Richard Harvey

Evaluating transdisciplinary science.

The past two decades have seen a growing interest and investment in transdisciplinary research teams and centers. The Transdisciplinary Tobacco Use Research Centers (TTURCs) exemplify large-scale scientific collaborations undertaken for the explicit purpose of promoting novel conceptual and methodological integrations bridging two or more fields. Until recently, few efforts have been made to evaluate the collaborative processes, and the scientific and public policy outcomes, of such centers. This manuscript offers a conceptual framework for understanding and evaluating transdisciplinary science and describes two ongoing evaluation studies covering the initial phase of the TTURC initiative. The methods and measures used by these studies are described, and early evaluative findings from the first 4 years of the initiative are presented. These data reveal progress toward intellectual integration within and between several of the TTURCs, and cumulative changes in the collaborative behaviors and values of participants over the course of the initiative. The data also suggest that different centers may follow alternative pathways toward transdisciplinary integration and highlight certain environmental, organizational, and institutional factors that influence each centers readiness for collaboration. Methodological challenges posed by the complexities of evaluating large-scale scientific collaborations (including those that specifically aspire toward transdisciplinary integrations spanning multiple fields) are discussed. Finally, new directions for future evaluative studies of transdisciplinary scientific collaboration, both within and beyond the field of tobacco science, are described.

Surface electromyography and mouse use position

This study examines muscle tension and subjective muscle tension awareness while using a computer mouse positioned to the right of a standard computer keyboard and a centrally positioned trackball. Seventeen volunteer subjects experienced in mouse and trackball use were seated at an ergonomically adjusted workstation. Surface electromyography (sEMG) and subjective muscle tension levels were recorded from four muscle groups (left sternocleidomastoid/scalene, right upper trapezius, right posterior deltoid, and right lower trapezius/rhomboids) during 1-min trials with subjects resting with hands in their lap, while using a trackball below the centre of the keyboard, and while using a mouse immediately to the right of a 101-key keyboard. All subjects showed significantly higher mean sEMG activity recorded from the right upper trapezius, right posterior deltoid, and right lower trapezius/rhomboids during mouse use to the right of a standard keyboard (arm abducted) compared to using a trackball positioned centrally, (p < 0.001). sEMG levels remained elevated during the entire trial period of right side mouse use without evidence of microbreaks (< 1 s epochs of low sEMG activity). sEMG activity from the left sternocleidomastoid/scalene muscles showed no significant change from baseline in any condition. Subjective reports of muscle tension did not correlate with sEMG activity. The authors predict that there will be an overall increase in reports of upper extremity musculoskeletal disorders (UEMSD) and computer related disorders (CRD) when people abduct their arms in order to reach a mouse positioned to the side of standard width, or wider keyboards. Discussed are the applications of sEMG for evaluation of computer keyboard and pointing device use, appropriate ergonomic equipment design, and a methodology for improving muscle awareness, strengthening, relaxation, and workstyle practices to promote healthier computing.

Reduction in Psychopathology following Bariatric Surgery for Morbid Obesity

Background: Although there has been some disagreement, there is growing evidence now that psychopathology is a comorbidity of morbid obesity among patients seeking bariatric surgery.The aim of this study was to determine whether psychopathology decreases following this surgery. Methods: Utilizing a national sample, this study focused on pre- and post-surgery scores on the Minnesota Multiphasic Personality Inventory, Second Edition (MMPI-2). The MMPI-2 was administered first during the pre-surgery medical examination, and again between 6 months and 1 year following surgery. Results:Validity scale scores on the pre- and postsurgery MMPI-2s indicated that there was no impediment to interpreting the clinical scale scores of these tests.There was a pervasive pattern of statistically significant decreases in pre- to post-surgery clinical scale scores. Further, comparison of MMPI-2 clinical scale scores to available test norms showed that the number of participants showing signs of mental disorders was unusually high before surgery, and at or below the test norms following surgery. Conclusions:There is clear evidence in this study that psychopathology declines following bariatric surgery.The unusually high levels of psychopathology before surgery may be a joint function of the factors producing the morbid obesity, and a reaction to the obesity itself.That psychopathology declines following surgery to levels expected in the general population indicates that the patients were becoming more positive about their lives.

Hardiness training facilitates performance in college

In 25 years of research and practice, hardiness has emerged as a pattern of attitudes and skills that is a pathway to resilience under stressful circumstances. As such, it is important to determine whether hardiness can be trained, and if such training improves performance and health. The few relevant studies available thus far have suggested this training effectiveness among working adults and students. Furthering this theme, the present study involves a large sample of undergraduate students, comparing those who experienced hardiness training as a regular credit course, with those who went through other courses taught by the same teachers. At the beginning of the courses, these two groups did not differ in demographics, hardiness levels, or grade-point-average (GPA). At the end of the courses, the Hardiness Training Group showed higher levels of hardiness, and GPA than did the Comparison Group. This improvement in GPA for the Hardiness Training Group persisted over the following 2-year period, even controlling for GPA and hardiness level prior to the training, and the grade received in the training. These results suggest the importance of hardiness training in facilitating a major indicator of excellent performance in college life.

Transdisciplinary Collaboration as a Basis for Enhancing the Science and Prevention of Substance Use and “Abuse”

Transdisciplinary scientific collaborations (TDSCs) have the potential to strengthen substance use and misuse research and prevention. Despite its growing prominence as a mode for scientific research, research on TDSC remains in a nascent form and its value to the field of substance use and misuse merits further exploration. The overarching purpose of this article is to examine the potential contributions of transdisciplinary science to research and prevention using conceptualizations, methods, and evidence from a case study of two university-based research centers. The article provides (a) a discussion of the societal context and historical developments that have prompted increasing interest in TDSC; (b) a definition and conceptualization of TDSC; (c) a methodological approach for studying TDSC; (d) initial findings from the case study that reflect instances of transdisciplinary intellectual integration and it examines implications of these methods and findings for future research and policy development relevant to substance use and misuse.

