Conflict play and its modification in the course of treating children

The authors report their experience with a special form of psychodrama for the treatment in small groups of neurotic children aged five to fifteen. The acting out of ambivalent, partly unconscious and restrained tendencies and inclinations by playing, i.e., by taking roles in spontaneous performances, is followed by alternation of identification in the group and, possibly, careful indirect verbalization by the therapeutist and/or group, of which the purpose is to arrive at a reorientation of the attitudes of patients and a consolidation of the newly won attitude.     

Experimental modification of attribution processes

Attributional style is hypothesized to be a causative factor in depression vulnerability; however, no studies to date have examined whether manipulation of attributional style influences depressed mood. The purpose of this study was to determine whether computer-based cognitive bias modification (CBM) procedures could modify attributional style and influence stress vulnerability. Participants were provided with multiple training trials that were intended to promote the use of either a positive or a negative attributional style. Compared with individuals in the negative attributional style condition, individuals in the positive attributional style condition showed decreased tendency to make self-deficient causal attributions for poor performance on a difficult anagram test. Furthermore, individuals in the positive attributional style condition reported less depressed mood in response to this academic stressor. These results suggest that attributional style is not invariable and can potentially be modified with CBM approaches.     

The dramatic essence of the narrative approach

Even though it is not a methodology on the level of principlism or casuistry, narrative bioethics nonetheless contributes to and guides decision-making in the field of biomedical ethics. However, unlike other methodologies, the narrative approach lacks a set of specific patterns and formal rules for doing so. This deficiency leaves this approach more vulnerable to the influence of historical factors; in fact, the vital history of a person is made up of thousands of scenes, which one must select and group under different norms. Yet the historicity of narrative does not destroy its normative value; rather, it gives rise to a confluence of stories that contradict one another on the basis of their practical consequences. This problem is less severe in traditional cultures, where some stories take precedence over others according to the normative value conferred through the supposed authority of their sources. But it manifests in an intense manner within current multicultural societies. It is imperative to find the thread that leads outside the labyrinth of subjectivity. This paper shows that the end of this thread lies, paradoxically, not in actions but in the subject-actors that perform them—specifically when such subjects are conceived as dramaturgical characters in narrative.     

The effects of play materials on social play

To increase cooperative and social behaviors in children, contingency management programs have been successfully employed. This study examined the possibility that children's social behavior might also be significantly influenced by the nature of the available play materials. Children in an urban recreation center were systematically provided with toys designed for social or isolate play. It was found that social play occurred only 16% of the time when the children were provided with "isolate" toys, whereas social play occurred 78% of the time when children were provided with "social" toys. Thus, the selection of play materials should be an important consideration in any effort to teach children social behaviors.     

Analysis of play

Abstract

Play has long been considered a useful therapeutic tool when working with children. Even though play is used extensively by psychotherapists of various theoretical persuasions, relatively little is written concerning the nature and therapeutic value of play. In addition, the therapeutic significance of play in psychotherapy with adults is an area that has been neglected and under‐utilized. This paper will address the nature of play and what it is that makes play therapeutic within a conceptual framework derived from psychoanalytic theory, existentialism and phenomenology. In particular, the nature of play and its therapeutic value will be analyzed through three constitutive elements: the paradoxical nature of play, the role of the imagination and the symbolic, and the playful therapist.     

Experimental modification of beliefs in obsessive-compulsive disorder: a test of the metacognitive model

Metacognitive beliefs about the threatening meaning and significance of intrusions are fundamental to the development and maintenance of obsessive-compulsive disorder (OCD) in the metacognitive model (Cognitive therapy of anxiety disorders: a practice manual and conceptual guide, Chichester, UK, Wiley, 1997; Emotional disorders and metacognition: innovative cognitive therapy, Chichester, UK, Wiley, 2000). This predicts that reductions in metacognitive beliefs about intrusions will result in decreased anxiety and compulsions. It was hypothesized that brief (5min) exposure and response prevention configured as a behavioural experiment to challenge metacognitive beliefs would lead to reductions in anxiety, thought fusion beliefs and the urge to neutralize. Furthermore, these reductions would be greater than the effects observed in the same exposure and response prevention task, accompanied by a habituation rationale. The results were consistent with the hypotheses. The clinical implications for the treatment of OCD are discussed.     

Assessing different aspects of pretend play within a play setting: Towards a standardized assessment of pretend play in young children

The present study suggests a method with which to assess the interrelations between different types of pretend play. In contrast to standard methods in this area, the various types of pretend play were measured within an interactive play scenario. The pretend play tasks were included in a semi‐structured play sequence and presented to young children between 24 and 30 months of age (N=30). Self‐ and doll‐directed pretence, object substitution, pretence with realistic objects, and self‐initiated pretend play, as well as the understanding that an object had been given two identities was tested. The capacity for dual representation was assessed by asking for the real and pretend identity of an object. Age differences were found in the overall score for elicited pretence but not for all items separately. Individual items also differed in difficulty and thus are of potential use for assessing intraindividual differences in pretend play. Findings are discussed in the context of current theories and methods concerning the development and assessment of pretend play.     

Gender-related assessment of childhood play

Parent-report based scales for the assessment of sex-dimorphic behavior are an important tool in research on psychosexual differentiation and its disorders. This paper presents the factor analysis and corresponding scale development for the slightly expanded Child Game Participation Questionnaire (Bates & Bentler, 1973), based on the parents of a demographically diverse school sample of 355 girls and 333 boys aged 6 to 10 years. Evidence supporting each of three theoretical positions in gender assessment — unidimensional bipolar, two-dimensional unipolar, and multidimensional — was provided. Effect sizes were unusually large for gender, but small for age, socioeconomic level, and race/ethnicity.This research was supported in part by a NICHD postdoctoral fellowship (NRSA HD06726; sponsor: Dr. Meyer-Bahlburg) awarded to Dr. Sandberg, by grants to Dr. Ehrhardt and Dr. Meyer-Bahlburg from the Spencer Foundation, the William T. Grant Foundation, the Ford Foundation, and NIMH (center grant 2-P50-MH43520, Anke A. Ehrhardt, Ph.D., Principal Investigator), and by the NIMH Clinical Research Center grant MH-30906.We thank the children and parents who participated in the study. Dr. Jacob Cohen consulted on statistical matters. Ms. Patricia Connolly provided word processing services. A portion of this work was presented as a poster at the XIth Biennial Meeting of the International Society for the Study of Behavioral Development, Minneapolis, Minnesota, July 3–7, 1991 (Abstracts, p. 285).