Cognitive marriage counseling with acutely disturbed in-patients

1980 edition ofThe Diagnostic and Statistical Manual of Mental Disorders III suggests that there is a deleterious interaction between Axes I psychiatric disorders and Axes IV psychosocial stressors such as marital disharmony. With acutely disturbed in-patients, marital problems are often found associated with the psychiatric disorder, but they are usually not treated until after the patient has been discharged to out-patient status. Offering concurrent treatment for both the Axes I disorder and the Axes IV stressors would seem to be a move in the direction of a more efficient and a more comprehensive treatment plan. A ten-session course of marriage counseling based on cognitive theory is now being offered to hospitalized psychiatric patients in a rural Veterans Administration Medical Center. The model does not propose to resolve all marital problems in therapy. The goal is to teach the hospitalized patient and their spouse cognitive principles that will enable them to more effectively resolve their own problems after the patient is discharged. It is anticipated that the cognitive principles learned in marriage counseling will also apply to the resolution of some of the problems associated with the psychiatric disorder. Thus the treatment for the Axes IV stressor enhances the treatment for the Axes I psychiatric disorder. This approach might well shorten the patients' hospitalization and reduce the risk of relapse after discharge. Preliminary results suggest that this course shows promise for both individual and marital adjustment.He holds a Primary Certificate with The Institute for Rational-Emotive Therapy, and is working on his Doctorate in Social Work at The Catholic University of America, Washington, D.C.     

Sexual coercion in high school dating

Retrospective data from a survey of Australian undergraduate university students indicated that sexual coercion leading to sex play and sexual intercourse is a feature of dating behavior in high school. Fifty-three percent of 217 females reported that a boy had overestimated the level of sexual intimacydesired, while 45 percent of 72 males reported that a girl had underestimated the level of sexual intimacydesired. While data was not gathered on ethnic origin, the majority of students were Australian born, although family of origin would have been culturally varied. The data illustrate sexual coercion leading to both sex play and intercourse, with a number of factors being implicated in its occurrence, including alcohol and drugs and males saying things they didn't really mean, through to threat and use of force. They support that the existence of sexual coercion among high school students, a population that has received little research attention in this area, is comparable to its existence in the college/university years.     

Detection of a Psychiatric Diagnosis in Heart Transplant Candidates with the MBHI

The utility of the Millon Behavioral Health Inventory (MBHI) in screening for the formal diagnosis of a psychiatric disorder was investigated in a sample of 90 heart transplant candidates, a population at risk for psychiatric disturbance. Psychiatric disorders were identified in 71% of patients, the majority being adjustment disorder. Sensitivity and specificity rates of >70% were determined in discriminant function analyses, for presence or absence of a psychiatric condition. When Axis I conditions were differentiated as mild (adjustment reaction only) or severe (all other Axis I conditions, including comorbid Axis II disorders), the MBHI correctly identified every severe case as a probable psychiatric diagnosis. The rate of clinically significant elevations on certain MBHI scales and severity of Axis I psychiatric condition was also significantly associated. These findings suggest that the MBHI may have potential utility in identifying high-risk patients with diagnosable psychiatric conditions and help justify mental health consultation referrals at a time when managed care entities are vigorously rationing ancillary services with medically ill populations.     

Comorbidity between and within childhood externalizing and internalizing disorders: reflections and directions

The term and concept of lcomorbidity has been mired in controversy, although there is little question that the existence of covariation among psychiatric diagnoses poses significant challenges to current models of psychiatric classification and diagnosis. The papers in this Special Section underscore a number of important issues relevant to the comorbidity between and within childhood externalizing and internalizing disorders, and illustrate both methodological and substantive reasons for such comorbidity. Weiss, Susser, and Catron's distinction among common, broad-band specific, and narrow-band specific features provides a helpful framework for understanding the comorbidity of childhood externalizing and internalizing disorders (B, Weiss, K. Susser, & T. Catron, 1998). Hierarchical models of psychopathology help to dissolve the distinction between splitters and lumpers and point to variables that may elucidate the etiology of externalizing and internalizing disorders.     

Relationship of Acculturation and Family Functioning to Smoking Attitudes and Behaviors Among Asian-American Adolescents

The primary objective of this study was to examine the combination of acculturation, family functioning, and parental smoking as predictors of smoking attitudes and behaviors among Asian-American adolescents. The participants were 106 Asian-American high school students whose ages ranged from 15 to 19 (51 male and 55 female, mean age = 16.30 years). Of the sample, 49% reported having tried smoking, and 27% identified themselves as regular smokers. The results indicated that smoking attitudes were significantly associated with smoking behaviors. Compared to nonsmokers, adolescent regular smokers had more positive smoking attitudes, lower acculturation, poorer family functioning and were more likely to have a father who smoked.     

