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headache disorders, there is also evidence to suggest that stress, appraisal of stress, and coping play a signi cant role in recurrent headache disorders (Holm, Holroyd, Hursey, & Penzien, 1986; Lake, 2001) Theoretically, cognitive behavioral therapies may work by altering cognitive appraisals/ expectancies, stress responses, or cognitive/behavioral coping responses, although the speci c causal relationships between stress and headaches and cognitive therapies and headaches remain unclear (Morley, 1986) Much of the empirical study of cognitive behavioral interventions for recurrent headache disorders have adapted the traditional cognitive behavioral framework of Meichenbaum s stress inoculation training as applied to pain (Meichenbaum, 1977; Turk, Meichenbaum, & Genest, 1983) or Beck s cognitive therapy (Beck, Emery, & Greenberg, 1985; Beck, Rush, Shaw, & Emery, 1979) These traditional cognitive-behavioral therapies have been adapted speci cally for the treatment of recurrent headache disorders by Holroyd and Andrasik (1982) and Holroyd, Andrasik, and Westbrook (1977).

, to participate in a high-risk medical research program or to engage in sexual contact) 3 Persons may legitimize their action as a just retaliation or punishment The victim is viewed as an offender who deserves to be punished 4 Persons may derogate the victim as being inferior or dangerous, and may assert that their own actions are appropriate for this kind of person (cf Bandura, 1990, on dehumanization of victims) 5 Persons may justify their actions by referring to legitimate self-interests, whether personal or communal 6 Persons may legitimize their actions by referring to their normative obligations or higher-order values (eg, group norms, obligations of obedience, religious norms) 7 Persons may interpret their action as defense of their reputation (eg, their face, so to speak)..

. . . . .

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It should be kept in mind that cognitive behavioral therapies for headache are most often applied in the form of a treatment package that may include a number of the other approaches discussed previously In CBT patients are taught a rationale that suggests that learning to identify and modify cognitions will mediate the stress-headache relationship Unfortunately, empirical investigation of these assumptions is very limited, as are data to support the validity of these assumptions This led Morley (1986) to conclude that this approach to treatment is open to the criticism that the therapy works because of a convincing rationale and not because the rationale is essentially correct (p 317) This conclusion still applies.

Although CBT has been shown to be superior to no treatment and to be as good as (if not superior to) other effective treatments for headache, it is also unclear whether CBT is superior to a credible attention placebo (Blanchard, 1992) While it is clear that much more investigation is required before this rationale can be claimed as validated, the data are also clear that cognitive behavioral therapies possess ef cacy in the treatment of recurrent headache disorders, even if the mechanisms of action are poorly understood Holroyd and Andrasik (1982) identify three general phases of CBT for headache disorders, including: education, selfmonitoring, and problem-solving or coping skills training For the most part, cognitive behavioral approaches to headache disorders are fairly consistent in their emphasis on education and self-monitoring It is within the last phase that much of the variability exists.

Identifying these unifying principles is extremely important for clinical practice, as well as efforts at prevention (Shonkoff & Phillips, 2000), a major concern of developmental psychopathologists and other developmental specialists. In addition, neuroscientific findings should support these theoretical underpinnings. For example, in the field of trauma there is accruing evidence that severe or chronic trauma reduces the size of the hippocampus, which is the region of the brain that influences emotional processing. Finally, innovative ways of testing the veracity of dynamic modeling need to be developed to verify component systems and their interrelationships (Gottman, Murray, Swanson, Tyson, & Swanson, 2002).

With a microcontroller, interpreted code is almost always more problematic than compiled code. In a microcontroller, you usually attempt to maximize the speed of execution and minimize the memory footprint. An interpreted system necessarily results in slower code that takes up more space. Figure 13-13 shows how your blinking LED source code file gets turned into executable code for both an interpreted system like the Basic Stamp and a compiled system like Arduino.

Once the rationale has been explained in suf cient detail, CBT for headache disorders moves quickly into a very.

(A25.2)

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