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Psychoneuroimmunology
Introduction
Psychoneuroimmunology (PNI) is an interdisciplinary field which studies the relationships between neural and endocrine function, and immune processes. More specifically, PNI attempts to elucidate the relations among behavioural and psychosocial factors, nervous, endocrine and immune systems, and health (Ader & Cohen, 1993; Bachen, Cohen & Marsland, 1997).
PNI is a relatively young discipline, though speculations about relationships between mind and body have recurrently been part of Western thought over the centuries. However, it was in the beginning of the last century that several precedents to the scientific study of the interactions between behaviour and immune function began to appear. Particularly, two Soviet researchers, Metalnikov and Chorine, in the 1920s, produced a Pavlovian conditioning of a variety of non-specific defence responses and antibody production in rabbits in response to heat and tactile stimulation as conditioned stimulus (see Ader, 1981 for an historical review of conditioned immunobiological responses). Furthermore, in the 1960s Solomon and Moos (1964) published their paper ‘Emotions, Immunity, and Disease’ which synthesizes the relations of stress, emotions, immunological dysfunction (especially autoimmunity), and physical and mental disease.
Nevertheless, it was in the late 1970s and the beginning of the 1980s, after Ader and Cohen's (1975) seminal work on conditioned modulation of immunity (a great example of scientific serendipity), when PNI was founded.
Psychological Stress and Immunity
One of the most fruitful as well as promising issues in PNI research has been the relationships between stress and immunity. The possible link between neural, endocrine and immune systems deserves particular interest in view of its potential relevance for health maintenance and to its aetiopathogenetic implication in several diseases (Bayés & Borrás, 1999).
A review of the studies which have been carried out on this topic shows that they can be divided into several categories according to different criteria. On the one hand, regarding the population, animal versus human studies. Among human studies, healthy versus non-healthy human subject studies. On the other hand, regarding the type of stress subjects have to cope with, those which explore the effect of chronic stress such as major life events (divorce, bereavement) versus acute stress, such as short-term laboratory stressors (loud noise, unsolvable puzzles) or academic examinations.
Focusing on studies in human beings, the PNI assessment depends on the role of the variables used and the character of the studies. As an interdisciplinary field, as PNI is, it uses assessment instruments and procedures from other disciplines rather than develops its own methods. Generally speaking, it might be distinguished between the procedures for directly assessing the immune function and those for measuring the health status and disease. The first of them are especially useful for healthy population research even though they give some doubts about the clinical relevance of findings. The second offer an approach to disease research though those parameters might be less reliable and present several methodological problems.
The Assessment of Immune Function
The assessment of immune function is made by immunological assays. There are two different types of immunological assays: enumerative and functional assays.
Enumerative Assays
Enumerative assays provide information about percentages or number of cells. Usually, they quantify lymphocyte subsets using monoclonal antibodies with fluorescent dye which are directed at specific surface antigens. After lymphocyte incubation, it is able to count the number of cells of the specific subset. Parameters such as T-cell account, helper/inducer T-cells ratio, B-cells number, NK number, serum IgE levels and salivary IgA (sIgA) are commonly used in PNI studies.
