Assess academic habits and self-efficacy of college students with serious mental illnesses and explore their relationship with mental health symptoms. 
  College students with serious mental illnesses. 
  Baseline data from students recruited for an intervention study were gathered using psychometrically sound instruments assessing symptom distress, procrastination, study habits, academic self-efficacy, and campus engagement. Results were compared to reference samples of college students without identified mental health issues and then correlational analyses were conducted to examine their relationship with degree of mental health symptom distress. 
  Students with serious mental illnesses scored lower on most measures associated with academic performance. Greater symptom distress was associated with poorer academic habits and self-efficacy, but not campus engagement. 
  This study supports hypothesized mechanisms by which mental health symptoms impact academic performance and suggests interventions aimed amental health symptoms impact academic performance and suggests interventions aimed at addressing these factors while treatment is in process.Objective The current study aimed to compare endorsement of the muscular- and thin-ideals alone, as well as simultaneous endorsement of both as representative of the fit-ideal and examine potential negative correlates of each type of ideal internalization. Participants Participants were 300 female undergraduate students. Methods Participants completed measures of internalization of the thin- and muscular-ideals, body dissatisfaction, body checking, and body avoidance. Results Analyses revealed that approximately 24.9% of participants endorsed scores in the upper quartile on thin-ideal internalization, and 27.4% of participants fell in the upper quartile of muscular-ideal internalization, while 10.3% endorsed high internalization of both ideals. Analyses revealed that individuals endorsing only the thin-ideal reported significantly higher levels of body dissatisfaction and body avoidance than those endorsing the fit-ideal.  https://www.selleckchem.com/products/beta-aminopropionitrile.html  Conclusions Overall, findings suggested that thin- and muscular-ideal internalization present different patterns of association depending on whether an individual endorses one or both of these body ideals.Cervical cancer is the most common gynecologic cancer worldwide. Almost all are related to human papillomavirus exposure. Cervical cancer treatment is associated with significant morbidity that is likely to require support from palliative care teams. In these pearls on cervical cancer, we hope to inform providers about the common treatments and issues for cervical cancer patients. Treatment modalities include surgery for early-stage disease, radiation therapy for locally advanced disease, and pelvic exenteration, chemotherapy, or immunotherapy for recurrent disease. Cervical cancer causes pain and bleeding. Radiation can affect ovarian, urinary, and bowel function. Chemotherapy and immunotherapy are associated with fatigue and nausea. Fistulas between the vagina and bowel or bladder can occur due to cancer or to cancer treatments. Physical and emotional supportive care is important for women with cervical cancer.
  To examine perceptions of mental health stigma among first-year student service members/veterans (SSM/Vs). 
  107 SSM/Vs enrolled in a first-semester seminar completed a pre- and post-test measuring five constructs; 1) stigma toward mental health in the military, 2) academic readiness, 3) mental health stigma in college, 4) connection to campus, and 5) resiliency. 
  Data were analyzed using paired samples t-tests to measure growth on the scales of interest, along with a multiple regression analysis to establish predictors of growth. 
  Stigma-Military and Connection to Campus increased while Stigma-College reduced (p<.05). For the regression analysis, statistically significant predictors of stigma include number of deployments and having served in a combat role (p<.05) 
  Results suggest classroom interventions for SSM/Vs on campus may be related to reduced stigma toward mental health services. This study provides a starting point for expanding research on health and wellness curricular interventionsearch on health and wellness curricular interventions for SSM/V.The Hypnotic Induction Profile (HIP) was developed as a brief, yet thorough, assessment of a person's level of trait hypnotizability and their potential to experience a hypnotic state. The HIP quantitatively and qualitatively measures hynotizability by evaluating biological and sensorimotor experiences designed to assess 3 fundamental observable and measurable components of hypnosis absorption, dissociation, and suggestibility through a guided assessment that takes 5 to 10 minutes. From conception, the HIP has been utilized in clinical settings to assess appropriateness for the use of hypnosis in treatment planning and research protocols to stratify research participants. The brevity, accessibility, and reliability of the HIP have allowed it to adapt, not only across settings but through media platforms as technology and remote delivery become increasingly incorporated in the field of hypnosis.The Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHSA), is commonly used to test hypnotizability. There is still some controversy about what exactly hypnotizability is and whether and how it can be measured, especially by the HGSHSA. Furthermore, a wider clinical use is limited, requiring a testing time of more than 1 hour. We analyzed the German HGSHSA version for its factorial structure, item contribution, and item difficulty based on test data from six studies, including 1276 persons, to propose a shorter version of the HGSHSA. We hereby present a 5-item version of the HGSHSA (HGSHS-5G), consisting of the challenge items, that was compared with an 11-item version (highly variable posthypnotic amnesia omitted). Age- and gender-specific norms was generated. The HGSHS-5 G showed high validity, reliability, and classification agreement. It reduces test time to 30 minutes thus facilitating wider use of hypnotizability testing.