ENSEMBLE RECORDINGS IN AWAKE RATS: ACHIEVING BEHAVIORAL REGULARITY DURING MULTIMODAL STIMULUS PROCESSING AND DISCRIMINATIVE LEARNING

To meet an increasing need to examine the neurophysiological underpinnings of behavior in rats, we developed a behavioral system for studying sensory processing, attention and discrimination learning in rats while recording firing patterns of neurons in one or more brain areas of interest. Because neuronal activity is sensitive to variations in behavior which may confound the identification of neural correlates, a specific aim of the study was to allow rats to sample sensory stimuli under conditions of strong behavioral regularity. Our behavioral system allows multimodal stimulus presentation and is coupled to modules for delivering reinforcement, simultaneous monitoring of behavior and recording of ensembles of well isolated single neurons. Using training protocols for simple and compound discrimination, we validated the behavioral system with a group of 4 rats. Within these tasks, a majority of medial prefrontal neurons showed significant firing‐rate changes correlated to one or more trial events that could not be explained from significant variation in head position. Thus, ensemble recordings can be combined with discriminative learning tasks under conditions of strong behavioral regularity.     

Attachment anxiety,intra‐group (dis)respect,actual efforts,and group donation

The current study examines attachment‐style differences in responses to inductions of group respect and disrespect. Participants completed a scale assessing attachment anxiety and avoidance, performed group tasks, and received high, average, or low respect feedback from group members. Then we assessed commitment to this group, actual effort expenditure on behalf of the group, and money donation to the group. For participants scoring relatively high on attachment anxiety, high group respect heightened group commitment and effort expenditure on behalf of the group, whereas group disrespect led to lower group commitment but to more money donation to the group and higher effort expenditure. Participants who scored relatively low on attachment anxiety were not significantly affected by group respect or disrespect. The implications of attachment theory for group dynamics were discussed. Copyright © 2008 John Wiley & Sons, Ltd.     

Stigma, Culture, and HIV and AIDS in the Western Cape, South Africa: An Application of the PEN-3 Cultural Model for Community-Based Research

HIV- and AIDS-related stigma has been reported to be a major factor contributing to the spread of HIV. In this study, the authors explore the meaning of stigma and its impact on HIV and AIDS in South African families and health care centers. They conducted focus group and key informant interviews among African and Colored populations in Khayelitsha, Gugulethu, and Mitchell's Plain in the Western Cape province. The audio-recorded interviews were transcribed and coded using NVivo. Using the PEN-3 cultural model, the authors analyzed results showing that participants' shared experiences ranged from positive/nonstigmatizing, to existential/unique to the contexts, to negative/stigmatizing. Families and health care centers were found to have both positive nonstigmatizing values and negative stigmatizing characteristics in addressing HIV/AIDS-related stigma. The authors conclude that a culture-centered analysis, relative to identity, is central to understanding the nature and contexts of HIV/AIDS-related stigma in South Africa.     

Support groups for medical caregivers of people with HIV diseases

As we enter the second decade of AIDS, medical caregivers are experiencing stress and burnout as a result of their work with people with HIV diseases. There are common themes to the stress, as well as differences in the experience of stress according to the characteristics of the healthcare setting. Caregiver support groups are a means of reducing this stress by helping medical caregivers cope better, manage difficult cases, normalize their feelings, put understanding and context to their experiences, decrease isolation, and instill meaning in their work. The use of support groups across various medical settings is presented.The author wishes to acknowledge the assistance of Nicholas Covino, Ph.D., Peter Kassel, Psy.D., Randall Paulsen, M.D., Veronica Rempusheski, Ph.D., Dan Silverman, M.D., and Susan Burns Tisdale, R.N., in ongoing research regarding caregiver support groups. The author also wishes to express gratitude to Genya Bernstein, Psy.D., for many editorial contributions.     

Therapeutic neurosis: The need to resist the healing process in psychotherapy

Client resistance to therapy is necessary and needed. In the Freudian view, “optimal resistance” provided therapeutic opportunity to help clients constructively work through issues instead of acting them out inappropriately. Although resistance seems to perpetuate neurotic defenses, successful analysis of resistance is the key to understanding clients' unconscious fears and wishes. As seen by the Bioenergetic analyst, clients' will- power to hold onto their neuroses, their resistance to the healing process, needs to be softened so as to allow full expression of their fears. Fear of life is likened to the wish to die. Resolution of resistance ultimately converts to client ability to live through the pleasure and pain of his/her true life reality.     

Efficacy of constant time delay implemented by peer tutors in general education classrooms

We evaluated the effects of teaching 13 typically developing children to use constant time delay when tutoring three of their peers who had substantial disabilities. We measured the extent to which the tutors used the constant time delay procedure correctly and the tutees' correct performance on the skills being taught. A multiple probe design across behaviors was used. The results indicated that (a) the tutors used each step of the constant time delay with a high degree of procedural fidelity; (b) the students with disabilities acquired the skills that were taught during peer tutoring; and (c) modifications of the procedure were required for 2 of the 3 students with disabilities, and the peers tutors were able to implement the modifications. Implications for practice and future research are described.     

The development of reflection-impulsivity: further data

The MFF20 was administered to 617 children aged 7–12yr. The resulting development trends for latency and errors suggest errors decrease to about age 10 yr then level off while a corresponding, though less dramatic, increase in latency was observed. These results were obtained without evidence of ceiling or floor effects or any evidence of a decrease in the relationship between latency and errors after age 10 yr, in contrast to those obtained by Salkind and Nelson (1980).