Using dream interpretation to resolve group developmental impasses

This paper focuses on the use of dream interpretation in psychoanalytic group psychotherapy. One of the goals of the paper is to demonstrate that the kinds of dreams, manifestly about the group, offered at various points in the life history of the group, are influenced by, and, in turn, influence developmental phases in group. Dream interpretation also helps the therapist to identify emerging developmental themes in the group-as-a-whole as well as illuminate developmental impasses and resistances of the group. The second goal of this paper is to demonstrate how interpretations of these dreams can help lessen resistance and help the group to resolve the impasse. The paper first reviews some basic principles and approaches to dream interpretation in a group setting and then elucidates typical phases in group development. Two extended case examples are presented to illustrate how dream interpretation may be utilized to help the group move beyond the impasse.     

Hypertension and cognitive function

Previous research indicates that blood pressure may impact a variety of cognitive functions, including short-term memory, abstract reasoning, visual-spatial abilities, and attention (Boller, Vrtunski, Mack, & Kim, 1977; Elias, Robbins, Schultz, & Pierce, 1990; Franceschi, Tancredi, Smirne, Mercinelli, & Canal, 1982; Mazzucchiet al., 1986). However, studies which have assessed the cognitive functioning of hypertensive adults have offered conflicting results, particularly when hypertension levels were in the mild range (e.g., Bolleret al., 1977; Eliaset al., 1990; Elias, Wolf, D'Agostino, Cobb, & White, 1993; Farmeret al., 1987, 1990; Franceschiet al., 1982; Pérez-Stable, Coates, Halliday, Gardiner, & Hauck, 1992; Schmidtet al., 1991; Waldstein, Ryan, Manuck, Parkinson, & Bromet, 1991). A number of factors may contribute to the inconsistent findings in this area. Researchers have employed a wide range of neuropsychological instruments to assess varying domains of cognitive function. Sample sizes in some studies have been too small to ensure sufficient power. Finally, studies have employed varying methodological control over potential confounding factors such as concurrent medical conditions, alcohol abuse, psychiatric disorders, or antihypertensive medication. This study compared male veterans with blood pressures in the mildly hypertensive range (n=166) to normotensive veterans (n=176) on neuropsychological measures of verbal fluency, visual-spatial ability, verbal and visual memory, dexterity, attention, and executive functions. Results revealed that, after controlling for differences in education and income, there was no relationship between mild hypertension and combined measures of cognitive performance. The present findings suggest that mild hypertension alone has little effect on cognitive function in adults.     

THE EFFECTS OF ORAL PRESENTATION PREVIEWING RATES ON READING PERFORMANCE

A multielement design was used to compare the effects of rapid oral presentation and slow oral presentation during listening previewing on rates of accurate oral rereading. The participants were 2 elementary students with reading skills deficits. For both students, rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently.     

Teaching socially valid social interaction responses to students with severe disabilities in an integrated school setting

To evaluate the effects of a procedure designed to teach appropriate social responses to adolescents with severe disabilities in an integrated school setting this study employed an ABA withdrawal design, replicated twice with two students, and an AB design with a third student. Social responses were recorded during daily training sessions and generalization probes. Treatment involved implementation, by the classroom teacher, of a constant time delay procedure utilizing nonhandicapped peers and a socially validated teaching curriculum. The results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate responding to nonhandicapped peers was demonstrated to varying degrees for all participants.     

How rock music videos can change what is seen when boy meets girl: Priming stereotypic appraisal of social interactions

An experiment demonstrated the capacity of sex role stereotyped portrayals of women and men found in popular rock music videos to alter impressions formed of a man and a woman who subsequently were seen interacting. The results indicated that stereotypic rock music videos increased the accessibility of (i.e., primed) sex role stereotypic schemas, dramatically changing impressions of the interactants. Of particular interest were judgments of skill, indicating that impressions formed by subjects who had watched sex role stereotypic videos, but not by those who had watched neutral videos, seemed guided by the principles of chivalry: droit de seiquneur for her and noblesse oblige for him. A process whereby rock music videos perpetuate sex role stereotypes was described.The authors are indebted to M. Kaseta and M. McCliment who served as the actors, and to C. Alexander, G. Bause, M. Case, K. Glassco, J. Grauer, K. Hannula, S. King, F. Kirsch, J. Minor, G. Rinehart, A. Saghy, D. Schnering, J. Sweeney, and R. Unakar who served as experimenters.     