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- 1. Theory and Methodology
- Ambulatory Assessment
- Assessment Process
- Assessor's Bias
- Automated Test Assembly Systems
- Classical and Modern Item Analysis
- Classical Test Theory
- Classification (General, including Diagnosis)
- Criterion-Referenced Testing: Methods and Procedures
- Cross-Cultural Assessment
- Decision (including Decision Theory)
- Diagnosis of Mental and Behavioural Disorders
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Ethics
- Evaluability Assessment
- Evaluation: Programme Evaluation (General)
- Explanation
- Factor Analysis: Confirmatory
- Factor Analysis: Exploratory
- Formats for Assessment
- Generalizability Theory
- History of Psychological Assessment
- Intelligence Assessment through Cohort and Time
- Item Banking
- Item Bias
- Item Response Theory: Models and Features
- Latent Class Analysis
- Multidimensional Item Response Theory
- Multidimensional Scaling Methods
- Multimodal Assessment (including Triangulation)
- Multitrait-Multimethod Matrices
- Needs Assessment
- Norm-Referenced Testing: Methods and Procedures
- Objectivity
- Outcome Assessment/Treatment Assessment
- Person/Situation (Environment) Assessment
- Personality Assessment through Longitudinal Designs
- Prediction (General)
- Prediction: Clinical vs. Statistical
- Qualitative Methods
- Reliability
- Report (General)
- Reporting Test Results in Education
- Self-Presentation Measurement
- Self-Report Distortions (including Faking, Lying, Malingering, Social Desirability)
- Test Adaptation/Translation Methods
- Test User Competence/Responsible Test Use
- Theoretical Perspective: Cognitive
- Theoretical Perspective: Cognitive-Behavioural
- Theoretical Perspective: Constructivism
- Theoretical Perspective: Psychoanalytic
- Theoretical Perspective: Psychological Behaviourism
- Theoretical Perspective: Psychometrics
- Theoretical Perspective: Systemic
- Trait-State Models
- Utility
- Validity (General)
- Validity: Construct
- Validity: Content
- Validity: Criterion-Related
- 2. Methods, Tests and Equipment
- Adaptive and Tailored Testing
- Analogue Methods
- Autobiography
- Behavioural Assessment Techniques
- Brain Activity Measurement
- Case Formulation
- Coaching Candidates to Score Higher on Tests
- Computer-Based Testing
- Equipment for Assessing Basic Processes
- Field Survey: Protocols Development
- Goal Attainment Scaling (GAS)
- Idiographic Methods
- Interview (General)
- Interview in Behavioural and Health Settings
- Interview in Child and Family Settings
- Interview in Work and Organizational Settings
- Neuropsychological Test Batteries
- Observational Methods (General)
- Observational Techniques in Clinical Settings
- Observational Techniques in Work and Organizational Settings
- Projective Techniques
- Psychoeducational Test Batteries
- Psychophysiological Equipment and Measurements
- Self-Observation (Self-Monitoring)
- Self-Report Questionnaires
- Self-Reports (General)
- Self-Reports in Behavioural Clinical Settings
- Self-Reports in Work and Organizational Settings
- Socio-Demographic Conditions
- Sociometric Methods
- Standard for Educational and Psychological Testing
- Subjective Methods
- Test Accommodations for Disabilities
- Test Anxiety
- Test Designs: Developments
- Test Directions and Scoring
- Testing through the Internet
- Unobtrusive Measures
- 3. Personality
- Anxiety Assessment
- Attachment
- Attitudes
- Attribution Styles
- Big Five Model Assessment
- Burnout Assessment
- Cognitive Styles
- Coping Styles
- Emotions
- Empowerment
- Interest
- Leadership Personality
- Locus of Control
- Motivation
- Optimism
- Person/Situation (Environment) Assessment
- Personal Constructs
- Personality Assessment (General)
- Personality Assessment through Longitudinal Designs
- Prosocial Behaviour
- Self-Control
- Self-Efficacy
- Self-Presentation Measurement
- Self, The (General)
- Sensation Seeking
- Social Competence (including Social Skills, Assertion)
- Temperament
- Time Orientation
- Trait-State Models
- Values
- Weil-Being (including Life Satisfaction)
- 4. Intelligence
- Attention
- Cognitive Ability: g Factor
- Cognitive Ability: Multiple Cognitive Abilities
- Cognitive Decline/Impairment
- Cognitive Plasticity
- Cognitive Processes: Current Status
- Cognitive Processes: Historical Perspective
- Cognitive/Mental Abilities in Work and Organizational Settings
- Creativity
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Emotional Intelligence
- Equipment for Assessing Basic Processes
