Effect of psilocybin on decision-making and motivation in the healthy rat

Psilocybin and its active metabolite psilocin are hallucinogenic serotonergic agonists with high affinity for several serotonin receptors. In addition to underlying the hallucinogenic effects of these compounds, serotonin receptor activation also has important effects on decision-making and goal-directed behaviors. The impact of psilocybin and psilocin on these cognitive systems, however, remains unclear. This study investigated the effects of psilocybin treatment on decision-making and motivation in healthy male and female rats. We compared probability and delay discounting performance of psilocybin treated (1 mg/kg) to vehicle rats (n = 10/sex/group), and further assessed motivation in each group using a progressive ratio task. We also confirmed drug action by assessing head twitch responses after psilocybin treatment (1 mg/kg). Results from this study demonstrated that exposure to 1 mg/kg psilocybin did not affect decision-making in the probability and delay discounting tasks and did not reduce response rates in the progressive ratio task. However, psilocybin treatment did cause the expected increase in head twitch responses in both male and female rats, demonstrating that the drug was delivered at a pharmacologically relevant dosage. Combined, these results suggest that psilocybin may not impair or improve decision-making and motivation. Considering recent interest in psilocybin as a potential fast-acting therapeutic for a variety of mental health disorders, our findings also suggest the therapeutic effects of this drug may not be mediated by changes to the brain systems underlying reward and decision-making. Finally, these results may have important implications regarding the relative safety of this compound, suggesting that widespread cognitive impairments may not be seen in subjects, even after chronic treatment.

Self-directed learning in a psychopathology course

Self-directed learning has been identified as an essential element of professional development. In this approach, students receive in advance a complete set of objectives and didactic knowledge (cognitive) learning materials, are provided opportunities to develop skills with actual or simulated clinical experiences, and adapt a broad and flexible array of educational media to their individual learning styles. In the development of a self-directed psychopa-thology course for second-year medical students, the authors incorporated four modifications to the traditional lecture and small group (faculty-directed) approach: 1) independent (self-directed) learning with no prescribed study times or sequence to the material, 2) use of student and facult y-directed interviews of patients, 3) greater freedom for selecting teaching methods in small groups, and 4) elimination of formal lectures. The authors describe the educational results with such an approach.

A very modest proposal for 1990s C/L psychiatry

The prediction that consultation-liaison psychiatry would play an integral role in the management of all medical/surgical patients in large hospitals has not come to pass. The primary reason is that no adequate funding mechanism has ever been found to support such a large endeavor. The economic climate as we enter the 1990s makes such funding even less likely. The authors suggest that C/L psychiatry accept a lesser role, largely confined to teaching hospitals. That role, which has been successful at a large public teaching hospital for nearly 10 years, encompasses serving as a primary psychiatric teaching site for medical students, a primary teaching site for psychiatry residents and other postgraduate physicians rotating through psychiatry, a source of innovative dispositions for medically ill psychiatric patients, and a source of opportunity for interdisciplinary research.

Psychotherapy and cognitive style

Patients who have a concrete cognitive style are psychotherapeutically best treated by methods that take into account their cognitive style, whether it is defensive or results from a cognitive developmental arrest. Concrete thinking, while an obstacle to insight-oriented therapy, is no obstacle to changing attitudes and behaviors by means that do not involve the development of insight into unconscious conflict or motivation.