Synergistic Psychotherapy: Post-Eclectic Forms of Therapy for Axis II

Today, it is economic forces that drive developments in psychotherapy. While most therapists are eclectics, eclecticism is not a theoretical orientation. However, practical eclecticism may be, the goals of science are nevertheless the development of ideas and models which integrate the discipline. Likewise, the personality construct is necessarily integrative, and thus specifically prescribes the form of therapies for the Axis II disorders, called potentiated pairings and catalytic sequences. These may be constructed from any of a number of functional and structural domains (e.g., behavioral acts, interpersonal conduct, self image) which parallel traditional perspectives on personality. Despite the promise of forms of therapy addressed to the whole person, and its failure to specify comparable and comprehensive diagnostic attributes across the domains in which the personality disorders are expressed.     

VARIANT AND INVARIANT HIGH-PROBABILITY REQUESTS: INCREASING APPROPRIATE BEHAVIORS IN CHILDREN WITH EMOTIONAL-BEHAVIORAL DISORDERS

This study examined the effects of variant versus invariant high-probability (high-p) request sequences on the performance of requests to initiate a social bid by young children with emotional-behavioral disorders. In the initial phases of the investigation, a multiple baseline design showed that the delivery of invariant sequences (i.e., high-p requests delivered in the same sequence) produced initial increases in compliance to requests to initiate a social bid to a peer. However, increases were not maintained across the invariant condition. The delivery of variant high-p sequences produced increases in compliance to requests to initiate social bids that were maintained across the variant condition. In a follow-up condition, the number of requests within the pool of the variant and invariant high-p requests were controlled. Results of the follow-up condition replicated those found in the initial condition. Implications for applied use and future research are discussed.     

INCREASING SELF-DETERMINATION: TEACHING PEOPLE WITH MENTAL RETARDATION TO EVALUATE RESIDENTIAL OPTIONS

The community living preferences of 4 institutionalized adults with mild mental retardation were identified using photographs that depicted a variety of residential characteristics. Individuals then were taught to obtain information regarding their preferences during tours of community group homes, to report that information to their social worker, and to evaluate the homes based on the information obtained. A multiple baseline across participants design showed that all 4 participants substantially increased their skills at asking questions, reporting information, and evaluating homes. The results indicate that people with mental retardation can take an active role in major lifestyle decisions that others have typically made for them.     

Gender-role orientation and body image in women and men: The moderating influence of neuroticism

This study examined the effects of gender-role orientation on aspects of body image satisfaction in a group of primarily Caucasian young women and men. It also examined whether neuroticism—a broad, higher-order dimension of personality—functioned additively or interactively with gender-role orientation in the prediction of body image. Similar to previous research, masculinity was related to positive body image in women. For men, results were in the opposite direction. Femininity, and not masculinity, was related to body satisfaction. Of particular interest were the findings that neuroticism interacted both with masculinity in women and femininity in men in predicting positive ratings of attractiveness. In both cases, the positive relationship between gender-role orientation and attractiveness only existed at low levels of neuroticism. As neuroticism increased, the relationship diminished; there was no relationship at all at high levels of neuroticism. Results are discussed in terms of the differential significance of gender-role orientation for body esteem in women and men, and with respect to the moderating influence of personality factors.     

The role of preparatory muscular tension in the size-weight illusion

Muscle action potentials were recorded from lifting muscles during the foreperiod before lifts of large and small objects when the size-weight illusion occurred. There were increases in tension throughout the foreperiod of both lifts, culminating in a large increase following the instruction to lift. The increases were greater before lifts of the large can, supporting the peripheral theory of comparative weight judgment. The “set to lift” effect was shown to exist in the action potentials before the foreperiod of the second lift when compared to those just prior to the lift of the first can.     

Conditioned suppression under positive, negative, and no contingency between conditioned and unconditioned stimuli

Using a conditioned suppression procedure, the effects of three contingent relationships between conditioned (CS) and unconditioned (US) stimuli were investigated. A traditional positive (if CS—then US) contingency suppressed response rate during the CS relative to responding during stimulus-free minutes of the session. A negative (if CS—then no US) contingency resulted in suppressed responding during CS-off minutes, and rate increases during the CS. A no-contingency control procedure, during which CS and US were randomly related, almost totally suppressed responding throughout the session and showed no differential effects of the CS on response rate. An analysis of changes in response rate during the minute after US-offset revealed acceleration under the no-contingency condition and, to a somewhat lesser degree, under the negative contingency. Both conditioned suppression and non-suppression are analyzed in terms of the temporal relationship between CS and US.     

Raising standards of practice in school psychology through the use of field-based training

A model is presented for upgrading school psychology practice in an entire state by raising the level of entry for school psychology certification. A central feature of the plan is that it permits those who currently do not meet the revised standards to participate in a field-based program. This allows them to increase their knowledge and skills so that they may continue to hold positions, but at a higher level of competence. The development of the program, its implementation, and an evaluation of its efforts over a five-year period are presented.