- Fluid and Crystallized Intelligence
- Intelligence Assessment (General)
- Intelligence Assessment through Cohort and Time
- Language (General)
- Learning Disabilities
- Memory (General)
- Mental Retardation
- Practical Intelligence: Conceptual Aspects
- Practical Intelligence: Its Measurement
- Problem Solving
- Triarchic Intelligence Components
- Wisdom
- 5. Clinical and Health
- Anger, Hostility and Aggression Assessment
- Antisocial Disorders Assessment
- Anxiety Assessment
- Anxiety Disorders Assessment
- Applied Behavioural Analysis
- Applied Fields: Clinical
- Applied Fields: Gerontology
- Applied Fields: Health
- Caregiver Burden
- Child and Adolescent Assessment in Clinical Settings
- Clinical Judgement
- Coping Styles
- Counselling, Assessment in
- Couple Assessment in Clinical Settings
- Dangerous/Violence Potential Behaviour
- Dementia
- Diagnosis of Mental and Behavioural Disorders
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Eating Disorders
- Health
- Identity Disorders
- Interview in Behavioural and Health Settings
- Irrational Beliefs
- Learning Disabilities
- Mental Retardation
- Mood Disorders
- Observational Techniques in Clinical Settings
- Outcome Assessment/Treatment Assessment
- Palliative Care
- Prediction: Clinical vs. Statistical
- Psychoneuroimmunology
- Quality of Life
- Self-Observation (Self-Monitoring)
- Self-Reports in Behavioural Clinical Settings
- Social Competence (including Social Skills, Assertion)
- Stress
- Substance Abuse
- Test Anxiety
- Thinking Disorders Assessment
- Type A: A Proposed Psychosocial Risk Factor for Cardiovascular Diseases
- Type C: A Proposed Psychosocial Risk Factor for Cancer
- 6. Educational and Child Assessment
- Achievement Testing
- Applied Fields: Education
- Child Custody
- Children with Disabilities
- Coaching Candidates to Score Higher on Tests
- Cognitive Psychology and Assessment Practices
- Communicative Language Abilities
- Development (General)
- Development: Intelligence/Cognitive
- Development: Language
- Development: Psychomotor
- Development: Socio-Emotional
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Evaluation in Higher Education
- Giftedness
- Instructional Strategies
- Interview in Child and Family Settings
- Item Banking
- Learning Strategies
- Performance
- Performance Standards: Constructed Response Item Formats
- Performance Standards: Selected Response Item Formats
- Planning
- Planning Classroom Tests
- Pre-School Children
- Psychoeducational Test Batteries
- Reporting Test Results in Education
- Standard for Educational and Psychological Testing
- Test Accommodations for Disabilities
- Test Directions and Scoring
- Testing in the Second Language in Minorities
- 7. Work and Organizations
- Achievement Motivation
- Applied Fields: Forensic
- Applied Fields: Organizations
- Applied Fields: Work and Industry
- Career and Personnel Development
- Centres (Assessment Centres)
- Cognitive/Mental Abilities in Work and Organizational Settings
- Empowerment
- Interview in Work and Organizational Settings
- Job Characteristics
- Job Stress
- Leadership in Organizational Settings
- Leadership Personality
- Motor Skills in Work Settings
- Observational Techniques in Work and Organizational Settings
- Organizational Culture
- Performance
- Personnel Selection, Assessment in
- Physical Abilities in Work Settings
- Risk and Prevention in Work and Organizational Settings
- Self-Reports in Work and Organizational Settings
- Total Quality Management
- 8. Neurophysiopsychological Assessment
- Applied Fields: Neuropsychology
- Applied Fields: Psychophysiology
- Brain Activity Measurement
- Dementia
- Equipment for Assessing Basic Processes
- Executive Functions Disorders
- Memory Disorders
- Neuropsychological Test Batteries
- Outcome Evaluation in Neuropsychological Rehabilitation
- Psychoneuroimmunology
- Psychophysiological Equipment and Measurements
- Visuo-Perceptual Impairments
- Voluntary Movement
- 9. Environmental Assessment
- Behavioural Settings and Behaviour Mapping
- Cognitive Maps
- Couple Assessment in Clinical Settings
- Environmental Attitudes and Values
- Family
- Landscapes and Natural Environments
- Life Events
- Organizational Structure, Assessment of
- Perceived Environmental Quality
- Person/Situation (Environment) Assessment
- Post-Occupancy Evaluation for the Built Environment
- Residential and Treatment Facilities
- Social Climate
- Social Networks
- Social Resources
- Stressors: Physical
- Stressors: Social
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