Emotional behavior as an agenda in neuropsychological evaluation

In an effort to objectify neuropsychologic evaluations, consideration of a patient's emotional behavior has often been neglected. An extensive literature review is undertaken in an effort to document lateralized emotional behaviors commonly found in brain injury populations. This evidence is contrasted with the psychiatric symptoms and lateralized neuropsychologic impairments seen in major depression and schizophrenia. A theoretical model is then proposed that attempts to integrate these functional vs. organic symptoms based upon reciprocal inhibition of lateralized emotional functioning in brain injury and psychiatric disorders. This opponent process model not only seems to account for some of the discrepant findings in the literature, but additionally provides a cogent and useful marker to neurophychologically differentiate neuronal vs. metabolic disorders. The model further suggests new ways of envisioning treatment and recovery from both psychiatric illness and brain injury.     

The Relationship Between Family Factors and Adolescent Substance Use in Rural, Suburban, and Urban Settings

We tested the relationships and predictive power of family factors on rural, suburban, and urban adolescent substance use. A representative statewide survey of 11th grade students for gender, place of residence, and ethnicity was conducted. No significant differences were found between rural, suburban, and urban adolescents for substance use. For family sanction variables across all locations, adolescent substance involvement was significantly lower the more they perceived their families would stop them or care if they got drunk, smoked cigarettes, or used marijuana. Rural and suburban youth who reported that their parents talked to them about the dangers of smoking and getting drunk were less involved in substance use. While controlling for location, gender, and ethnicity, regression analyses showed that family sanctions against smoking cigarettes and marijuana explained a modest proportion of the variance in substance use. Finally, family talking about the dangers of cigarettes, family involvement in schools and belief that their families cared about them predicted lower substance use regardless of location, although minimal variance was explained. The findings have implications for social service providers regarding location settings, prevention, education, and intervention programming.     

Children's perceptions of gender differences in social approval for playing electronic games

Gender differences characterize children's commitment to playing electronic games. These gender differences are consistent with common stereotypes that may be triggered by the context and content of electronic games. If conforming to gender stereotypes in electronic game playing maintains social approval, then those children who choose alternate playing patterns risk social sanction. The present study was designed to characterize children's views of gender differences in social approval for electronic game playing. A questionnaire was administered to 364 fourth- and fifth-grade students (203 females) in a midwestern suburban school district. Approximately 12% of the students represented minorities, and the majority were African-American. Children responded to fourteen statements describing the social acceptability by gender of certain playing habits. Chi-square analyses identified important gender and grade differences. Many children endorsed statements indicating that social approval for game playing is consistent with common gender stereotypes. The most striking gender differences in perceived social approval were found in statements referencing fighting games. Children whose game playing deviates from approved patterns may represent a group of high-risk electronic game players.     

Acquisition of Related and Unrelated Factual Information Delivered by a Teacher Within an Inclusive Setting

Two secondary students with moderate disabilities (one per classroom) attended Advanced English classes with peers without disabilities in a rural high school. In additional to conducting planned daily instruction, each English teacher also systematically presented three sets of information (two facts per set) to each student with disabilities during the course of the class using a parallel treatments design. Each set of information included a fact related to the English class (e.g., Begin each sentence with a capital letter.) and a fact not related to the English class (e.g., The governor of Kentucky is Paul Patton.). The special education teacher conducted daily probe sessions to document acquisition. Of the six facts presented to each student with disabilities, one student acquired two related facts and one unrelated fact, while the other student acquired two related and two unrelated facts. This investigation implies that students who are fully included can acquire information presented by the regular classroom teacher during the course of a typical class and that teachers can facilitate learning by planning to present such information in a systematic fashion.     

Effects of sequential 1-minute time trials with and without inter-trial feedback and self-correction on general and special education students' fluency with math facts

We measured the effects of two procedures for implementing 1-min time trials on the rate and accuracy with which elementary students wrote answers to single-digit math facts in two concurrent experiments in a first grade classroom and a special education classroom. On-task behavior of three students in each class was also measured. Baseline was a 10-min work period in which students were told to answer as many problems as you can. The two time trial conditions, each of which was also conducted within a 10-min period, consisted of: (1) a series of seven 1-min time trials with a 20-s rest period following each timing; and (2) two 1-min timings, each followed by a teacher-directed feedback and self-correction activity. Students in both classrooms answered correctly more problems per minute during both time trial conditions than they did during the 10-min work period, with the highest levels of fluency occurring during the two time trials with self-correction. The emphasis on going fast did not impair students' accuracy of performance. In both classrooms the percentage of attempted problems answered correctly was high during the initial baseline and increased slightly over the course of the study. On-task behavior was higher during both time trial conditions than during the 10-min work period. When asked at the study's conclusion which of the three methods for practicing math facts (1) helped you learn the most and (2) would you like to do again, the majority of the students in both classrooms chose the time trials followed by feedback and self-correction.     

