The evolution of a therapy group for vietnam veterans on a general psychiatry unit

The evolution of a therapy group for hospitalized Vietnam veterans with post-traumatic stress disorder (PTSD) and related symptomatology is described. The literature on group treatment for this population is briefly reviewed and discussed in relation to an inpatient psychiatry setting. The prevailing conditions at the time of group inception are recalled along with the initial goals of the therapeutic intervention. Problems encountered are also discussed, along with the changes made in response to these identified difficulties. The results of three and one-half years of experience with this group are described in detail.The authors would like to thank Cynthia Sturm, Ph.D. for her helpful editorial assistance.     

Necessary factors in psychotherapy: A model for understanding iatrogenic disturbances

Psychotherapy is conceptualized within a phenomenoiogical framework as a relationship with a focus. Both these factors, the relationship and the focus, are examined as necessary factors for the creation of the therapeutic alliance which is seen as a sufficient condition for intrapsychic change. The proper balancing of the two necessary factors is seen as essential for a therapeutic alliance to evolve. The relationship factor is described in existential terms as a special form of the I-Thou encounter, while the focus factor is examined as part of the diagnostic aspect of psychotherapy. Iatrogenic distortions in psychotherapy are discussed in terms of distortions in the necessary factors-the focus and relationship. Four types of iatrogenic distortions are described: (1) overemphasis of the relationship and focus, (2) underemphasis of the relationship and focus, (3) overemphasis of the relationship and underemphasis of the focus and (4) underemphasis of the relationship and overemphasis of the focus.     

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.     

Selected parameters of response organization in mildly mentally retarded children

The purpose of this study was to investigate the effect of response organization on reaction time (RT) and movement time (MT) of mildly mentally retarded children. Two groups of 30 subjects each were formed: a retarded group 9 yr. of age and a normal group matched for chronological age. Subjects were randomly assigned to one of three precued conditions in which they were told that the forthcoming response would be performed with the right or left hand (precue hand), be to the right or left side (precue direction), or cross or not cross the body midline (precue midline). The retarded group performed significantly more slowly than the normal group on both RT and MT. Both groups, however, were able to utilize precued hand information as opposed to other precued variables, indicating that knowing which hand to use is important when organizing responses.     

Handedness and dementia

Some researchers have speculated that left-hand dominance is more prevalent among patients suffering from dementia of the Alzheimer's type which began prior to age 65 yr. and that, in those patients, the disease runs a more rapid course. In the present study, seven left-handed dementia patients were matched with seven right-handed dementia patients on the basis of age and years of education and were compared with regard to neuropsychological compromise. While the left-handed group was somewhat more impaired than the right-handed subjects, the difference between the two groups was not statistically significant.     

Semantic Satiation,Aftereffects, and Recognition Memory for Positive,Negative, Neutral,and Mixed Lists of Words

The Psychological Record - By avoiding the confound between the physical and semantic properties of words, it was possible to demonstrate the effects and aftereffects of semantic satiation....     

Intellectual functioning and aggression

In a 22-year study, data were collected on aggressiveness and intellectual functioning in more than 600 subjects, their parents, and their children. Both aggression and intellectual functioning are reasonably stable in a subject's lifetime and perpetuate themselves across generations and within marriage pairs. Aggression in childhood was shown to interfere with the development of intellectual functioning and to be predictive of poorer intellectual achievement as an adult. Early IQ was related to early subject aggression but did not predict changes in aggression after age 8. On the other hand, differences between early IQ and intellectual achievement in middle adulthood were predictable from early aggressive behavior. A dual-process model was offered to explain the relation between intellectual functioning and aggressive behavior. We hypothesized that low intelligence makes the learning of aggressive responses more likely at an early age, and this aggressive behavior makes continued intellectual development more difficult.     

Psychotropic drug treatment among learning-disabled,educable mentally retarded,and seriously emotionally disturbed students

Psychotropic drug treatment in learning-disabled (LD), educable mentally retarded (EMR), and seriously emotionally disturbed (ED) children and adolescents receiving public school special education services was examined. The findings indicated that while treatment prevalence rates for EMR and ED groups were comparable, the rate for LD students was much lower. In the LD sample, pharmacotherapy was associated with higher ratings of behavioral deviance, longer placement in special education, less social integration, and greater peer rejection, which suggests that symptom severity is an important determiner of pharmacotherapy in this population.     

A comparison of the relative efficacy of self-control therapy and a behavioral problem-solving therapy for depression in children

Twenty-nine children 9 to 12 years old who were identified as moderately to severely depressed using the Children's Depression Inventory were randomly assigned to either a self-control, behavioral problem-solving, or waiting list condition. The self-control treatment focused on teaching children self-management skills. The behavioral problem-solving therapy consisted of education, self-monitoring of pleasant events, and group problem solving directed toward improving social behavior. Subjects were assessed pre-and posttreatment and at 8-week follow-up with multiple assessment procedures and from multiple perspectives. At posttreatment, subjects in both active treatments reported significant improvement on self-report and interview measures of depression while subjects in the waiting list condition reported minimal change. Results were maintained at follow-up. The general success of the experimental treatments was discussed and recommendations for further treatment components were provided.Second authorship on this article is shared by Drs. Reynolds and Kaslow. The authors would like to thank Mr. Ed Guzwieski, Principal, and the teachers of Oregon Middle School for their cooperation with this study. The authors also would like to thank Mary Wysopal for conducting the posttreatment and follow-up interviews, and Carol Fairbanks for rating the audiotapes.