The Integration of Electromyography (SEMG) at the Workstation: Assessment, Treatment, and Prevention of Repetitive Strain Injury (RSI)

This paper reviews the ergonomic and psychosocial factors that affect musculoskeletal disorders at the workstation. First is a model of a physiological assessment protocol that incorporated SEMG monitoring while working at the computer. Next is a study that showed that participants lack awareness of their muscle tension as compared to the actual SEMG levels. The final study illustrated how an intervention program can reduce RSI symptoms, decrease respiration rate, and lower SEMG activity. Recommendations include suggestions that successful safety and prevention programs need multiple components and that participants should to be trained to control physiological responses with respiration and SEMG biofeedback. All participants should master these physiological skills just as they learn how to use the computer.

Hardiness Training for High-Risk Undergraduates

We evaluated the effectiveness of hardiness training in improving the retention rates and grade-point averages offirst-semester high-risk undergraduates. Undergraduates in the experimental group underwent hardiness training as a regular semester course. The control group consisted of demographically comparable undergraduates who underwent either a traditional student-enrichment or a leadership-training class. These control-group courses were taught by the instructors of the hardiness-training classes. At the end of the year following training, the experimental group showed a significantly higher increase in grade-point average and a trend toward greater retention than did the control group.

The Relationship of Hardiness and Some Other Relevant Variables to College Performance

Although it has emerged as a factor in performance effectiveness in both working adults and college students, hardiness has also been shown to be related to other factors that may well also be related to performance effectiveness. Consequently, attempts need to be made to determine whether the relationship to performance of hardiness is anything more than a mere reflection of its relationship to these other factors. This approach, which was begun in the comparison of the relative role of hardiness, optimism, and religiosity in performance effectiveness, is continued in the present study. Specifically, the relationship to grade point average of hardiness and related variables is compared. The related variables involve attitudes toward school and a sense of life’s meaning and one’s well-being. The results confirm the expectation that hardiness is a central factor in school performance.

The Personality Construct of Hardiness, IV: Expressed in Positive Cognitions and Emotions Concerning Oneself and Developmentally Relevant Activities

Personality hardiness has emerged as a composite of the interrelated attitudes of commitment, control, and challenge that provides the existential courage and motivation to turn stressful circumstances from potential disasters into growth opportunities. This study contributes to the construct validity of the latest measure of hardiness, the Personal Views Survey III—R (PVS III-R). In a large sample of undergraduates, the PVS III-R measure of hardiness showed adequate internal consistency reliability, the expected intercorrelation of components, and the absence of relationship to socially desirable responding. Furthermore, as expected, hardiness was negatively related to depression, anxiety, and hostility, even though it was also negatively related to avoidance of intrusive, stressful thoughts. Also as expected, hardiness was associated with positive attitudes toward school, instructors, and ones own capabilities and standards as well as expressed satisfaction with life. This pattern of results fits well ...Personality hardiness has emerged as a composite of the interrelated attitudes of commitment, control, and challenge that provides the existential courage and motivation to turn stressful circumstances from potential disasters into growth opportunities. This study contributes to the construct validity of the latest measure of hardiness, the Personal Views Survey III—R (PVS III-R). In a large sample of undergraduates, the PVS III-R measure of hardiness showed adequate internal consistency reliability, the expected intercorrelation of components, and the absence of relationship to socially desirable responding. Furthermore, as expected, hardiness was negatively related to depression, anxiety, and hostility, even though it was also negatively related to avoidance of intrusive, stressful thoughts. Also as expected, hardiness was associated with positive attitudes toward school, instructors, and ones own capabilities and standards as well as expressed satisfaction with life. This pattern of results fits well with those of previous construct-validational studies of hardiness.

The Personality Construct of Hardiness, IV

Personality hardiness has emerged as a composite of the interrelated attitudes of commitment, control, and challenge that provides the existential courage and motivation to turn stressful circumstances from potential disasters into growth opportunities. This study contributes to the construct validity of the latest measure of hardiness, the Personal Views Survey III—R (PVS III-R). In a large sample of undergraduates, the PVS III-R measure of hardiness showed adequate internal consistency reliability, the expected intercorrelation of components, and the absence of relationship to socially desirable responding. Furthermore, as expected, hardiness was negatively related to depression, anxiety, and hostility, even though it was also negatively related to avoidance of intrusive, stressful thoughts. Also as expected, hardiness was associated with positive attitudes toward school, instructors, and ones own capabilities and standards as well as expressed satisfaction with life. This pattern of results fits well ...Personality hardiness has emerged as a composite of the interrelated attitudes of commitment, control, and challenge that provides the existential courage and motivation to turn stressful circumstances from potential disasters into growth opportunities. This study contributes to the construct validity of the latest measure of hardiness, the Personal Views Survey III—R (PVS III-R). In a large sample of undergraduates, the PVS III-R measure of hardiness showed adequate internal consistency reliability, the expected intercorrelation of components, and the absence of relationship to socially desirable responding. Furthermore, as expected, hardiness was negatively related to depression, anxiety, and hostility, even though it was also negatively related to avoidance of intrusive, stressful thoughts. Also as expected, hardiness was associated with positive attitudes toward school, instructors, and ones own capabilities and standards as well as expressed satisfaction with life. This pattern of results fits well with those of previous construct-validational studies of hardiness.