Parental interpersonal perceptual style,child adjustment,and parent—Child interactions

This research examined relationships between parental interpersonal perceptual style (IPS)—the extent to which they are biased in their perceptions of children's behaviors—and (a) the adjustment of their own children and (b) parent-child interactions. In two studies, groups of parents first viewed a videotape of a male or female target child interacting with an adult in a playroom and then completed a behavior checklist about the target child that measured their IPS. In Study 1, parents' (especially fathers') IPS was found to be related to interaction between them and their 5-to7-year-old child; for example, the less negatively biased the father was, the more likely the child was to openly display antagonistic behavior toward his or her parents. In Study 2, fathers' (but not mothers') IPS was found to be related to the teacher- and peer-assessed level of psychosocial adjustment of their own third-grade child; fathers of problem children tended to be more negatively biased in their perceptions than were fathers of either adequate or highly adjusted children. Findings are discussed in terms of their implications for understanding the role that person perception processes play in family functioning and child development.This article is an adaptation of a paper presented as part of a symposium held during the 1977 meeting of the American Psychological Association. This research was supported by National Institute of Mental Health Grant No. 24250, Adult Perceptions and Child Behavior Dysfunctions.We wish to thank Linda Oiacomo and Phyllis Watts for their help. We also wish to thank the numerous students who provided invaluable assistance by collecting, coding, and scoring the data. The cooperation of the administration and staff of the Lansing, Michigan, School District, especially Eva Evans and Richard Benjamin, and the administration and staff of the East Lansing, Michigan, School District, especially Robert Docking and Warren Starr, is also very gratefully acknowledged.     

Computer content analysis of sex differences in the language of children

This study presents empirical procedures for the collection and content analysis of the oral language of kindergarten children. The analysis technique used material and machines available to most researchers. The results of the analysis of language samples of 144 randomly selected children from the entire kindergarten class of the Ithaca, New York, school system showed that boys produced significantly more language than did the girls as well as significantly more references to aggression, self, time, space, quantity, fears, good, act of oral communication, negation, and affirmation, and asked more questions of the examiner than did the girls. The girls made significantly more female references than did the boys. Implications for future research are discussed.     

Gender differences in motivations for course selection: Academically talented students in an intensive summer program

This study examines the motivational factors contributing to course selection in a sample of students enrolled in an intensive three-week academic experience for exceptionally talented adolescents. Our sample included 947 gifted adolescents, of whom 3.7% were Black, 73.5% were White, 2.2% Hispanic, 0.1% Native American, 19.8% Asian, and 0.6% categorized themselves as other. Girls and boys selected different types of classes, with course participation falling along traditional gender-stereotyped lines. Boys and girls both performed exceptionally well, and said they chose their course because the subject was interesting, useful for future goals, and challenging. Females more often than males enrolled in classes because they perceived them as challenging, different from usual, not offered at school, and as making them more well-rounded. Males more often than females tended to select classes because they thought they would do well and/or because they viewed these classes as being useful for future schooling or career. However, these gender differences varied by the type of course the students took. The resulting complex picture of students' motivations is discussed in terms of the need to specify both the contexts in which males and females make their academic choices, and the interactive determinants of their motivations.An earlier version of this paper was presented at the Third Annual Esther Katz Rosen Symposium on the Psychological Development of Gifted Children, University of Kansas, Lawrence, Kansas, February 19–20, 1993.     

Contextual Competence: Multiple Manifestations Among Urban Adolescents

The authors develop and validate multidimensional and contextual profiles of competence among low-income, urban, middle adolescents (N = 560). The assessment of contextual competence was based on youth self-reports of involvement, performance, and relationship quality in the peer, school, athletic, employment, religious, and cultural contexts. A principal components analysis of these engagement indices revealed the six expected components with the addition of a component labeled self-in-context. To identify holistic, multidimensional profiles of contextual competence, scores along the seven domains were cluster analyzed. Nine clusters emerged, each representing a distinct constellation of youth experience. Profiles were associated with demographic variables and youth adjustment. Profiles reflecting high engagement in two or more contexts predicted higher self-esteem and lower depression. In contrast, profiles marked by high engagement in the contexts of athletics or employment predicted more serious delinquency. The authors discuss the implications of these findings for future research and intervention.     

Suspensions and detentions in an urban,low-income school: punishment or reward?

