Enhanced retention in the passive-avoidance task by 5-HT(1A) receptor blockade is not associated with increased activity of the central nucleus of the amygdala

The effect of blockade of 5-HT1A receptors was investigated on (1). retention in a mildly aversive passive-avoidance task, and (2). spontaneous single-unit activity of central nucleus of the amygdala (CeA) neurons, a brain site implicated in modulation of retention. Systemic administration of the selective 5-HT1A antagonist NAN-190 immediately after training markedly-and dose-dependently-facilitated retention in the passive-avoidance task; enhanced retention was time-dependent and was not attributable to variations in wattages of shock received by animals. Systemic administration of NAN-190 had mixed effects on spontaneous single-unit activity of CeA neurons recorded extracellularly in vivo; microiontophoretic application of 5-HT, in contrast, consistently and potently suppressed CeA activity. The present findings-that 5-HT1A receptor blockade by NAN-190 (1). enhances retention in the passive-avoidance task, and (2). does not consistently increase spontaneous neuronal activity of the CeA-provide evidence that a serotonergic system tonically inhibits modulation of retention in the passive-avoidance task through activation of the 5-HT1A receptor subtype at brain sites located outside the CeA.     

Facts,values, and policies: a comment on Howard H. Kendler (2002)

In a recent article, Howard H. Kendler (2002) criticized Kenneth B. Clark and the other social scientists who worked in Brown v. Board of Education for polluting their science with value judgments. This article argues that Kendler's critique is misguided because it conflates a policy judgment with a value judgment. In addition, Kendler inconsistently applied his own standard of objectivity when he examined in the social science used in Brown.     

The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy

Two experiments investigated the mechanisms underlying analogical transfer in the clue-word reading task developed by Goswami and her colleagues. Across both experiments, an equivalent number of "analogy" responses were made regardless of whether the clue word was seen or just heard. In addition, the number of "analogy" responses to words sharing both orthographic and phonological overlap with the clue words was no greater than that shown to words sharing only pronunciations. These results provide no evidence for the view that beginning readers make genuine orthographic-based analogies. Instead, the findings are interpreted within a framework in which phonological priming, in combination with the children's own partial decoding attempts based on limited orthographic knowledge, account for their performance on the clue-word task. It is concluded that the extent to which beginning readers make orthographic analogies is overestimated and as a consequence, theories that emphasize the importance of orthographic analogy as a mechanism driving the development of early reading skills need to be questioned.     

A model for brief assessment of attachment and its application to women in inpatient treatment for trauma-related psychiatric disorders

We adapted self-report measures of attachment style to the psychological assessment of women in specialized inpatient treatment for trauma-related disorders. The study employed 2 measures of adult attachment style, the Relationship Questionnaire (Bartholomew & Horowitz, 1991) and the Adult Attachment Scale (Collins & Read, 1990) as well as our Current Attachment Relationships questionnaire, which assesses the extent of social support in secure attachments. We administered these measures to 99 patients and to a convenience sample of 154 women in the community. We found modest correspondence between the 2 attachment style measures and substantial relations between attachment styles and range of secure attachment relationships. Women in the trauma sample reported insecure attachment styles and relatively few secure attachment figures. We discuss the implications of these findings for clinical assessment.     

Assessing Religious Faith in Medical Patients: Cross-Validation of the Santa Clara Strength of Religious Faith Questionnaire

Growing attention has focused on the relationship between religiosity and health outcomes. However, research has been constrained by the limited availability of measures suitable for use with medical patients. This study examined the psychometric properties of the Santa Clara Strength of Religious Faith Questionnaire (SCSORF) in two well-defined samples of medical patients, representing a range of illness severity: 1) 175 women seen at a gynecology clinic; and 2) 104 cancer patients treated at a bone marrow transplantation program. Evidence for convergent validity was demonstrated by moderately high correlations with other measures of religious involvement. Divergent validity was demonstrated by small associations with social desirability. The measure was not strongly associated with demographic background or medical variables. Modest correlations with conceptually-related measures commonly used in health research (e.g., social support, optimism, existential meaning, purpose in life) further supported the divergent validity of the instrument. Results suggest that this may be a useful, concise measure for assessing religious involvement in medical patients.     

Differences in psychosocial experiences of employed, unemployed, and student samples of young adults

The author conducted this cross-sectional study to assess the extent to which employed, unemployed, and student samples of young adults could be differentiated on the basis of psychosocial experiences. Forty-four employed, 41 unemployed, and 42 student volunteers completed measures of emotional distress, time structure, financial strain, skill use, task variety, social support, and demographic information. After the effects of educational and income differences were statistically controlled, results indicated that unemployed participants reported poorer functioning than employed and student respondents on most measures. In a discriminant function analysis, 66% of the sample was correctly identified from scores on psychosocial measures, with higher classification rates for employed and unemployed participants. The findings provide additional support for contextual models of mental health and suggest that full-time education partially buffers the negative psychological consequences of unemployment when opportunities for employment are absent.     

Ethnocultural resistance to multicultural training: students and faculty

Teaching diversity courses in mental health programs presents a unique set of issues for the faculty. These courses generate various forms of emotional reactions in students that could take the form of anger, silence, avoidance, and passivity. The purpose of this article is to specifically focus on the experience of students of color who find themselves in these courses and the various ways they respond. This learning process is often impeded by resistance because of the personal experiences of all students, but students of color experience a unique set of resistances in each stage of this process, either because of their own experience or because of a lack of experience with racism, racial and biracial identity development, cultural and bicultural identity, or acculturation issues. Resistance in the classroom interferes with the reciprocal communication between instructors and students and interferes with learning and the development of trust between instructors and students of color. Suggestions are made to help faculty to understand these resistances and to develop appropriate responses for working through the process.     

Influence of the teacher-student relationship on childhood conduct problems: a prospective study.

Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by their teachers as aggressive. The stability of teachers' and children's reports of relationships quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in year 1 (Y1) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Y1 aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.     

Toward a Developmental Diagnostic and Statistical Manual: The Vitality of a Contextual Framework

Counselors of all types need an understanding of and an ability to work with issues described by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV; American Psychiatric Association, 1994). The traditional approach to the DSM-IV tends to locate the problem in the client, whereas a developmental approach focuses on the client in social and historical context. Specific recommendations for organizing a comprehensive treatment plan are presented. The authors endorse an educational and developmental role for counselors.