Measuring How We Preach What We Practice: Psychoeducational Change in Depressed Inpatients

This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications.     

Developing the matrix representation grid (MRG): A method for observing group processes. Findings from time-limited group psychotherapy for alcohol-dependent patients

The MRG was published 1988 in order to support developments in group psychotherapy methods as one of the all too few process observation research methods for studying group-as-a-whole. After 9 years of what pilot studies have labeled successful clinical trials, this study aims at validating the MRG against the established SAVI: Structural Analysis of Verbal Interaction (Agazarian & Simon 1989). Videotaped group sessions from short-term groups for alcohol dependent patients conducted along two therapy methods, one behaviorally oriented and the other group analytic, are used as material. The MRG is validated in the study, confirmed to be clinically valuable, and some interesting comparisons between the two treatment modalities are also made.     

Interpersonal conflict in group therapy: An object relations perspective

The aim of this paper is to demonstrate how object relations theory can be used to understand and regulate interpersonal conflict in group psychotherapy. Such concepts as projective identification, intersubjectivity and the analytic third are used to describe how conflict emerges in group psychotherapy and how it can be worked through. Case material is also provided to illustrate concepts and techniques in promoting a group's transition from a paranoid/schizoid to a depressive position. Positive aspects of the concept of projective identification are discussed including its use as a form of communication, a method of reducing anxiety and reintegrating previously dangerous and threatening aspects of the self.The paper was funded by Evan F. Lilly Memorial Trust Grant PV 13,067.     

A plea for more intervision

The author presents an argument for tolerance, mutual understanding and reconciliation in psychotherapy, instead of a continued emphasis of schools. Psychotherapists' work with clients is proposed as a likely area for mutual understanding, rather than continued emphasis on their particular theories and academic matters. Psychotherapeutic intervision groups in which a small number of therapists voluntarily discuss their cases with peers from various backgrounds have become increasingly common again in recent years.Slightly revised version of a presentation made at the Georgetown Family Center Symposium in November 1995.     

Geography and computer ethics: An Eastern European perspective

Several context-specific social and political factors in Eastern and Central Europe are described — factors that must be considered while developing strategies to introduce Computer Ethics. Poland is used as a primary example. GNP per capita, the cost of hardware and software, uneven and scant distribution of computing resources, and attitudes toward work and authority are discussed. Such “geographical factors” must be taken into account as the new field of Computer Ethics develops.     

The making of the group therapist: The role of experiential learning

The purpose of this paper is to review the necessary components of a comprehensive group therapy program. The balancing between the didactic and the experiential portions, and an analysis of the selection criteria, along with the rationale for a particular sequencing of elements in the curriculum, are discussed. A line between supervision and personal therapy is drawn. The author describes the milieu necessary for a successful training program to evolve and makes suggestions for improvements. The various experiential aspects of training are presented and critically evaluated. The training situation is examined from the point of view of the faculty, the trainee and the patients involved. The author marshalls evidence indicating that personal group psychotherapy in a patient group is the preferred form for most trainees for the experiential part of the program. The paper concludes that the sharing and cohesiveness of training philosophies and methods by the faculty is a prerequisite to the success of any training program.     

Attentiveness of mothers and fathers to their baby's cries

Thirty-two mother-father-infant triads participated in a study to examine whether parents' responsiveness to their own infant's distress was affected by the infant's birth order and gender. After separating from their 10- to 11-month-old baby, one parent from each family (16 mothers and 16 fathers) was selected to hear cries that were attributed to the child. Consistent with previous findings regarding physiological reactions to crying and observations of caretaking behavior, first-time parents gave quicker and more frequent attention to their infants than did multiporous parents. Speedy intervention was related to the amount of caretaking responsibilities that parents reported they assumed and to the age at which parents believed that their infant first recognized them. The results demonstrate the importance of caretaking for promoting parental sensitivity to infant signals.     

Learned helplessness deficits: Uncontrollable outcomes or perceived failure?

An experiment is described showing that learned helplessness deficits are produced by prior exposure to uncontrollable outcomes rather than perceived failure. Although the controllability manipulation did produce differences in perceived success or failure, similar differences were also induced by means of instructional feedback. These latter differences, within the controllable and uncontrollable groups, were not associated with poorer performance by subjects given failure feedback. Moreover, the instructional feedback did not influence subjects' perceptions of controllability or uncontrollability. The results confirm that helplessness deficits cannot be explained as reactions to task failure.This research was supported by Research Grant A28015473 from the Australian Research Grants Scheme.     

Book reviews

Sun at Midnight. The Rudolf Steiner Movement and the Western Esoteric Tradition by Geoffrey Ahern The Aquarian Press, Wellingborough 1984 ISBN 0–85030–338–9 (H/B) £7.95

Religion and Medicine World Religions and Medicine (4th Volume of Essays in the IRM Religious and Medicine Series) (ed) D. Goodacre. Institute of Religion and Medicine, St Giles Oxford. £1.95

Believing and Belonging: The Practice of Believing in The Church by Anthony E. Harvey SPCK £2.50 pp.136 p/b

E. Milingo: The World In Between: Christian healing and the Struggle for Spiritual Survival Edited, with introduction, Commentary and Epilogue by Mona Macmillan London: C Hurst & Co, 1984. pp vi+138. Price: hard covers ‐ £7.95; soft covers ‐ £3.95

Hinduism in England edited by David G. Bowen The faculty of Contemporary Studies, Bradford College, 1981