Using Minuchin's structural family therapy techniques with Italian-American families

Italian-American families have general characteristics about which family therapists should be informed in order to select appropriate and effective family therapy for this cultural group. The author identifies Minuchin's structural family therapy techniques as relevant for working with Italian-American families, adding a note of personal validation of the need and efficacy of the Minuchin approach.     

Yu and your mind

This note is a brief reply to the main argument of Qiuen Yu: 1992, Consistency, Mechanicalness, and the Logic of the Mind,Synthese 90, 145–79.     

Classical conditioning in children with attention deficit hyperactivity disorder (ADHD) and anxiety disorders: A test of Quay's model

Quay (1988) put forward a model of childhood mental disorders based on Gray's (1982) theory that there exists within the brain a behavioral inhibition system (BIS), which processes signals related to aversive or punishing stimuli. According to this model, children with attention deficit hyperactivity disorder (ADHD) show lower than optimal levels of activity in this system, which leads to less responsiveness at a physiological level to signals related to punishment. Children with ADHD and controls were compared on a classical conditioning paradigm. Skin conductance and cardiac responses were measured in response to a conditioned stimulus that had been paired with an aversive unconditioned stimulus. There were no differences between the groups, suggesting that, in terms of classical conditioning, ADHD children are equally responsive to signals related to punishment as controls.This work was supported by a National Institute of Mental Health grant K11 MH00731.     

The differential aptitude test (language usage and spelling): A clinical study of a computerized form

As part of the Leicester/DHSS project on microcomputer-aided assessment, 103 subjects were tested and retested on standard and computerized versions of the Differential Aptitude Tests for Language Usage and Spelling (Forms S and T). Subjects were generally faster on the computerized versions than on the standard versions. On the Language Usage test, subjects scored significantly higher on the computerized than on the standard test. The correlations found between the standard and computerized versions were modest in comparison to the original test-retest reliabilities. It is concluded that these data argue against the claim that the current computerized versions of the tests are psychometrically parallel to the standard versions. This research, which was carried out when the authors were at the Department of Psychology, University of Leicester, was supported by the United Kingdom Department of Health and Social Security.     

Resolutions to interpretive dilemmas created by the minnesota multiphasic personality inventory 2 (MMPI-2): A reply to Strassberg

We discuss the interpretive dilemmas identified by Strassberg (1991) and propose to resolve these dilemmas by pointing out that some change has indeed been introduced in the MMPI-2 and that change is a necessary requisite for improvement. Changes in administration procedures used with the MMPI-2 normative sample should only improve the quality of the normative data; changes in the way T-scores were developed lead to minimal change in the profile but enable more accurate interpretation of differences between scales on an individual's profile; normative changes have a differential effect on the clinical scales and this is to be expected; and the problem of codetype congruence has been overestimated and overstated. We conclude that the change introduced in the MMPI-2 can only serve to improve the test.     

Quality-of-life (QOL) assessment of older consumers: A retrospective review

This article provides a series of historical reflections (for a period corresponding roughly to the past 20 or 30 years) on the evolving QOL status of older consumers. It uses a two-category QOL framework consisting ofobjective components (e.g., socioeconomic indicators, health and longevity, housing and family living arrangements, and gender differences) andsubjective components (e.g., life satisfaction and cognitive age) to explore the QOL of older consumers. It then examines the strategic reality of diversity and speculates on strategic implications of these QOL observations.     

Does affective education work? A review of seven programs

Affective education programs are proliferating. This paper summarizes seven affective education programs and eleven evaluations of the effectiveness of these programs. The specific objectives of curricula cluster into three major areas—internal-emotional, cognitive, and overt-behavioral. The results indicate that programs produce measurable outcomes in all three areas, although the evidence of program effects is less impressive in the internal-emotional area than in others. Methodological difficulties inherent in evaluations of affective education are discussed.