Treatment of atypical and neurotic depression

Hitherto it has not been usual to talk in the German language about the therapy-oriented concept of two forms of the progress of atypical depression (Type A and Type V). The characteristic symptom of Type A is angst, together with phobias, physical complaints, etc. In Type V there are vegetative symptoms, often towards evening (Hypersomnia, difficulty in getting to sleep, increased appetite, increased weight, increased libido), accompanied by hysterical extrovert personality traits, and of intermittent occurrence. These clinical pictures are amenable to psychopharmalogical therapy. In conformity with the assumption of "somatic accommodation" treatment with antidepressives is recommended in the case neurotic depression, too, at least in the initial stages of treatment.     

Self-reported cognitive failures and neurotic symptomatology

Three studies examined the Cognitive Failures Questionnaire (CFQ) and its psychopathological correlates. In Study 1, the psychometric qualities of the Dutch translation of the CFQ were evaluated in a student sample. Internal consistency and test-retest stability were found to be satisfactory. Furthermore, CFQ was positively correlated with anxiety symptoms, even when the influence of traditional trait variables (i.e., neuroticism and trait anxiety) was partialled out. Study 2 examined the CFQ as a predictor of treatment outcome in spider phobia. No evidence was found to suggest that high CFQ scores are associated with a less favourable treatment outcome. Also, spider phobics had CFQ scores in the normal range. Study 3 evaluated the CFQ in a mixed sample of anxiety disordered and depressive outpatients. Depressive patients, but not anxiety disordered patients, were found to have heightened CFQ scores. Overall, CFQ scores were positively associated with symptom severity. Yet, there were no indications that patients with high CFQ scores profit less from treatment than those with low CFQ scores. Taken together, the results provide support for the view that the CFQ taps daily cognitive routines that are undermined by anxiety and depression. However, the findings do not point to the CFQ being a cognitive vulnerability measure that is related to treatment success.     

Between listening and expression

This paper sets out to conceptualize what goes on in the analyst's mind as he listens—and expresses something—to the patient. Bion's ideas of approaching the patient's O, without memory and desire, are discussed. An alternate, more permissive, attitude to desire is suggested. This is based on the idea that containment, instead of denoting a dyadic interaction between mother and child, is a process which links the child to a begetting couple, thus a triad. Containing the patient corresponds, in the unconscious, to thinking about a sexual couple in a mutually beneficent interaction. Since the patient's anxiety, in his unconscious, parallels a frightening primal scene, containment is viewed as a continuous translation of a primitive primal scene into a mature act of love. A specific kind of genital desire is thus necessary for containment. This finds expression in the analyst's resonance with the patient. Clinical material from an analysis with a 7-year old boy is provided.     

Differentiation between primary and neurotic sexual disorders

The object of this paper is to show that there are different forms of sexual anomalies which permit of basic and therapeutic differentiation. Atavisms of responding have been observed to play an essential role in real perversions.     

Language-specific listening

Languages differ in their phonological structure and physcholinguists have begun to explore the conseqence, of this fact for speech perception. We review research documenting that listeners attune their perceptual processes finaly to exploit the phonological regularities of their nativ language. As a consequence, these perceptual process are fill-adapted to listening to languages that do not display such, regularities. Thus, not only do late language-learners have trouble speaking a second language, also they do not hear it as native speakers do; worse, they apply their native language listening prosedures which may actually interfere with successful processing of the non-native input. We also present data from studies on infants showing that the initial attuning occurs early in life; very yong infants are sensitive to the relevant phonological regularities which distinguish different languages, and quickly distinguish the native language of their environment from languages with different regularities.     

The experimental model and treatment of neurotic depression

Learned helplessness is at present widely accepted as a model for depression. Depression, however, is a symptom-complex that has many causes. Three general causal categories are distinguished—normal, neurotic and endogenous. Neurotic depressions comprise the main clinical category whose causation is primarily external.

This paper shows that neurotic depression is evidently a function of conditioned anxiety response habits that finds a paradigm in experimental neuroses, not in learned helplessness. Both experimental and clinical neurotic depressions are overcome by deconditioning anxiety.

In a sample of 25 cases treated by the deconditioning of anxiety, 22 recovered from their depressions; and the recoveries were found to have endured in the 19 of them who were followed up for at least 6 months.     

Mothers' beliefs about listening: Implications for children's comprehension and conceptions of listening

Forty-four mothers offered their beliefs about listening and methods for encouraging listening in their 3- to 5-year-old children. Children's comprehension performance and conceptions of listening were also obtained. Mother perceived themselves as the primary agent responsible for children's development of basic listening competencies, such as figuring out the main point of what someone said to them, not interrupting others, and asking a question of the speaker when confused. Children who had strong comprehension skills had mothers who believed that listening is a complex set of activities, emphasized their own responsibility in ensuring that their children develop basic listening competencies, stressed comprehension processes and question asking in their conceptions of listening and in their techniques for enhancing children's listening, and began reading to their children at an early age.