. The question leads to seeing the interplay between imagination, perception, and conceptual organization. Identifying the affective dimension of imagination and how imagination operates within a discursive reality, I explore the links between imagination and general psychology, with reference to Activity Theory, fundamental psychological categories, and normativity. Drawing on themes from general psychology can extend the study of imagination, while the study of imagination can in turn inform general psychology. Finally, I address some of the implications of this study for epistemology, education, and critical thinking.

Staying with Questions and Resisting Quick Answers: Commentary on Zagaria, Andò, and Zennaro.

In their target article, Zagaria et al. (Integrative Psychological & Behavioral Science, 2020) highlight the fragmented state of mainstream Psychology. Their diagnosis begins with an analysis of how core psychological terms are treated in introductory textbooks. To remedy the state of affairs, they propose using evolutionary psychology to unify Psychology. In the present commentary, I join the authors' critical stance, while also raising several questions: (1) Can we adopt an evolutionary meta-theory and still demand that our core concepts have fixed meaning? (2) Can evolutionary theory apply to the normative dimension of the sociocultural domain? (3) Can evolutionary theory account for the critique of psychological science? These questions, I believe, point out several gaps in the target article that require further attention. I argue that unless we identify the essential differences between mainstream psychology and contrarian psychology, we repeat the mistakes of mainstream psychology under a new guise.

Group analyses can hide heterogeneity effects when searching for a general model: Evidence based on a conflict monitoring task.

In experimental psychology, a unique model of general processing is often sought to represent the behaviors of all individuals. We address the question of whether seeking this objective - a unique model - is the most fruitful scientific strategy by studying a specific case example. In order to approach an answer to such a question, we compared the conventional approach in experimental psychology with analyses at the individual level by applying a specific mathematical modeling approach. A sample of 1159 individuals completed an experimental task based on managing conflict (a type of Simon task). Key findings revealed that at least four models are required to properly account for individuals' performance. Interestingly, four out of ten participants failed to show stimulus-response congruency effects in the experimental task, whereas the remaining 60% followed distinguishable theoretical models (consistent with conflict-monitoring theory and/or priming and episodic memory effects). The reported findings suggest that individuals' psychological characteristics might help to explain some of the reproducibility issues that are currently of great concern in psychology. These findings, along with further recent research, support the view that general and differential psychological approaches work better together for addressing relevant theoretical issues in psychological research.

Ground-Breaking Innovations in General Psychology.

The article addresses two recently published books in General Psychology by Niels Engelsted and Jens Mammen. The two approaches offer in their own way solutions to the so-called 'crisis of psychology'. Mammen's new logical foundation for psychology is based on two different properties of the objects we relate to: those characterizing the objects appearances, and those characterizing the objects as unique substances or singulars distributed in time and space - the existence of the objects as opposed to the appearance of the objects. Engelsted makes a journey from Aristotle (384-322 BC) until today's psychology in his quest to identify the domain of psychology. He places the psyche in the natural world as a result of locomotion in the first, most simple animal life. The domain of psychology includes intentionality, mind and consciousness.

A Grammar of Praxis: an Exposé of "A New Logical Foundation for Psychology", a Few Additions, and Replies to Alaric Kohler and Alexander Poddiakov.

Taking departure in the author's recent book "A New Logical Foundation for Psychology" the paper proposes a solution to the long-standing so-called crisis in psychology. The causes to this crisis are above all found in a ruling reductionist and mathematically supported mechanistic understanding of nature with roots in European Renaissance, and following that, of man's embedment in nature. This leaves no place for non-mechanistic relations to unique and irreplaceable persons and objects defining the human psyche or soul, and fundamental phenomena as love and grief are consequently not understood. No humanistic superstructure of language or systems of signs and concepts can repair this loss of a vital dimension in basic human practical relations to the world. However, it is just in modern mathematics and mathematical logic, that the reductions of mechanicism are surmounted, at the same time leaving a place for mechanicism within a broader conceptual frame and defining a rich practical basis for understanding the role of language and human concepts. The wider perspectives comprise a new union of natural and human sciences. Finally the paper presents replies to two important commentaries to the author's abovementioned book.

General Psychological Implications of the Human Capacity for Grief.

Much theorizing in psychology and related disciplines begins with a given model of the mind that is then applied in research projects to study concrete phenomena. Sometimes psychological research can be theory-driven in quite an explicit way, approaching the logic of the hypothetico-deductive method. Others reject this and prefer to work inductively, and, in the extreme case of positivism, perhaps try to avoid theorizing altogether. In this article I shall suggest another way to think of the relationship between psychological theories and psychological phenomena. My suggestion is not simply to replace the hypothetico-deductive model with an inductive one, but to argue that the most direct route to theories of the human mind that grasp its complexity is to begin with the Kantian question of transcendental philosophy: X exists - how is X possible? In the context of this article, I apply this questioning to the phenomenon of grief: Grief exists - what general psychological theory of the mind do we need in order to account for its possibility? I attempt to extract three general psychological points from the existence of grief, viz. (1) the deep relationality of the self, (2) the limitations of evolutionary accounts, and (3) the normativity of psychological phenomena. I shall argue that these are general psychological lessons to be learned from grief, although they could also be arrived at by considering several other significant psychological phenomena.