Two arguments against lying

Kant and Sidgwick are at opposite extremes on whether we may tell paternalistic lies. I trace the extremism to their views about ethical concepts. Sidgwick thinks fundamental ethical concepts must be precise. Common Sense morality says we may tell paternalistic lies to children but not to sane adults. Because the distinction between a child and an adult is imprecise, Sidgwick thinks this principle cannot be fundamental, and must be based on the (precise) principle of utility, which often mandates paternalistic lies to adults. Kant thinks that ethical concepts are ideals of reason, which do not fit the world precisely because the world is imperfect. We lie to children and the insane because they are irrational, but no one is perfectly rational. We must treat all persons with the respect due to rational agents, so the pressure of the theory is toward not lying to anyone. Decisions about where to draw the line must be made pragmatically and to some extent arbitrary. But fear of this is not a good reason to abandon ethical ideals for utilitarianism.     

Social stereotypes and judgments of individuals: An instance of the base-rate fallacy

Social stereotypes may be defined as beliefs that various traits or acts are characteristic of particular social groups. As such, stereotypic beliefs represent subjective estimates of the frequencies of attributes within social groups, and so should be expected to “behave like” base-rate information within the context of judgments of individuals: specifically, individuating target case information should induce subjects to disregard their own stereotypic beliefs. Although the results of previous research are consisten with this prediction, no studies have permitted normative evaluation of stereotypic judgments. Because the hypothesis equates base rates and stereotypes, normative evaluation is essential for demonstrating equivalence between the base-rate fallacy and neglect of stereotypes in the presence of individuating case information. Two experiments were conducted, allowing for normative evaluation of effects of stereotypes on judgments of individuals. The results confirmed the hypothesis and established the generalizability of the effect across controversial and uncontroversial, socially desirable and socially underirable stereotypic beliefs. More generally, an examination of the differences between intuitive and normative statistical models of the judgment task suggest that the base-rate fallacy is but one instance of a general characteristic of intuitive judgment processes: namely, the failure to appropriately adjust evaluations of any one cue in the light of concurrent evaluations of other cues.     

TEACHING JOB INTERVIEW SKILLS TO RETARDED CLIENTS

Six retarded adults were taught job application and interview skills including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. After training, the clients' performance in each area improved substantially over baseline levels. In addition, the newly taught skills appeared to generalize to a different office, application form, and interviewer.     

Autonomic and behavioral effects of dextroamphetamine and placebo in normal and hyperactive prepubertal boys

The hypothesis is tested that the response to dextroamphetamine in terms of activity, attention, impulsivity, and autonomic activity is similar in normal (N) and hyperactive (H) children. Fourteen N and 15 H boys had skin conductance (SC), heart rate (HR), and finger temperature (ST) recorded during rest, presentation of eight 75- dB tones, and a reaction time (RT) procedure on three occasions: off drug (Day 1) and after ingestion (double-blind) of placebo and of .5 mg/kg dextroamphetamine. Both N and H groups showed drug effects, compared to placebo, of reduced motor activity and impulsivity, improved attention (RT), increased HR and HR slowing during RT foreperiods, and decreased ST. Both groups also had decreases in SC responsivity but in different parts of the test. Placebo compared to Day 1 produced increased activity and autonomic arousal but no change in RT. Stimulant drugs thus have similar behavioral and autonomic effects in both N and H boys, but the beneficial effects on behavior do not depend critically on increases in arousal.