Myrtle McGraw''s Neurobehavioral Theory of Development

Myrtle McGraw's contribution to understanding infant growth and development is undisputed, but controversy stubbornly persists regarding her views about how the brain contributes to behavioral development. McGraw conducted a more complex analysis of neurobehavior than is generally acknowledged by those who characterize her position as maturationist. McGraw drew on several streams of scientific knowledge and philosophy in a collaboration that included John Dewey to advance a unique analysis of the ontogeny of the brain and consciousness that singled-out the reciprocal relationship between neural growth processes and experience in early development. McGraw's studies of the role of gravity, inhibition, and judgment in the integration of behavior particularly remain pertinent to researchers examining the neurobiological and quantum processes through which brain and behavior undergo transformation.     

Predicting eating disorder group membership: an examination and extension of the sociocultural model

The purpose of this research was to examine and extend portions of the sociocultural model of bulimia nervosa (Stice, E. (1994). Review of the evidence for a sociocultural model of bulimia nervosa and an exploration of the mechanisms of action. Clinical Psychology Review, 14, 633-661; Stice, E., & Agras, W. S. (1998). Predicting onset and cessation of bulimic behaviors during adolescence: A longitudinal grouping analysis. Behavior Therapy, 29, 257-276). Participants were women who reported engaging in binge eating at baseline and the 1-year follow-up (n = 26), women who began binge eating between these 2 points (n = 25), and women who did not report binge eating during the course of the study (n = 199). Results of the first discriminant function analysis provided support for the sociocultural model. However, the results of subsequent analyses suggest that additional variables, including stress, escape-avoidance coping, and interoceptive awareness, emerged as important. Implications of these findings for our understanding of the development and maintenance of binge eating are discussed.     

Gorillas we have missed: sustained inattentional deafness for dynamic events

It is now well-known that the absence of attention can leave us 'blind' to visual stimuli that are very obvious under normal viewing conditions (e.g. a person dressed as a gorilla; Simons & Chabris, 1999). However, the question of whether hearing can ever be susceptible to such effects remains open. Here, we present evidence that the absence of attention can leave people 'deaf' to the presence of an 'auditory gorilla' which is audible for 19s and clearly noticeable under full attention. These findings provide the first ever demonstration of sustained inattentional deafness. The effect is all the more surprising because it occurs within a lifelike, three-dimensional auditory scene in which the unnoticed stimulus moves through the middle of several other dynamic auditory stimuli.     

Knowledge,beliefs, peer norms,and past behaviors as correlates of risky sexual behaviors among college students

Abstract

HIV/AIDS knowledge, age at onset of sexual activity, perceptions of personal risk and peer norms were explored as correlates for risky sexual behaviors among college students. Ninety-nine male and 185 female college students completed a 66-item questionnaire. A majority reported being sexually active with most in mutually monogamous relationships or not currently in a sexual relationship. Multiple regression correlation analyses showed knowledge about HIV/AIDS to be very high but that this knowledge did not independently relate to the extent of risky behaviors. Perceptions of risk were positively related to number of partners and single-time partners but not condom usage. In contrast to previous studies, perceived peer norms did not independently relate to behaviors. Instead, age at first intercourse was found to have substantial overlap with current perceptions, attitudes, and likelihood for engaging in risky behaviors. The necessity for including previous behaviors in analyses of the impact of attitudes and perceived norms on behavioral intentions is discussed.     

Working with incest survivors

The purpose of this paper is to convey more widely the existence of this kind of specialist group in the NHS. We also wish to show some of the advantages and disadvantages in setting up such a group to other professionals who may be considering the possibility of starting an incest-survivors group. The paper describes the group which ran at the Psychiatric Day Hospital at the Whittington Hospital for forty weeks: how we adopted the group structure; some of the problems we faced; and some of the emotional issues generated in therapists and patients. Conclusions are drawn about the usefulness of such a group.     

Reengagement With Education: A Multidisciplinary Home-School-Clinic Approach Developed in Australia for School-Refusing Youth

School refusal (SR) can result in decreased academic achievement, impaired social connections, and family stress. Current interventions for SR include behavioral and cognitive-behavioral treatments that are not always effective. Incorporating multidisciplinary work that includes therapeutic and educational interventions may enhance outcomes for youth displaying SR. The In2School program fosters a working partnership between mental health clinicians and teachers. It was designed to meet the needs of young people missing more than 50% of school in the previous 6 weeks due to mental health disorders, including anxiety or depression. This paper reports on an action research study in which the In2School program was piloted. Over a 14-week period, therapeutic and educational interventions were integrated into the learning environment via a transitional classroom to support youths’ return to school. Outcomes of this program are reported for the first cohort of 7 youth. Of these youth, 6 returned to mainstream schooling with attendance levels being maintained for 6 months after completing the intervention. Progress was observed in mental health recovery, quality of life reports, increased social interactions with peers, and positive experiences at school. The preliminary results presented in this paper suggest that a multidisciplinary, home-school-clinic intervention holds promise for helping school-refusing youth to return to school.