Skipping breakfast,sedentarism and overweight in children

To show by use of path analysis how in children of 9 and 10 years of age the known relationship between breakfast and high body mass index (BMI) is mediated by sedentary leisure time activities. A random sample of 291 9-year-old and 10-year-old school children from the Principality of Asturias (Spain) was taken. A transversal design was used, their weight and height were measured and an individual standardized interview was carried out in which they were asked about their breakfast habits and the time they spent each week on sedentary leisure activities. Using path analysis, a model was tested in which breakfast habits and leisure time were the independent variables and the BMI was the dependent variable. The results showed that there was an inverse correlation between number of breakfasts and BMI and a direct correlation between the time spent on sedentary leisure activities and BMI. Path analysis showed that the relationship between the frequency with which breakfast was eaten and BMI was mediated by the time spent on sedentary leisure activities. The above appears to confirm the direct role played by failing to have breakfast in the pandemic of obesity as this habit tends to increase children’s BMI. This relationship is, however, mediated by sedentary leisure. According to the data compiled, being overweight in children can only be prevented by modifying not just one of the habits that have been associated with it, but rather the whole group of habits as these appear to make up an obesogenic cluster in which sedentary leisure and not having breakfast are included.     

Reflections under the lens: observations of a systemic therapist on the experience of participation and scrutiny in a research project

The London Depression Intervention Trial (LDIT) was set up in the early 1990s by Professor Julian Leff ( Leff et al., 2000 , and in this issue) to compare the relative efficacy and costs, in work with depressed adults, of systemic couple therapy, drug treatment and individual cognitive behaviour therapy (CBT). The research found that systemic therapy compared favourably with the other modalities in respect of fewer drop‐outs, improvement in measured depression at the end of therapy and on follow‐up after a second year without therapy, and was not – contrary to the usual assumptions – more expensive. I was one of the two therapists, together with Eia Asen ( Jones and Asen, 2000 , and Asen in this issue) practising systemic therapy with diagnosed depressed patients and their partners. In this paper I will discuss the experience of being the object of research scrutiny, and the reflections that have come to me during and subsequent to the research period. To put it more challengingly: What are the consequences for systemic psychotherapists of co‐operation with researchers? Can a circular epistemology survive being scrutinized through a lineal grid?     

Processing complex graphemes in handwriting production

Recent studies on handwriting production and neuropsychological data have suggested that orthographic representations are multilevel structures that encode information on letter identity and order, but also on intermediate-grained processing units such as syllables and morphemes. This study on handwriting production examined whether orthographic representations also include a graphemic-processing level. French adults wrote words containing an embedded one-, two-, or three-letter grapheme (e.g., a in clavier, ai in prairie, ain in plainte) on a digitizer. The results for letter duration revealed that the timing of movement processing depends on grapheme length (e.g., the duration of a for one-letter graphemes was shorter than that for two-letter graphemes, which, in turn, was shorter than that for three-letter graphemes). Two- and three-letter graphemes start to be processed before we start to write them. The results therefore revealed that orthographic representations also encode information on grapheme complexity.     

Playing Who We Are Together: Commentary on Henry Kronengold’s “Hey Toy Man”

The two-year treatment of a girl, aged 6–8, as described in Henry Kronengold’s “Hey Toy Man,” was conducted mainly through patient-led, but co-constructed dramatic play. Co-constructed here is meant to convey that it was improvisational and sometimes a reciprocal, even spontaneous, improvisation. Often the girl controlled the therapist, insisting on her story, while therapist tried to introduce ameliorative changes in the storyline. The therapist did not verbally interpret the play. The contribution of this commentary is a close study of the two-person dramatic play sequences, in line with theoretical interests in play in child treatment and co-construction as a lens on the adult analytic process. How did the sequences evolve? What may have been communicated and have been therapeutic in and through the playing itself? What relational dilemmas were explored or evaded? What implicit realizations and mutual recognitions may have occurred? Was there also disowning of unwanted self states and experiences in the play? The child’s perceptions of the therapist’s counter-transference is one line of interest. Perspectives from psy- choanalytic field theory (Baranger, M. &; Baranger, W. (2008), Ferro, A. (1999) are applied.