Laminar-dependent dendritic spine alterations in the motor cortex of adult rats following callosal transection and forced forelimb use

Previously, the authors found that partial denervation of the motor cortex in adult animals can enhance this region's neuronal growth response to relevant behavioral change. Rats with partial corpus callosum transections that were forced to rely on one forelimb for 18 days had increased dendritic arborization of layer V pyramidal neurons in the opposite motor cortex compared to controls. This was not found as a result of denervation alone or of forced forelimb use alone. However, it seemed possible that each independent manipulation (i.e., forced forelimb use alone and callosal transections alone) resulted in neural structural alterations that were simply not revealed in measurements of dendritic branch number and/or not inclusive of layer V dendrites. This possibility was assessed in the current study with a reexamination of the Golgi-Cox impregnated tissue generated in the previous study. Tissue was quantified from rats that received either partial transections of the rostral two-thirds of the corpus callosum (CCX) or sham operations (Sham) followed either by 18 days of forced use of one forelimb (Use) or unrestricted use of both forelimbs (Cont). Measurements of apical and basilar dendrites from pyramidal neurons of layer II/III and layer V were performed to detect spine addition resulting from either increased spine density or the addition of dendritic material. As hypothesized, significant spine addition was found following forced forelimb use alone (Sham+Use) and callosal transections alone (CCX+Cont). However, forced use primarily increased spines on layer II/III pyramidal neurons, whereas callosal transections primarily increased dendritic spines on layer V pyramidal neurons in comparison to Sham+Cont. A much more robust increase in layer V dendritic spines was found in animals with the combination of forced forelimb use and denervation (CCX+Use). In contrast to the effects of forced use alone, however, CCX+Use rats failed to show major net increases in spines on layer II/III neurons. These results indicate that while callosal denervation may greatly enhance the neuronal growth and synaptogenic response to behavioral change in layer V, it may also limit spine addition associated with forced forelimb use in layer II/III of the motor cortex.     

Early emotional development in infants and toddlers: Perspectives of Early Head Start staff and parents

As part of a curriculum‐development project, focus groups were implemented with Early Head Start staff and with parents of infants and toddlers enrolled in Early Head Start. Focus groups were designed to identify staff and parent beliefs about early emotional development. Three major themes were identified that crossed the staff and parent focus groups: (a) Infants' and toddlers' abilities to have emotions and to be aware of others' emotions; (b) roles of parents as advocates, teachers, and disciplinarians; and (c) parental reflectivity about their own experiences as influences on their parenting. The findings suggest that parents participating in Early Head Start have some knowledge about basic emotions and the developmental nature of emotions, but may easily misinterpret emotional displays only as attempts at manipulation rather than as valid expressions of feelings; expectations for gender‐appropriate emotional expressiveness begin early; more empowered parents may view themselves as role models and teachers for their children; and more reflective parents are better prepared to engage in the sensitive interactions needed to guide young children's growing awareness of their own and others' emotions. Implications for parenting education and program planning utilizing an infant mental health perspective are discussed.     

Development and Preliminary Evaluation of Family Minds: A Mentalization-based Psychoeducation Program for Foster Parents

Mentalization-based interventions show promise in improving mental health outcomes for children and parents through increasing a family's reflective functioning, or ability to mentalize. Mentalizing involves the ability to understand behavior in relation to mental states, such as thoughts and feelings, and typically develops within the context of secure attachment relationships. One area not given much consideration when training foster parents is their capacity to mentalize. This study evaluated Family Minds, a newly developed psychoeducational intervention for foster parents, designed to increase their ability to mentalize. The current paper reports on the development and preliminary empirical evaluation of Family Minds in a quasi-experimental study where 102 foster parents received either Family Minds or a typical foster parenting class, which served as a control group. Results indicate that parents who received Family Minds significantly increased their levels of reflective functioning as assessed with the Parental Reflective Functioning Questionnaire and a new Five-Minute Speech Sample procedure coded using the Reflective Functioning Scale, and revealed a tendency to show decreased levels of parenting stress on the Parenting Stress Index, while the control group showed no such improvements. These findings support the hypothesis that a short-term psychoeducational intervention may improve foster parents' ability to mentalize themselves and their children. These skills are very beneficial for foster parents, as they frequently deal with children who come into their home with challenging behaviors, attachment issues, and negative internal working models of relationships. This type of intervention has the potential to lower placement breakdowns and improve the mental health of foster children.     

