We recently reported that the nonselective cyclooxygenase (COX) inhibitor ketorolac attenuated sweating but not cutaneous vasodilation during moderate‐intensity exercise in the heat. However, the specific contributions of COX‐1 and COX‐2 to the sweating response remained to be determined. We tested the hypothesis that COX‐1 but not COX‐2 contributes to sweating with no role for either COX isoform in cutaneous vasodilation during moderate‐intensity exercise in the heat. In thirteen young males (22 ± 2 years), sweat rate and cutaneous vascular conductance were measured at three forearm skin sites that were continuously treated with (1) lactated Ringer's solution (Control), (2) 150 μmmol·L−1 celecoxib, a selective COX‐2 inhibitor, or (3) 10 mmol L−1 ketorolac, a nonselective COX inhibitor. Participants first rested in a non heat stress condition (≥85 min, 25°C) followed by a further 70‐min rest period in the heat (35°C). They then performed 50 min of moderate‐intensity cycling (~55% peak oxygen uptake) followed by a 30‐min recovery period. At the end of exercise, sweat rate was lower at the 150 μmol·L−1 celecoxib (1.51 ± 0.25 mg·min−1·cm−2) and 10 mmol·L−1 ketorolac (1.30 ± 0.30 mg·min−1·cm−2) treated skin sites relative to the Control site (1.89 ± 0.27 mg·min−1·cm−2) (both P ≤ 0.05). Additionally, sweat rate at the ketorolac site was attenuated relative to the celecoxib site (P ≤ 0.05). Neither celecoxib nor ketorolac influenced cutaneous vascular conductance throughout the experiment (both P > 0.05). We showed that both COX‐1 and COX‐2 contribute to sweating but not cutaneous vasodilation during moderate‐intensity exercise in the heat in young men.

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In this article, the authors posit that the accepting and compassionate spirit of motivational interviewing (MI), along with specific content-based techniques (i.e., reframing), can help to cultivate a self-compassionate mindset within clients receiving MI. The authors explore this link further while discussing potential moderators that may influence this process as well as practical implications for counselling practice and future research recommendations. This article is innovative in that it could provide a new theoretical foundation for conducting research that supports the effectiveness of MI in enhancing self-compassion, which has been associated with a myriad of improved psychological outcomes. The concepts of this paper and the exploration between specific MI techniques would be valuable to many clinicians with the desire to increase self-compassion in their clients.

The profile of subjective well-being (SWB) in university students is perturbing in many respects. Indeed, university students are in need of tools to combat stress and promote SWB now more than ever given the adverse repercussions of the COVID-19 pandemic. Positive education could serve as a SWB tool to help university students deal with academic, personal, and global stressors. While a number of studies have quantitatively reported the impact of positive education on student SWB, few have considered students’ experiences and perceptions of changes in their SWB as a result of taking a positive education course. Therefore, the purpose of this study was to qualitatively explore university students’ experiences in a positive education course and their perceptions of its influence on their SWB immediately after taking the course. Undergraduate students (n = 17) who had taken a positive education course during the Winter term of 2020 (January–April) were recruited via volunteer sampling. Data were collected by means of semi-structured interviews and analyzed using reflexive thematic analysis. Analyses revealed that the course improved the students’ SWB, self-compassion, mindfulness, and optimism. Mechanisms such as greater self-reflection, implementation of intentional positive activities, and big picture thinking underlie these reported improvements. Our findings support positive education’s effectiveness in enhancing student SWB and expand on the current literature by proposing novel mechanisms linking positive education to enhanced student SWB, self-compassion, mindfulness, and optimism.