Elternschaft, Krebs und Kindersorgen

Background

The diagnosis of parental cancer may destabilize the whole family, parents and children as well. The Hamburg children of somatically ill parents (COSIP) intervention supports parental skills and adaptation of children to the situation. There is currently no evidence for criteria to determine which family members should be involved in the COSIP intervention, predominantly the parents (parent setting), the children (child setting) or both (family setting).

Aim of the study

Data from a multicentre study were analyzed with respect to the predominant intervention settings, the correlation between setting and aims of intervention as well as variables that predict the involvement of children in the intervention.

Material and methods

A total of 203 documented cases were analyzed. Different variables that had been documented by the therapists were included in a regression analysis model in order to identify predictive variables.

Results

In 142 cases the intervention was carried out in a specific intervention setting. In 57?% of the cases children were involved (32?% family setting and 25?% child setting). A systematic relationship between the reported intervention aims and the intervention setting was not detected. The most powerful predictor was the existence of emotional problems of children as reported by the child itself.

Conclusions

Decision-making on intervention settings should therefore take the assessment of emotional symptoms of children by the means of age-appropriate self-reporting tools into consideration. Further investigations are needed to reveal variables concerning needs, motivation and capabilities of the family members as well as institutional conditions.     

Temperamental emotionality in preschoolers and parental mood disorders

A number of models developed in the adult psychopathology literature (i.e., L. A. Clark & D. Watson, 1991) have asserted that low levels of positive emotionality (PE) are predisposing factors or precursors for depression and represent a form of temperamental risk for depression. Further support for this claim would derive from evidence linking low PE to known indicators of risk for depression. The authors examined the association between temperamental emotionality in young children and parental mood disorders. One hundred unselected preschool-aged children completed a battery of emotion-eliciting tasks tapping aspects of PE, negative emotionality (NE), and behavioral inhibition (BI). Parental psychopathology was assessed with semistructured diagnostic interviews. Low PE in children was associated with maternal, but not paternal, mood disorder. The low PE-maternal depression link was relatively specific, as there were few associations between low PE and other forms of parental psychopathology or between NE and BI and parental mood disorders.     

An ideal solution to disputes about multiply realized kinds

Multiply realizable kinds are scientifically problematic, for it appears that we should not expect discoveries about them to hold of other members of that kind. As such, it looks like MR kinds should have no place in the ontology of the special sciences. Many resist this conclusion, however, because we lack a positive account of the role that certain realization-unrestricted terms play in special science explanations. I argue that many such terms actually pick out idealizing models. Idealizing explanation has many of the features normally associated with explanation by MR kinds. As idealized models are usually mere possibilia, such explanations do not run afoul of the metaphysical problems that plague MR kinds.

Ordinal judgments of symbolic stimuli by capuchin monkeys (Cebus apella) and rhesus monkeys (Macaca mulatta): the effects of differential and nondifferential reward

Ordinal learning was investigated in capuchin monkeys (Cebus apella) and rhesus monkeys (Macaca mulatta). In Experiment 1, both species were presented with pairings of the Arabic numerals 0 to 9. Some monkeys were given food rewards equal to the value of the numeral selected and some were rewarded with a single pellet only for choosing the higher numeral within the pair. Both species learned to select the larger numeral, but only rhesus monkeys that were differentially rewarded performed above chance levels when presented with novel probe pairings. In Experiment 2, the monkeys were first presented with arrays of 5 familiar numerals (from the range 0 to 9) and then arrays of 5 novel letters (from the range A to J) with the same reward outcomes in place as in Experiment 1. Both species performed better with the numerals, suggesting that an ordinal sequence of all stimuli had been learned during Experiment 1, rather than a matrix of two-choice discriminations.     

On finding negative priming from distractors

Negative priming from distractors has attracted considerable interest because it appears to reveal a fundamental mechanism of selective attention. Recently, the phenomenon has become muddled because it can be explained in far too many ways. This may partly be because the empirical foundation for the phenomenon has been handicapped by an overreliance on a simplistic comparison of a single experimental condition with control. A sounder approach requires that we collect data that can rule out alternatives to the hypothesis we might favor or test. Regardless of the paradigm used, we propose collecting data from a much fuller set of conditions than is typical. Despite the variety of underlying explanations, we show that the various theories that attribute negative priming to ignoring the distractor predict a common pattern of results across the full set of related conditions. Theories, such as inhibition of return, that do not attribute the cost in performance to ignoring the distractor do not predict this pattern.     

