An Internet survey was conducted to extend the investigation of attachment style to the domains of sexual communication and sexual satisfaction. We hypothesized that insecure attachment would be associated with sexual dissatisfaction, mediated by inhibited communication of sexual needs. Further, the association of attachment with inhibited communication was expected to be mediated by attachment‐related tendencies toward deference to partners’ needs, concern with the relationship implications of sexual choices, general anxiety regarding sex, and feelings for one’s partner. Somewhat different mediational pathways were predicted for each of the 2 dimensions of attachment insecurity: anxiety and avoidance. Respondents (N= 1,989, around half of them involved in a sexual relationship at the time of the study and half not involved but with previous sexual relationship experience) completed measures of attachment‐related anxiety and avoidance, neuroticism (a possible confound), and sexual communication and satisfaction. Results generally supported the hypotheses and provided additional evidence regarding the associations between attachment style, sexual communication, and sexual satisfaction.

Motivational interviewing is an evidenced-based counseling approach that health care providers can use to help patients adhere to treatment recommendations. It emphasizes using a directive, patient-centered style of interaction to promote behavioral change by helping patients explore and resolve ambivalence. This article will help nurses learn how to use motivational interviewing to encourage patients to adhere to treatment recommendations. The basic theoretical underpinnings, principles, and methods of motivational interviewing are discussed, with an emphasis on acting in accordance with the "spirit" of the approach.

As the empirically supported treatment (EST) effort has expanded, there are efforts to make the study of ESTs a more integral part of training programs. In its present form, the EST list provides a poor model of how to evaluate treatment and scientific issues related to our field. This article offer several suggestions regarding how to establish a more relevant scientific agenda for the committee's work if the study of ESTs is to usefully influence training programs. Recommendations are made to encourage programs and the CSP to study mechanisms of change, important contextual variables for therapy delivery, the distinction between statistical significance and clinical meaningfulness, dissemination, cost-effectiveness, and iatrogenic effects. It is argued that any program that created a curriculum educating students to thoughtfully address these issues when evaluating therapies would be producing sound clinical scientists regardless of the quality of the EST list itself.

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