Learning Emotionally Focused Couple Therapy: Four Clinicians' Perspectives

This study examined the experiences of four clinicians learning emotionally focused couple therapy (EFT). Two group interviews, separated by 6 years, explored topics that included emotion, gender, model differences, personal practitioner impact, and the long-term influence of EFT training on clinical work. Emotion emerged as a major theme, with three subthemes at each phase. Phase 1 results indicated an increase in personal awareness of emotions, a positive impact on close personal relationships, and challenges for males in learning to elicit and use emotion. Phase 2 results, 6 years later, revealed that focusing on emotions remained salient and that EFT continues to influence the work of each clinician to varying degrees. Limitations, future research suggestions, and clinical implications are discussed.     

Scepticism and the Development of the Transcendental Dialectic

Kant's response to scepticism in the Critique of Pure Reason is complex and remarkably nuanced, although it is rarely recognized as such. In this paper, I argue that recent attempts to flesh out the details of this response by Paul Guyer and Michael Forster do not go far enough. Although they are right to draw a distinction between Humean and Pyrrhonian scepticism and locate Kant's response to the latter in the Transcendental Dialectic, their accounts fail to capture two important aspects of this response. The first is that Kant's response to Pyrrhonian scepticism is also a response to Hume. The second is that aspects of this response are decidedly positive. In particular, I argue (1) that Kant believed Hume's scepticism manifested important elements of Pyrrhonian scepticism and (2) that both Pyrrhonian scepticism and Hume had a significant positive influence on the development of the Transcendental Dialectic.     

Training in Mindful Caregiving Transfers to Parent–Child Interactions

In an earlier study, we provided mindfulness training to three caregivers of individuals with profound multiple disabilities. We measured levels of happiness displayed by the individuals during the 8 weeks of mindfulness training of the caregivers, as well as during the 16 weeks following the termination of training. We found that happiness increased markedly when an individual interacted with a caregiver who had received training in mindfulness as opposed to a control caregiver who did not receive such training. In this study, we investigated whether the increased mindfulness of the three caregivers would transfer to interactions with their own children. The children’s non-compliance with their mother’s requests was used as an indirect index of the effects of training their mothers received in mindfulness. Although the ages of the children and their baseline levels of non-compliance were variable, the data showed a decrease in non-compliance during mindfulness training of the caregivers and further decreases following the completion of training. Our data provide preliminary evidence of transfer of mindfulness training from caregiving to parent–child interactions. We speculate as to why this may occur in mindfulness training.     

Trainee psychotherapy effectiveness at a psychodynamic training clinic: a practice-based study

The degree to which clinical experience is a significant factor in predicting positive psychotherapeutic outcomes is an open question. Empirical studies comparing experienced and beginning practitioners on differences in client outcomes have yielded mixed results. While multiple sources have indicated that trainees are generally effective therapists, few of these studies have examined the effectiveness of graduate-level therapists in a psychodynamic training program. In this study, conducted in the United States, we use a practice-based research approach to examine the outcomes of clients working with trainees at a community mental health clinic in the northeast United States. The theoretical orientation identified by the clinic and training program is psychodynamic with an interpersonal and/or relational emphasis. Results indicated that clients working with trainees at this clinic demonstrated improvement across several indicators of symptoms and psychosocial functioning over the time they received treatment. Implications for training and service reimbursement are discussed.     

Crossmodal learning in newborn infants: Inferences about properties of auditory-visual events

The majority of research on infant crossmodal perception has addressed the question of whether infants 4 months and older demonstrate the ability. By contrast, the focus in the present study was on newborns and the primary goal was twofold: to determine if newborns can learn arbitrary sight-sound pairings and to evaluate possible inferences that neonates make when repeatedly presented arbitrary sight-sound pairings. Alert neonates were familiarized with toy-sound pairs using an infant-controlled habituation procedure. They were then given a violation-of-expectancy test to determine if they had learned these sight-sound pairings and drawn any inferences about certain properties of these bimodal events. Results supported the conclusion that infants just a few hours old can learn sight-sound pairings. Furthermore, the findings suggested that newborns expected sight-sound pairs to remain colocated even when they move to a new location, they recognized that the sound was an attribute of a specific object, and they recognized that a specific spatial location was not an attribute of the sight-sound pair. Thus, infants made important and correct inferences based on limited experiences with specific auditory-visual events, and they did so just after birth. Implications of these findings for theories of crossmodal perceptual development are discussed.