Feminist and community mental health center psychotherapists' expectations of mental health for women

Female (n=75) and male (n=55) community mental health center psychotherapists and feminist therapists (n=82) were given the Rosenkrantz, Vogel, Bee, Broverman, and Broverman (1968) Sex-Role Stereotype Questionnaire and were asked to rate either mentally healthy adults, females, wives, or mothers. Female community mental health center therapists and feminist therapists were found to maintain one standard of mental health; that is, their perceptions of mental health for adults, females, wives, and mothers did not differ. In contrast, male therapists perceived mentally healthy adults in more male-valued terms than they perceived mentally healthy females, wives, and mothers. Additionally, both feminist and other female therapists differed from male therapists in their perceptions of health for mothers, but not for adults and wives.This report is based on a dissertation submitted in partial fulfillment of the requirements for the doctoral degree at the College of Education, University of Maryland, 1974. The author wishes to express her appreciation to her dissertation chairperson, Dr. Janice M. Birk, for her invaluable assistance during all phases of this study.     

The evaluation of an intervention program for young schoolchildren with acting-out problems

The rationale and nature of a program to train nonprofessional child-aides for helping interactions with young acting-out school children are described. Pre/ post teacher measures of children's problems and competencies, aide measures of problem behavior, and school mental health professionals' change in behavior estimates were used to evaluate the program's effectiveness. Children seen by trained aides showed significantly greater reductions both in acting-out problems and in overall maladjustment than did similar children seen by comparable aides who did not have additional training, or by themselves before training. Implications were considered for optimizing outcomes both in the specific school intervention project in question and in other, broader types of clinical interventions.This study was supported by a grant from the NIMH Experimental and Special Training Branch (MH 14547-02), which the authors acknowledge with gratitude. Our thanks also go to Bruce Rapkin and Mary Boike, who assisted in the data analyses.     

The relative accessibility of semantic and deep-structure syntactic concepts

Three experiments were conducted to determine the relative accessibility of semantic and deep-structure syntactic concepts. In Experiment 1, which employed a concept-formation task, subjects learned the concept “deep-structure subject” more slowly than the case concept “experiencer.” In Experiments 2 and 3, which employed a new recognition memory procedure, subjects performed more poorly when the sentences to be remembered were differentiated on the basis of deep-structure syntactic relations than when they were differentiated on the basis of semantic relations. These results favor Fillmore’s case grammar, or another semantically based theory, rather than the “standard theory” of Chomsky in a model of linguistic behavior.     

Medical Education for Social Justice: Paulo Freire Revisited

Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.     

Relationship between physical appearance, sense of belonging and exclusion, and racial/ethnic self-identification among multiracial Japanese European Americans

In this study the authors explored the relation of physical appearance, perception of group belonging, and perception of group exclusion to racial/ethnic identity in multiracial Japanese European Americans. Results indicate that physical appearance and social variables of sense of belonging and exclusion related to one monoracial racial/ethnic group significantly predicted self-identity with the corresponding monoracial group. There was also a significant relationship between Japanese American identity and multiracial appearance and social variables. Feelings of exclusion were shown to be the primary influence on all three racial/ethnic identities.     

Sensation seeking and the use and selection of media materials

175 individuals recruited from urban universities (n=82) and the surrounding community (120 women, 55 men; 82 18- to 25-yr.-olds, 26 26- to 34-yr.-olds, 44 35- to 50-yr.-olds, 23 50 yr. old or over) completed a sensation seeking scale and measures of the frequency with which they used specific media and selected specific television programming, film, and music genres. Regression analyses showed Sensation Seeking to be associated positively with Movie Theatre Attendance and with the Selection of Urban Music Genres. Sensation Seeking was also associated negatively with Selection of Light Film Genres.     

Skill training,retention, and transfer: The effects of a concurrent secondary task

In two experiments, we examined training, retention, and transfer of a duration production skill in a prospective paradigm. Participants were trained with feedback and then were either tested immediately for transfer without feedback or retrained with feedback 1 week later. There were three training and retraining conditions, two involving secondary tasks. Retention of the duration production skill was perfect across the 1-week delay when the secondary task condition was unchanged, but there was no skill transfer when that condition was changed. These findings demonstrate specificity of training, with the assumption that the cognitive operations learned during duration production training incorporate requirements of the secondary task. More generally, this study challenges the current practice in which training conditions often do not match eventual testing conditions.     

Transgenic mice expressing a truncated form of CREB-binding protein (CBP) exhibit deficits in hippocampal synaptic plasticity and memory storage

Deletions, translocations, or point mutations in the CREB-binding protein (CBP) gene have been associated with Rubinstein-Taybi Syndrome; a human developmental disorder characterized by retarded growth and reduced mental function. To examine the role of CBP in memory, transgenic mice were generated in which the CaMKII alpha promoter drives expression of an inhibitory truncated CBP protein in forebrain neurons. Examination of hippocampal long-term potentiation (LTP), a form of synaptic plasticity thought to underlie memory storage, revealed significantly reduced late-phase LTP induced by dopamine-regulated potentiation in hippocampal slices from CBP transgenic mice. However, four-train induced late-phase LTP is normal. Behaviorally, CBP transgenic mice exhibited memory deficits in spatial learning in the Morris water maze and deficits in long-term memory for contextual fear conditioning, two hippocampus-dependent tasks. Together, these results demonstrate that CBP is involved in specific forms of hippocampal synaptic plasticity and hippocampus-dependent long-term memory formation.