Comparison of extra- and within-stimulus prompting to teach prepositional discriminations to preschool children with developmental disabilities

This study compared extra-stimulus to within-stimulus prompts in teaching children with developmental disabilities to discriminate the prepositional concepts In and On. Five preschool-aged children who had difficulty discriminating verbal instructions participated. Extra-stimulus prompts involved modeling, gestures, positioning, and auditory cues which did not form part of the target discrimination. Within-stimulus prompts manipulated the volume and intonational pattern of the verbal stimuli. Four children did not learn the discrimination with extra-stimulus prompting. All four of these children, plus a fifth child who did not have prior experience with extra-stimulus prompting, reached criterion in the within-stimulus prompting condition. The success of the within-stimulus prompts may be related to their enhancing phonetic differences between the verbal stimuli.     

Counsellors' responses to clients' non-attendance at counselling sessions

Although there has been some study of clients who miss psychotherapy appointments, very little attention has been given to therapists' responses in such circumstances. A questionnaire survey of student counsellors working in British higher education institutions invited them to consider whether or not they would initiate any further contact with each of eight hypothetical non-attenders, described in case vignettes. It was predicted that responses would be influenced both by the subjects' theoretical approach to counselling and by their level of interpersonal dependency, as measured with the Interpersonal Dependency Inventory (Hirschfeld et al., 1977). It was found that the majority of counsellors were not subject to institutional guidelines about contacting non-attenders, and that responses ranged from contacting none to contacting all of the clients. Psychodynamic counsellors were found to be significantly more likely to initiate contact than were humanistic counsellors. There were no significant correlations between contact scores and intepersonal dependency scores but women were significantly more likely to initiate contact than were men. Many of the psychodynamic subjects had commented on their therapeutic use of written communications to interpret non-attendance to their clients.     

Gender Differences in the Relationship of Language Development to Disruptive Behavior and Peer Relationships in Preschoolers

The present study examined whether there are gender differences among preschoolers in how language development is related to disruptive behavior and peer relationships. Participants were 185 largely minority, preschool children from low income families and their 16 teachers. Videotaped observations were coded to assess disruptive and off-task behavior in group learning situations. Teachers rated disruptive behavior and the quality of peer relationships and they provided information about service referrals. Language skills were assessed with standardized tests. Lower levels of language skills were more strongly associated with disruptive behavior and poor peer relationships for boys than for girls. Disruptive behavior was related to the probability that a child would be referred for services. Language development difficulties tended to be seen by teachers only when paired with behavior problems.     

The Role of Personal Spirituality and Religious Social Activity on the Life Satisfaction of Older Widowed Women

We examined the impact of personal spiritualityand religious social activity on the life satisfactionof older widowed women. Fifty-one White, femaleretirement community residents completed measures of personal spirituality, religious socialactivities, and life satisfaction. Ten residents werealso interviewed about their religious beliefs andactivities. Although the interviews revealed bothpersonal spirituality and religious social activity tobe central to the life satisfaction of these women,quantitative results suggested only involvement withreligious social activities was related to lifesatisfaction. Interviews revealed thatchurch activitiesprovided the women a loving family and a supportivecommunity. Religious activities helped these older womenovercome hardships, gave them a chance to sustainfriendships, and provided a vehicle through which they couldcontribute to their community.     

Sándor Ferenczi's Ideas and Methods and Their Relevance to Group Psychotherapy

Over the last 20years, I have been attempting to translate Ferenczi's significant discoveries into contemporary clinical practice. There are five basic Ferenczian concepts upon which I have elaborated a contemporary version, relevant for the conduct of an analytic group. The presentation of group interaction illustrates these five dimensions: 1. Confusion of Tongues Theory and Trauma; 2. Compassionate Confrontation; 3. Judicious Self-Disclosure; 4. Reparative Therapeutic Experiences; and 5. Group as Therapist to the Group Analyst.