The assessment of analogical thinking modifiability among regular,special education,disadvantaged, and mentally retarded children

The objectives of the current study were (a) to develop a measure of children's analogical thinking modifiability (CATM) based on the Feuerstein, Rand, and Hoffman (1979) theory of dynamic assessment of cognitive modifiability, (b) to compare the performance of groups assumed to be differentially modified by intervention, (c) to compare CATM performance with performance on a conventional test, and (d) to study qualitative changes after a learning process. Subjects were disdvantaged, regular, and special education kindergarten children (N=140), and mentally retarded children (N=20). The CATM was administered together with the Ravens Colored Progressive Matrices (RCPM) in a balanced order. Disadvantaged and regular children achieved higher gain scores than other groups in both none-or-all and partial credit methods (p < 01). The MR and the special education groups showed small gains according to the none-or-all credit method; however, according to the partial credit method, the MR group showed high gains and the special education group a performance decrease. Performance scores on the CATM were higher than on the RCPM, especially in comparison to the B₈-B₁₂ items-differences reach a peak of 61% and 67% for the disadvantaged and regular groups, respectively. Qualitative analysis indicated that form mistakes were most resistant to change, whereas color mistakes were most easy to modify. Results were explained within Feuerstein's theoretical framework of cognitive modifiability. Impaired cognitive functions as well as analytic versus synthetic processes were suggested to explain group differences.This research was supported in part by the Internal Research Fund, Bar-Ilan University. We wish to express our appreciation to the children and their teachers for their participation, to Frida Spanier for teaching and data collection, and to Steve Greenwald for data analysis.     

Focal spatial attention can eliminate inhibition of return

Inhibition of return (IOR) is an orienting phenomenon characterized by slower responses to spatially cued than to uncued targets. In Experiment 1, a physically small digit that required identification was presented immediately following a peripheral cue. The digit could appear in the cued peripheral box or in the central box, thus guaranteeing a saccadic response to the cue in one condition and maintenance of fixation in the other. An IOR effect was observed when a saccadic response to the cue was required, but IOR was not generated by the peripheral cue when fixation was maintained in order to process the central digit. In Experiment 2, IOR effects were observed when participants were instructed to ignore the digits, whether those digits were presented in the periphery or at fixation. These findings suggest that behaviorally manifested, cue-induced IOR effects can be eliminated by focal spatial attentional control settings.     

The Effect of Training with Music on Happiness Recognition in Social Anxiety Disorder

The process of emotion recognition is thought to be negatively biased in social anxiety disorder (SAD). Ways to change this bias are needed. Forty one individuals afflicted with moderate SAD and 39 healthy controls were recruited to participate in this study. All subjects performed a vocal improvisation recognition task and half of them underwent training in happiness recognition in musical improvisations. The four groups (trained SAD, untrained SAD, trained controls and untrained controls) were then compared in terms of the extent of precise identification of one of five basic emotions (happiness, fear, anger, sadness and surprise) in spoken language. Subjects with SAD demonstrated less accurate identification of happiness in spoken language as compared to the healthy controls. However, subjects with SAD trained to recognize happiness demonstrated an improved ability to identify happiness in spoken language (in a female’s voice), similarly to that of the healthy controls. Our findings demonstrate that a brief training in happiness recognition improves the ability of individuals with SAD to recognize happiness in spoken language. Additional studies are needed to support and refine our intervention and to examine its impact on individuals with SAD over longer periods of time.     

Large groups in treatment and training settings

A review of published work over the past decade and a half supports the effectiveness of the large group in clinical settings. Greater sophistication among practitioners has led to combining administrative, psychotherapeutic, and sociotherapeutic large groups and to the use of effective treatment teams and clearly defined contracts in inpatient hospital work. Some research findings suggest that large treatment groups are as effective as small therapy groups with some patient populations. There appears to be a movement toward convergence in the techniques employed by individual, small group, and large group therapists in practice, while not in theory. This positive trend in the mental health field may lead to more flexible practitioners.He is also on the board of the A. K. Rice Institute and a faculty member of the Cincinnati Psychoanalytic Institute. He would like to thank Walter Stone and Peter Herr for their comments and Lorna Volk for editing.     

Repeated cocaine experience facilitates sucrose-reinforced operant responding in enriched and isolated rats

The purpose of the present experiment was to determine whether repeated cocaine exposure differentially affects sucrose-reinforced operant responding in rats raised in an enriched condition (EC) or an isolated condition (IC). Specifically, the performance of EC and IC rats pressing a lever for sucrose under a high fixed-ratio schedule (FR 30) prior to and after 10 days of exposure to cocaine (15 mg/kg, i.p.) or saline was compared. Regardless of rearing condition, rats repeatedly exposed to cocaine had shorter reacquisition latencies to complete a sucrose-reinforced FR 30 task than saline controls. The results suggest that cocaine exposure may have cross-sensitized both EC and IC rats to the reinforcing effects of sucrose or sucrose-associated cues, thus facilitating reacquisition of operant responding.