The Hispanic Treatment Program: Principles of effective psychotherapy

The Hispanic Treatment Program was an inpatient psychotherapy Unit at the Colorado State Hospital that operated from October 1979 to February 1982. Staffed exclusively with personnel of Hispanic heritage, the Program emphasized the use of linguistic and cultural elements, as well as the customs and beliefs characteristic of Hispanic culture. A specialized inpatient treatment unit for Hispanic patients with psychotic (especially, schizophrenia) disturbances, the Program offered a unique opportunity to these patients by providing a variety of psychotherapies conducted in a culturally-sensitive manner. Spanish and English were used in a manner conducive to enhancing the treatment process, with flexibility in use of language.This project was supported by Grant No. ROlMH29016-01A2, awarded by the National Institute of Mental Health, Center for Minority Group Mental Health.The authors acknowledge Gregorio Kort, M.D. and Wayne Smyer, M.A. and other staff for their contributions to the development and success of the Hispanic Treatment Program.Original version of paper was selected for the First Senior Award given by the Psychological Services Center's (NYSCP) Minority Mental Health Award Competition.     

Conceptual models and functions of meditation in psychotherapy

Although meditation is increasingly being employed as an adjunct in psychotherapy, there has been practically no comprehensive evaluation of its usefulness in this respect. This paper seeks to address this issue through conceptual models of the meditation experience. It is concluded that meditation practice may be associated with the acquisition of some useful skills (e.g., focused attention), that practice may be physiologically relaxing, that meditation may decrease anxiety, insomnia and drug usage, while enhancing hypnotic induction and self-actualization. There is still no compelling evidence, however, that meditation practice is associated with unique state effects compared with other relaxational procedures. Those who appear to benefit most from meditation appear to be those who present with milder disorders. The clinical value of meditation, therefore, appears to be limited. Furthermore, the long-term objectives of meditation are not in general congruent with those of mainstream psychotherapy, as they go beyond therapeutic gain in the clinical sense.     

Facilitating autonomy in passive-dependent persons: An integrative model

Passive and dependent qualities are commonly found in psychiatric patients suffering from a variety of disorders. While such tendencies are often secondary to an Axis I clinical syndrome, they are occasionally more persistent and refractory. The present article attempts to provide therapeutic guidelines useful when working with clients displaying stable personality traits of passivity and dependency. An attempt is made to adapt and combine several therapeutic techniques to be applicable to passive-dependent clients. More specifically, problem-solving approaches and self-control strategies can be used to facilitate autonomy if precautions are taken to reduce the dogmatic and didactic styles commonly employed with these techniques. The Socratic method of interviewing is posited as a useful means of developing problem-solving skills without creating unnecessary dependence on the therapist. Self-control strategies can help reduce the reliance on others as the primary source of satisfaction for dependent clients. In this way, passive-dependent clients may become more self- reliant and autonomous in their daily functioning.The author would like to thank Patti Watson, Katie Brooks, and Estyn Williams for comments made on an earlier draft of this article.     

Psychoanalytic training and its effect on the candidate's clinical work

This paper explores the effects of the psychoanalytic candidate's role, supervision, training analysis, office setting, and emerging professional identity on his clinical work. The strains associated with institute candidacy and how these may be perceived by patients are explored. The author suggests that further study of the process of becoming an analyst could ultimately improve training.     

The development of selective attention: holistic perception versus resource allocation

In two experiments, a speeded sorting task was administered to children. In each sorting, the child was instructed to sort a deck of cards according to values on one dimension while the values of a second irrelevant dimension were held constant, were correlated, or were varied orthogonally. Experiment 1 evaluated developmental changes in perceived structure as compared with such changes in the control of attention. Different groups of kindergarten, 2d-, and 5th-grade children performed the task with spatially integrated vs spatially separated dimensions. The results indicate that with spatially integrated dimensions there is a trend from holistic to featural perception and an increase in attentional control with increasing age. Spatially separate dimensions are perceived dimensionally at all ages, but show a trend in attentional development. In Experiment 2, the spatially integrated dimensions of Experiment 1 were made separable by portraying different targets within a configuration in different colors. The theoretical implications of the results are discussed.     

Development of strategic skills in impulsive and reflective children: a longitudinal study of metacognition

This study examined the relationships between metamemory and strategic behavior in impulsive and reflective children. One hundred thirty children from the fourth, fifth, and sixth grades participated. Seventy-seven of these children had been tested 3 years earlier on metamemory and cognitive tempo tasks. At pretraining, children were assessed on metamemory, cognitive tempo, summarization skills, and teacher ratings of impulsive behavior in the classroom. Next, children in three experimental groups received prose summarization instructions, summarization instructions in conjunction with metacognitive training about the importance of a reflective approach to learning, or no instructions. Following training, children were again measured on tempo, summarization skills, and teacher ratings of impulsivity. Analyses of strategy maintenance data indicated superior performance for children who had received both summarization and metacognitive training. Causal modeling analyses showed that early metamemory was an antecedent of later strategy acquisition. The dual role of metacognition as a precursor of later strategy acquisition and controller of lower level strategies was highlighted.     

Selection, evocation, and manipulation

This article proposes three key mechanisms by which personality and social processes are intrinsically linked. Selection deals with the manner in which individuals choose to enter or avoid existing environments. Evocation is defined by the ways in which individuals unintentionally elicit predictable reactions from others in their social environments. Manipulation deals with the tactics that individuals use intentionally to alter, shape, exploit, or change the social environments they inhabit. Empirical findings from 57 dating couples (undergraduates), and previous research within social, personality, and developmental psychology, are used to illustrate the heuristic value of this framework.     

Social-information-processing factors in reactive and proactive aggression in children's peer groups

We examined social-information-processing mechanisms (e.g., hostile attributional biases and intention-cue detection deficits) in chronic reactive and proactive aggressive behavior in children's peer groups. In Study 1, a teacher-rating instrument was developed to assess these behaviors in elementary school children (N = 259). Reactive and proactive scales were found to be internally consistent, and factor analyses partially supported convergent and discriminant validities. In Study 2, behavioral correlates of these forms of aggression were examined through assessments by peers (N = 339). Both types of aggression related to social rejection, but only proactively aggressive boys were also viewed as leaders and as having a sense of humor. In Study 3, we hypothesized that reactive aggression (but not proactive aggression) would occur as a function of hostile attributional biases and intention-cue detection deficits. Four groups of socially rejected boys (reactive aggressive, proactive aggressive, reactive-proactive aggressive, and nonaggressive) and a group of average boys were presented with a series of hypothetical videorecorded vignettes depicting provocations by peers and were asked to interpret the intentions of the provocateur (N = 117). Only the two reactive-aggressive groups displayed biases and deficits in interpretations. In Study 4, attributional biases and deficits were found to be positively correlated with the rate of reactive aggression (but not proactive aggression) displayed in free play with peers (N = 127). These studies supported the hypothesis that attributional biases and deficits are related to reactive aggression but not to proactive aggression.