Using psychodynamic concepts in strategic family therapy: A suicidal adolescent case

This paper describes the treatment of a suicidal adolescent with strategic family therapy. The cotherapists conceptualized the case psychoanalytically and systemically. They propose that their understanding of psychodynamics enhanced their ability to tailor their interventions to the family's unique style and capacities. Rather than dismiss psychodynamic concepts as irrelevant to strategic family therapy, they maintain that an appreciation of individual members' ego strengths, defenses, affects, and unacknowledged impulses leads to the construction of more effective metaphors and a set of interventions more isomorphic to family patterns.     

The unforgivable humiliation: A Dilemma in couples' treatment

Therapists sometimes encounter cases of intense marital discord in which the disaffected spouse seems unable to specify the reason for his or her discontent except in the vaguest, most general terms. Such cases may be extraordinarily difficult to treat, as the disaffected partner may seem impervious to any attempt at negotiation, to the point of dissolution of the marriage. The reason for the disaffected spouse's intransigence may seem unclear to the other spouse, to the therapist, and even to herself/himself. We hypothesize an explanation for this phenomenon in terms of the disaffected partner's experience of having suffered humiliation at the hands of the other spouse and offer a plan for treatment, citing case materials.     

Critical incidents: Life events for experienced family therapists

Summary The results of this investigation suggest that therapists' professional style and clinical use of self patterns are impacted by critical life events occurring in their personal life. Many subjects reflected on how changes in their family constellations (both family of origin and family of procreation) were important to their professional development. They frequently mentioned that marriage, children, divorce, and illness or death of a loved one impacted their personal and, then, their professional lives. The important life events of becoming a parent or losing a significant loved one was specifically mentioned as strongly influencing changes in one's professional direction and therapeutic style.Becoming a parent caused the interviewees to reevaluate their expectations of their own parents, their client families and themselves. Changes in career aspirations, interactional patterns, and the capacity to be consistent and calm were explored and understood differently. Many subjects described how this transition in their own life shifted their primary focus and altered many of their existing relationships. In particular, female therapists with younger children related how their sense of being female changed. They sought out other women for intimate contact more frequently, they understood their own mothers better, and they frequently were less judgmental of mothers in their client families.Along with creating their own families, death of a parent was keynoted as having a strong impact on the subjects' personal and professional lives. They described questioning (and frequently changing) the amount of time they spent working and the type of work they did. Many began to push for more emotionally intense relationships personally and therapeutically. Detailing how their therapeutic goals for a family now included connection-making rather than just problem solving, they described being much more willing to share their vulnerabilities and personal needs with clients.     

Biochemical pathogenesis of post-traumatic epilepsy

Head trauma is often followed by epilepsy and may be related to the breakdown of red blood cells and hemoglobin within the CNS. Injection of hemoglobin or iron salts into the rat cortex is known to induce a chronic epileptic focus. We observed the formation of superoxide anion (O₂) and hydroxyl radical (·OH) after ferric chloride injection into the rat cerebral cortex and suggest that these radicals, especially ·OH, may be responsible for the initiation of lipid peroxidation in neuronal membranes and for the accelerated production of guanidine compounds in the brain, which may in turn lead to epileptogenicity. Then, we found that treatment with epigallocatechin (EGC) or a phosphate diester of vitamins E and C (EPC), which are potent ·OH scavengers, significantly inhibited the formation of malondialdehyde and epileptic discharges in the iron-induced epileptic focus. This study was supported by a grant-in-aid for scientific research from the Japanese Ministry of Education, Science, and Culture.     

Locus of semantic generalization of the galvanic skin response and possible inhibitory influence of conditional stimuli upon unconditional response following conditioning with innocuous and noxious unconditional stimuli

Two different problems were investigated using the GSR index of the orienting reflex (OR): 1) the locus of semantic generalization: and 2) a possible inhibitory influence of the CS upon the UCR. Two experiments were conducted. One experiment employed an innocuous USC, and a second similar experiment used a loud noise as the UCS. Unidirectional word associates were employed in the test of the direction of semantic generalization. Constant and varying CS words were used to test the possible inhibitory influence of the CS upon the UCR. Evidence was obtained of semantic generalization occurring in the training and in the test situation. There was no evidence of the CS developing inhibition over the UCR. Theoretical interpretations of both phenomena were considered. The need for developing theories of conditioning of the OR in humans was emphasized in contrast to current efforts to apply inappropriate cognitive animal learning theories which fail to consider biologic constraints. Supported in part by University Grant 1322.     

Using the Family Paper Sculpture for education,therapy, and research

The Family Paper Sculpture is a semi-projective task useful in family life education, in clinical work with families, and in research involving family system variables. Families or individuals are asked to make a picture of the family using round disks for individuals, red and black strips to show similarities and differences among individuals, and boundary markers to show individuals who are separate, or pairs, or groups of individuals who belong together. Examples are given which demonstrate the value of the technique for educational, therapeutic, and research purposes.She is on leave from the University of Houston-Clear Lake, Houston, Texas, where she is an Associate Professor of Behavioral Sciences.The research reported here was supported in part by grants from the (U.S.) National Institute of Mental Health.     

Relations between hyperactive and aggressive behavior and peer relations at three elementary grade levels

Sociometrics and teacher ratings of hyperactivity and aggression were obtained on 390 boys in grades 1– 6 to explore the relative contributions of hyperactivity and aggression to children's social adjustment. Both hyperactivity and aggression were correlated with negative sociometric nominations at all grade levels; however, only hyperactivity showed consistent inverse correlations with positive sociometric nominations. In multiple regression analyses, hyperactivity contributed incremental variance to the prediction of problematic sociometric status at all grade levels, while aggression did so only at grades 3– 4. An examination of the core symptoms of hyperactivity revealed that motor hyperactivity, in the absence of impulsivity and inattention, did not predict negative sociometric status at any grade level. Subgroups of boys categorized as hyperactive only, aggressive only, hyperactive/aggressive, and nonhyperactive/nonaggressive controls were compared on teacher ratings and sociometrics. Hyperactive/aggressive boys had higher hyperactivity and aggression ratings than boys in either of the single- problem groups; all three behavior problem groups had more negative social status than controls. Developmental changes in children's normative expectations for social behavior were discussed as possible mechanisms mediating the age- related differences in relations among aggression, hyperactivity, and peer relations.This research is based on a dissertation submitted by the first author in partial fulfillment of the requirements for the Ph.D. degree in clinical psychology at The Pennsylvania State University. The investigation was supported in part by an NIMH postdoctoral training grant No. MH-15151 made to the first author during a fellowship in the Division of Behavioral Pediatrics of Albert Einstein College of Medicine, and a Faculty Scholars in Mental Health of Children award made by The William T. Grant Foundation to the second author.Appreciation is expressed to the fellowing individuals for their assistance in data collecting and scoring: Rosanna D'Alession, John D'Orazio, Chris Doran, Linda Goldstein, Joel Kasper, Lisa Kovacs, Heidi Linz, Kathryn McPherson, Grant Miller, Sue Skalaban, Helene Streitfield. The additional organizational and administrative assistance of Linda Goldstein and Kathryn McPherson is gratefully acknowledged. Finally, we are especially thankful for the cooperation and support of the faculty and students at Linntown Elementary School in the Lewisburg Area School District, the Bellwood-Antis Elementary Schools in the Bellwood-Antis School District, and Lincoln Elementary School in the Tyrone Area School District.