Age of first onset major depression in Chinese Americans

Using data from the Chinese American Epidemiological Study, risk for experiencing an initial episode of major depression across the life course was examined. Data were collected on 1,747 U.S.-born and foreign-born Chinese Americans (ages 18-65 years). Results suggest that Chinese American women did not evidence higher risk than Chinese American men for experiencing a 1st major depressive episode. Risk for experiencing a 1st depressive episode decreased as length of residence in the United States increased. Although those who immigrated at younger ages evidenced greater overall risk, those who came at later ages were more likely to become depressed at or soon after arrival. Competing theories of acculturation-related risk are discussed and directions for future research are proposed.     

Information processing in patients with first episode major depression

Hammar, Å., Kildal, A. B. & Schmid, M. (2012). Information processing in patients with first episode major depression. Scandinavian Journal of Psychology 53, 445–449. Few studies have investigated cognitive functioning in a group of patients experiencing a first episode of depression. The aim of this study was to investigate how patients diagnosed with a first episode of depression perform in effortful and non‐effortful information processing compared to healthy controls. An experimental paradigm based on a visual search test was applied. Thirty‐one patients and thirty‐one healthy controls were included in the study. All patients experienced a severe level of symptom load at the time of testing. Results showed no significant differences between groups under any of the conditions. Findings in the present study indicate that patients with a first episode of depression perform equally to healthy controls in tasks requiring visual attention in both effortful and non‐effortful information processing.     

Cognitive functioning and cortisol profiles in first episode major depression

Major Depressive Disorder (MDD) is often associated with high levels of stress and disturbances in the Hypothalamic Pituitary Adrenal (HPA) system, yielding high levels of cortisol, in addition to cognitive dysfunction. Previous studies have shown a relationship between cortisol profile and cognitive functioning in recurrent MDD in general. More specifically, the association between hypercortisolism and cognitive functioning, such as memory and Executive Functioning (EF), and also more recently cortisol suppression has been explored. However, no studies have investigated these relationships in patients diagnosed with first episode MDD. The aim of the present study was to examine the relationship between cortisol levels before and after the Dexamethasone suppression test (DST) and cognitive function in first episode MDD patients. Twenty‐one patients meeting the DSM‐IV criteria for a first episode of MDD diagnosis were included in the study. The control group was matched for age, gender and education level. Cortisol was measured in saliva collected with Salivette sampling devices. Saliva samples were collected 4 times during a 24 hours period over two consecutive days: at awakening, after 45 minutes, after 7 hours and at 11 pm. Dexamethasone (1.0 mg) was given orally on Day 1 at 11 pm. The neuropsychological test battery consisted of standardized tests measuring executive functioning (EF) and memory functioning. Cortisol levels did not differ significantly between patients and controls on Day 1, except for the last sample before Dexamethasone administration, where the control group showed higher levels. Both groups showed suppression after Dexamethasone. On Day 2 there was a significant difference between groups at the third sample, showing a significantly lower level in the control group, suggesting that the controls have a more effective suppression profile than the patients. There were no significant correlations between cortisol levels before or after Dexamethasone and cognitive measures. The results indicate impairment on HPA‐axis functioning in first episode MDD patients, with less suppression functioning compared to healthy controls, but no relationship between cortisol profile and cognitive functioning in EF or Memory.     

The psychologist who is not a psychologist: a deconstructive reading of Wolfgang Giegerich's idea of psychology proper

This paper represents an archetypal and deconstructive reading of the work of Wolfgang Giegerich. In an attempt to extend and philosophically develop Jung's late‐life view of the objective psyche, Giegerich, via Hegel, defines psychology proper as fundamentally separate from the everyday person and the ‘human, all‐too‐human’ aspects of the soul. It is argued that, in so doing, Giegerich removes the human person from being the primary focus of his psychology and creates instead a hierarchy of ideas and values privileging syntax over semantics, the logical over the empirical, and thinking over imagination. This bypasses the emotionality of the everyday person/patient and also renders psychology proper unable to address the day‐to‐day practice of the analyst. Giegerich attempts to rectify this problem by re‐incorporating what he had previously rejected, making his theory more complex than is apparent in his binary oppositions. In the end, however, it remains a question to what extent Giegerich is successful in avoiding a binary scission (Saban 2015) or a tendency to regularly de‐emphasize the human aspect of the soul (Hoedl 2015) in his need to continue to heroically push off from the ego seeking total freedom from neurosis and from our humanity.     

The appropriate domain of the school psychologist

It is argued that efforts to delineate the roles and functions of school psychologists for the purpose of establishing national guidelines are useless. The “appropriate domain” is a function of the competencies and interests of the psychologist, the characteristics of the situation in which he works, and the effects of the interaction between the two. Preparation in basic areas of behavior and psychological methodology are advocated as essential for adaptability to changes and development of leadership in this field. Efforts should be devoted to increasing effectiveness in the use of psychological knowledge and methods in the school setting.     

The Public Schools: America's Achilles Heel

In a 1973 paper in The American Psychologist, a case was made for why it would take many decades for Blacks to improve their performance on school achievement and other cognitive tests. The paper was in opposition to Jensen's conclusion which emphasized genetics. One important part of the argument was deliberately omitted in that paper. The present paper deals with that omission which concerns the fact that our schools violate what is known about context for productive learning, a fact by no means peculiar to city schools. The near total failure of the educational reform movement has had and will continue to have consequences beyond the educational arena, one of these being Black anti-Semitism. Our cities are social time bombs. When they will ignite and explode is unpredictable. If classrooms become context for productive learning, the predicted positive outcomes require changes outside the schools, that is, the work arena.     

The psychologist as admitting clinician. A single case example

An experiential view of significant issues associated with independent hospital practice for psychologists is offered through a case presentation. The example is a model of practice in effect at a 90-bed, free-standing, inpatient facility opened in 1985, that gives psychologists full professional staff privileges.     

A psychologist grows in Brooklyn: reflections from the past

In this autobiography, I begin by describing how I made many important decisions in my life without much conscious or verbalized thought. I cover information about my parents, grandparents, early school experiences, and both college and graduate school. The autobiography also includes a detailed discussion of my 41 years of teaching at the University of Tennessee. I discuss important experiences that helped me to become a clinical psychologist and a teacher. I conclude the article with a personal experience concerning the death of my mother and an early memory.