Dataset Information

Switch attention to listen.

ABSTRACT: The aim of this research was to evaluate the ability to switch attention and selectively attend to relevant information in children (10-15 years) with persistent listening difficulties in noisy environments. A wide battery of clinical tests indicated that children with complaints of listening difficulties had otherwise normal hearing sensitivity and auditory processing skills. Here we show that these children are markedly slower to switch their attention compared to their age-matched peers. The results suggest poor attention switching, lack of response inhibition and/or poor listening effort consistent with a predominantly top-down (central) information processing deficit. A deficit in the ability to switch attention across talkers would provide the basis for this otherwise hidden listening disability, especially in noisy environments involving multiple talkers such as classrooms.

SUBMITTER: Dhamani I

PROVIDER: S-EPMC3575018 | biostudies-literature | 2013

REPOSITORIES: biostudies-literature

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Switch attention to listen.

Dhamani Imran I Leung Johahn J Carlile Simon S Sharma Mridula M

Scientific reports 20130101

The aim of this research was to evaluate the ability to switch attention and selectively attend to relevant information in children (10-15 years) with persistent listening difficulties in noisy environments. A wide battery of clinical tests indicated that children with complaints of listening difficulties had otherwise normal hearing sensitivity and auditory processing skills. Here we show that these children are markedly slower to switch their attention compared to their age-matched peers. The ...[more]

PMID: 23416613

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Project description:BACKGROUND:Basic parenting research reveals that child mental health is associated with optimal parenting, which is composed of three key dimensions (structure, affiliation and autonomy support). The present study aims to test the efficacy of the parenting program "How to talk so kids will listen & listen so kids will talk" (French version), thought to address all of these dimensions, in promoting children's mental health. We predict that the How-to Parenting Program will promote child mental health by fostering optimal parenting. METHODS:In this randomized controlled trial (RCT), the seven-week parenting group was offered to parents of 5- to 12-year-old children, in their local grade school. Children's mental health assessments were questionnaire-based (parent, child and teacher reports) and took place at pre- (T1) and post- (T2) intervention as well as at 6-month (T3) and 1-year (T4) follow-ups. We compared children whose parents took part in the program with children whose parents did not take part in it until the completion of the trial (i.e., 1 year wait-list control groups). The primary outcome is children's psychological problems (externalizing and internalizing). Secondary outcomes include parenting, the putative mediator of the expected benefits of the program on child mental health, as well as positive indicators of child mental health (strengths and subjective well-being) and parents' own mental health. DISCUSSION:To our knowledge, this is the first RCT to test the efficacy of the "How to talk so kids will listen & listen so kids will talk" program in promoting child mental health. In addition to the close correspondence between basic parenting research and the selected program, strengths of this study include its feasibility, monitoring of potentially confounding variables, ecological validity and inclusion of positive indicators of mental health. TRIAL REGISTRATION:Current clinical trial number is NCT03030352 . Ongoing study, retrospectively registered on January 2017. No amendment to initial protocol.

Project description:BACKGROUND:Routine population-based screening for depression is an essential part of evolving health care models integrating care for mental health in primary care. Depression instruments often include questions about suicidal thoughts, but how patients experience these questions in primary care is not known and may have implications for accurate identification of patients at risk. OBJECTIVES:To explore the patient experience of routine population-based depression screening/assessment followed, for some, by suicide risk assessment and discussions with providers. DESIGN:Qualitative, interview-based study. PARTICIPANTS:Thirty-seven patients from Kaiser Permanente Washington who had recently screened positive for depression on the 2-item Patient Health Questionnaire [PHQ] and completed the full PHQ-9. APPROACH:Criterion sampling identified patients who had recently completed the PHQ-9 ninth question which asks about the frequency of thoughts about self-harm. Patients completed semi-structured interviews by phone, which were recorded and transcribed. Directive and conventional content analyses were used to apply knowledge from prior research and elucidate new information from interviews; thematic analysis was used to organize key content overall and across groups based on endorsement of suicide ideation. KEY RESULTS:Four main organizing themes emerged from analyses: (1) Participants believed being asked about suicidality was contextually appropriate and valuable, (2) some participants described a mismatch between their lived experience and the PHQ-9 ninth question, (3) suicidality disclosures involved weighing hope for help against fears of negative consequences, and (4) provider relationships and acts of listening and caring facilitated discussions about suicidality. CONCLUSIONS:All participants believed being asked questions about suicidal thoughts was appropriate, though some who disclosed suicidal thoughts described experiencing stigma and sometimes distanced themselves from suicidality. Direct communication with trusted providers, who listened and expressed empathy, bolstered comfort with disclosure. Future research should consider strategies for reducing stigma and encouraging fearless disclosure among primary care patients experiencing suicidality.

Project description:BackgroundLittle is known about the decision-making experiences of seniors and informal caregivers facing decisions about seniors' housing decisions when objective decision making measures are used.ObjectivesTo report on seniors' and caregivers' experiences of housing decisions.DesignA cross-sectional study with a quantitative approach supplemented by qualitative data.SettingSixteen health jurisdictions providing home care services, Quebec province, Canada.ParticipantsTwo separate samples of seniors aged ≥ 65 years and informal caregivers of cognitively impaired seniors who had made a decision about housing.MeasurementsInformation on preferred choice and actual choice about housing, role assumed in the decision, decisional conflict and decision regret was obtained through closed-ended questionnaires. Research assistants paraphrased participants' narratives about their decision-making experiences and made other observations in standardized logbooks.ResultsThirty-one seniors (median age: 85.5 years) and 48 caregivers (median age: 65.1 years) were recruited. Both seniors and caregivers preferred that the senior stay at home (64.5% and 71.7% respectively). Staying home was the actual choice for only 32.2% of participating seniors and 36.2% of the seniors cared for by the participating caregivers. Overall, 93% seniors and 71% caregivers reported taking an active or collaborative role in the decision-making process. The median decisional conflict score was 23/100 for seniors and 30/100 for caregivers. The median decision regret score was the same for both (10/100). Qualitative analysis revealed that the housing decision was influenced by factors such as seniors' health and safety concerns and caregivers' burden of care. Some caregivers felt sad and guilty when the decision did not match the senior's preference.ConclusionThe actual housing decision made for seniors frequently did not match their preferred housing option. Advanced care planning regarding housing and better decision support are needed for these difficult decisions.

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Switch attention to listen.

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Switch attention to listen.

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