Despite initially positive results, video feedback for social anxiety has never been shown to reduce social anxiety in a controlled experiment with diagnosed participants, and only once with undiagnosed participants. Previous studies arguably did not detect such an effect because of limited assessment of anxiety and potential moderators. We tested video feedback with cognitive preparation among treatment-seeking participants with a primary diagnosis of social anxiety disorder. In Session 1, participants gave an extemporaneous speech and either received the intervention or not. In Session 2, 6 to 14 days later, participants gave a second extemporaneous speech. The intervention improved self-perception of performance, particularly for those participants with the most unrealistically negative impressions of their performance (i.e., high selfobserver discrepancy). In addition, the intervention reduced anticipatory anxiety for the second speech for participants with high self-observer discrepancy. These findings extend previous results regarding video feedback and suggest that the intervention may be useful for people with social anxiety disorder and higher self-observer discrepancies for a specific task.

The collaborative care model (CoCM) has substantial support for improving behavioral health care in primary care. However, large-scale CoCM adoption relies on addressing operational and financial implementation challenges across health care settings with varying resources. An academic medical center serving socioeconomically and racially diverse patients implemented the CoCM in seven practices. A smartphone application was introduced to facilitate CoCM care management during depression treatment (app-augmented CoCM). App features included secure texting, goal/appointment reminders, symptom monitoring, and health education material. A nonrandomized convenience patient sample (N = 807) was enrolled in app-augmented CoCM and compared with patients in standard CoCM (N = 3,975). Data were collected on clinical contact frequency, engagement, and clinical outcomes. App-augmented CoCM patients received more health care team contacts (7.9 vs. 4.9, p < .001) and shorter time to follow up compared with the standard CoCM sample (mean = 11 vs. 19 days, p < .001). App-augmented CoCM patients had clinical outcomes similar to the standard CoCM group (47% vs. 46% with ≥50% depression improvement or score <10), despite app-augmented patients having more prior depression treatment episodes. Further, the app-augmented group with greater app engagement demonstrated increased behavioral health appointment compliance, including more completed appointments and fewer no shows, and greater depression symptom improvement than those with less app engagement. App-augmented CoCM may improve patient engagement in treatment and provide opportunities to implement key CoCM elements without overburdening practice resources. CoCM sustainability and scalability in primary care may be enhanced by using this technology.

Students enter initial teacher education institutions with a wide variety of experiences of information technology. This report aims to create a national perspective of their abilities and needs based on data collected independently by a number of institutions from England and Wales. For this preliminary survey data were provided by eight institutions. The survey covers 1370 students, of whom 731 were primary and 639 secondary. The data were gathered over a three year period (ending 1990/91) using a variety of questionnaires designed to gather data on the students' previous computer experience, their proficiency in using computers, and their attitude to information technology both personally and its use in education.The data indicate that students entering initial teacher education have a wide variety of needs regarding information technology (IT). The proportion of students lacking any computer experience prior to their course varied from 8% to 60% depending on institution and course. The most common experience was word processing only. The location of this experience also 241 M. BLACKMOREETAL varied, with school use more common for students who had just left school and use at work common for mature students. Differences were indicated with factors such as age, course and gender. A proportion of students (2% -49%) felt anxious or very nervous when computers are mentioned. However, most students feel that it is important to use IT in their teaching, despite these anxieties. The provision of a differentiated IT experience for students is recommended. A more reliable annual survey using a common instrument is now underway. The questionnaire is available from the ITTE Association. [1]

Rats confronted with the onset of a light gradient display a transient increase in locomotion called the activity response (AR) and a dark preference (Godsil & Fanselow, 2004). These experiments demonstrate that the magnitude of the AR can be blunted with Pavlovian fear-conditioning procedures via associative and nonassociative fear. Although manifested in decreased locomotion, the blunted AR effect was not due to increased freezing or immobility behaviors. Instead, rats displayed reduced rearing and an increase in a class of behaviors called stationary activity. These results suggest that the lighting differential supplied by the cue influences the topography of defensive behavior and reduces the expression of freezing. This procedure provides a means by which to examine learned and unlearned defensive responses to the same stimulus.

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