How Conversational Goals Predict Sexual Self-Disclosure Decisions.

Communicating verbally about sexual topics is one aspect of sexual communication, and romantic partners have to choose whether to disclose sexual information. The present study used conversational goals - what one hopes to accomplish in the conversation - to examine how people decide whether or not to engage in sexual self-disclosure. In an online survey, romantically involved participants (n = 428) provided data on four conversational goals (instrumental, impression management, identity, and relational), disclosure efficacy, disclosure anxiety, and likelihood to sexually self-disclose. Mediation model results indicated that the instrumental goal was directly associated with greater likelihood to disclose while the impression management goal was directly associated with less likelihood to disclose. The instrumental, impression management, and relational goals were indirectly connected with the likelihood to sexually self-disclose as mediated by disclosure efficacy and anxiety. The results highlight the importance of considering conversational goals perspectives when studying communication about taboo topics. Implications for future research are discussed.

Acute posterior reversible encephalopathy syndrome (PRES) in setting of interferon-beta use: case presentation with reduction of edema in 72 h after cessation of interferon-beta therapy with sub-clinical inflammation.

BACKGROUND: Posterior reversible encephalopathy syndrome (PRES) represents a transient change in mental status with associated vasogenic edema of cortical and subcortical brain structures. It is often attributed to multifactorial etiology including hypertension and altered hemodynamics and disruption of vessel integrity. Patients with autoimmune disease and certain immune modulator therapies are at greater risk. CASE PRESENTATION: A 54-year-old female with past medical history of well-controlled multiple sclerosis on interferon-beta since 2013, presented with witnessed tonic colonic seizure. She also was noted to demonstrate left gaze deviation and left-sided hemiparesis. MRI fluid-attenuated inversion recovery sequence showed hyperintensity of the subcortical U fibers, concentrated in the occipital, parietal lobes and frontal lobes. Systolic blood pressure was 160 mmHg on arrival. The patient was started on seizure prophylxis and Interferon beta was discontinued. The patient's mentation, seizures and hemiapresis significantly improved in next 72 h with tight blood pressure control, and had notble improvement on MRI imaging and inflammatory markers. Lumbar puncture CSF results were devoid of infectious and autoimmune pathology. CONCLUSIONS: A middle-aged female with multiple sclerosis who was on chronic IFN-beta presented to the emergency room with a witnessed tonic-clonic seizure, with MRI T2 FLAIR imaging consistent with PRES. She had notable clinical improvement with decreased edema on imaging and improved inflammatory markers 72 h after cessation of IFN-beta therapy.

Linking social and emotional learning standards to the WCSD Social-Emotional Competency Assessment: A Rasch approach.

Growing interest in understanding the role of students' social-emotional competence for school success necessitates valid measures for large-scale use. We provide validity evidence for the 40-item Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA), a student self-report measure that came from a researcher-practitioner partnership. The WCSD's social and emotional learning standards, which detail when and at what grade students are expected to express different competencies, contributed to hypotheses about the social-emotional competency levels targeted by the WCSD-SECA items. Across two survey years, Rasch analyses showed that the empirical item ordering aligned with the expected ordering to varying degrees, that items better targeted students at low to middle competency levels, and that some items showed differential item functioning across grades and gender/race-ethnicity. Future research can use similar methods to theorize and test how items array along latent competency dimensions in general and for particular subgroups. Especially when accomplished within a researcher-practitioner partnership, such efforts can mutually inform district social and emotional learning standards, helping document student progress in a locally and practically relevant way. By making the WCSD-SECA items freely available, we make it easy for researchers and practitioners to complete future refinements and adaptations. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Exploring a Contextual Model of Sexual Self-Disclosure and Sexual Satisfaction.

Sexual self-disclosure is a critical component of relationship and sexual satisfaction, yet little is known about the mechanisms that facilitate a person's engagement in sexual self-disclosure. Individuals (N = 265) involved in romantic relationships participated in an online study testing a contextual model of sexual self-disclosure across three contexts: relationship context, sexual self-disclosure context, and outcome of sexual self-disclosure. Results suggest that sexual satisfaction was predicted by a positive relationship context and a positive sexual self-disclosure context. In addition, the sexual self-disclosure context was predicted by the relationship context. These findings emphasize the importance of examining contextual influences that determine whether an individual will engage in or avoid sexual self-disclosure and the consequences of this engagement or avoidance on sexual satisfaction.