Disciplinary records for 3rd through 8th grade students (n = 314) in an inner-city, public school were examined for one school year to assess students' variation in response to discipline. Rates of disciplinary referrals were compared for students who received no detentions or suspensions throughout the year (never group n = 117), students who received one or more detention or suspension in the fall but not in the spring (fall group n = 62), and students who received one or more detention or suspension in the fall and one or more detention or suspension in the spring (fall + spring group n = 75). Results indicated that during the fall, the fall group had nearly equivalent rates of referrals to the fall + spring group; however, the fall group exhibited significantly lower rates of referrals during winter and spring that were nearly equivalent to the never group, as would be expected for a punishment procedure. In contrast, the fall + spring group evidenced increases in referrals across the year, suggesting the possibility that detentions and suspensions were functioning as rewards for this group. The fall + spring group was rated by teachers and peers at mid-year as highly aggressive, lacking social skills, and high on hyperactivity, whereas the fall group and the never group were statistically equivalent on teacher and peer ratings. Implications for mental health programs for urban schools are discussed, especially the need for alternatives to detention and suspension for the subset of students who account for the majority of school discipline.     

Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy

Peer-led, school-based interventions show promise for preventing AIDS among adolescents, but little is known about the processes underlying effective peer education or the conditions that promote its efficacy. This study examined the implementation in one school of an effective, peer-led AIDS prevention program for inner-city 7th-grade participants (n = 123) and identified the qualities of peer educators (n = 15) and classroom environments (n = 5) that contributed to improvement in participants' postintervention AIDS-related attitudes. The Peer Educator Rating Scale was developed to assess two dimensions of participants' perceptions of peer educators: positive regard and perceived similarity. Participants reported greater positive regard for more highly individuated and less shy peer educators, and participants' positive regard for peer educators in turn was associated with lowered AIDS risk as measured by perceptions of peer norms regarding sexual activity and self-efficacy for peer communication regarding sexual topics and condoms. Participants' perceived similarity was not associated with any postintervention improvements in AIDS-related knowledge and attitudes. Participants' classroom membership was associated with improvements in all 5 knowledge and attitude scales, and exploratory classroom-level findings indicated that classroom intervention environments perceived as more organized by participants showed slightly greater overall improvements across AIDS-related knowledge and attitudes scales. Consistent with individual-level findings regarding participants' positive regard for peer educators, the two classrooms with the greatest positive regard for their peer educator teams showed the most student improvement. Implications for further research and the design of future prevention and promotion programs for adolescents are discussed.     

One size doesn't fit all: Full inclusion and individual differences

Recent studies have documented the increasing trend among school districts toward adopting full inclusion as the predominant model for serving students who qualify for special education services. Although these data may suggest that a paradigm shift has already taken place and that a consensus of opinion has been achieved, several organizations representing students with specific disabilities continue to support a continuum of placement options. This paper challenges a one size fits all approach to special education, and highlights the importance of considering the individual characteristics of students. The relevance of research on full inclusion, as well as methodological issues that limit generalizability of findings related to student outcomes, are discussed. The radical perspective of full inclusion is rejected in favor of an approach that emphasizes the complexities of placement decisions.     

On the relation between recent neurobiological data on perception (and action) and the Husserlian theory of constitution

The phenomenological theory of constitution promises a solution for the problem of consciousness insofar as it changes the traditional terms of this problem by systematically correlating subject and object in the unifying context of intentional acts. I argue that embodied constitution must depend upon the role of kinesthesia as a constitutive operator. In pursuing the path of intentionality in its descent from an idealistic level of pure constitution to this fully embodied kinesthetic constitution, we are able to gain access to different ontological regions such as physical thing, owned body and shared world. Neuroscience brings to light the somatological correlates of noemata. Bridging the gap between incarnation and naturalisation represents the best way of realizing the foundational program of transcendental phenomenology.     

Partially-Ordered (Branching) Generalized Quantifiers: A General Definition

Following Henkins discovery of partially-ordered (branching) quantification (POQ) with standard quantifiers in 1959, philosophers of language have attempted to extend his definition to POQ with generalized quantifiers. In this paper I propose a general definition of POQ with 1-place generalized quantifiers of the simplest kind: namely, predicative, or cardinality quantifiers, e.g., most, few, finitely many, exactly , where is any cardinal, etc. The definition is obtained in a series of generalizations, extending the original, Henkin definition first to a general definition of monotone-increasing (M) POQ and then to a general definition of generalized POQ, regardless of monotonicity. The extension is based on (i) Barwises 1979 analysis of the basic case of M POQ and (ii) my 1990 analysis of the basic case of generalized POQ. POQ is a non-compositional 1st-order structure, hence the problem of extending the definition of the basic case to a general definition is not trivial. The paper concludes with a sample of applications to natural and mathematical languages.