The effect of pretraining and feedback on the reasoning of young children

Three experiments are reported in which kindergarten and first-grade children were given one-trial multidimensional reasoning tasks that were modifications of those used by T. C. Toppino (1980, Journal of Experimental Child Psychology, 30, 496–512). In the first two experiments, the nature of the stimulus compounds (partitioned or unitary) was varied in a series of tasks of increasing complexity. First-grade children (Experiment 1) and kindergarten children (Experiment 2) performed extremely well on all of the tasks presented. Experiment 3 was designed to identify factors that contribute to these high levels of performance, relative to those obtained under the conditions used by Toppino (1980). The results indicated that a combination of feedback information and preliminary experience with simple forms of the tasks are sufficient to produce the high performance levels, and that the verbal labeling of stimulus components is not an essential constituent of the training.     

Influence of play on creative thinking

The immediate influence of flexible and highly structured play on the creative thinking of 184 fourth-grade boys and girls was investigated. Following either flexible or highly structured art, drama, and playground activities, children's performances on the Torrance Tests of Creative Thinking were evaluated. Children who participated in flexible play experiences showed significantly greater creative thinking than children participating in the highly structured play experiences. No significant differences were found between boys and girls related to effects of flexible and structured play on creative thinking. Implications for curriculum are explored.     

Reaction to Self-Attributed Victim Responsibility: A Comparative Analysis of Rape Crisis Counselors and Lay Observers1

This research examined observers' reactions to sexual assault victims engaging in different forms of self-attributed responsibility. Theory and research suggests that behavioral responsibility contributes positively to the coping process of victims, whereas characterological responsibility impedes it. For observers in the present study, the expression of either type of self-responsibility by a rape victim resulted in a more negative impression of the victim's emotional well-being and greater attribution of responsibility to the victim in comparison to a victim relying solely on chance explanations. Moreover, this bias was evident among rape crisis counselors as well as lay observers. Discussion considered the implications of such biased perceptions for sexual assault victims and the need for a fuller understanding of the nature of self-attributions of responsibility by victims.     

The effects of voluntary hyperventilation on patients with chest pain without coronary artery disease

The present investigation was designed to examine panic symptom experience in patients with chest pain of nonorganic etiology, using a hyperventilation provocation procedure. Given the recent focus on panic disorder in patients with nonorganic chest pain, we assessed three indices of physiological arousal, subjective anxiety, and endorsement of DSM-III-R panic symptomatology in response to 3 min of voluntary hyperventilation. Subjects included 23 patients with nonorganic chest pain (CP sample) and matched normal controls (NC sample). The results indicate that hyperventilation produced significant increases in skin conductance, heart rate, and upper trapezious EMG in both CP and NC samples. Despite equivalent levels of physiological arousal and subjective anxiety, the CP sample endorsed a greater number of DSM-III-R panic symptoms relative to the NC sample. Examination of post-hyperventilation symptoms indicated that a greater percentage of the CP sample reported palpitations, nausea, and chest pain when compared with normals. Comparison of CP patients with and without Panic Disorder revealed no significant differences on any measure. The results suggests that hyperventilation plays a role in symptom experience in patients with nonorganic chest pain, although anxiety does not appear central in moderating this effect.     

The structure of distress following trauma: posttraumatic stress disorder, major depressive disorder, and generalized anxiety disorder

The current report used confirmatory factor analysis to examine the latent structures of both key features and associated symptoms of three disorders that commonly develop following a traumatic event: posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and generalized anxiety disorder (GAD). Participants were 228 motor-vehicle accident survivors who sought treatment for emotional difficulties. PTSD, MDD, and GAD were assessed with a combination of self-report and interview-based measures. The results of construct level analyses suggested that PTSD, MDD, and GAD are distinguishable but highly correlated disorders following a traumatic event. Symptom level analyses supported a model where the Reexperiencing, Avoidance, and Hypervigilance factors were subsumed under the PTSD construct. However, in this model the Dysphoria factor was a higher order construct correlated with the PTSD, MDD, and GAD factors, suggesting that the Dysphoria cluster may not be unique to PTSD. Diagnostic and theoretical implications of these results are discussed.     

Verbal and Nonverbal Metaphor With Children in Counseling

The metaphor is typically viewed as a verbal form of expression in traditional talk therapies. However, this definition excludes nonverbal metaphors that children use when they express themselves through play. In this article, the authors examine the use of therapeutic metaphors, both verbal and nonverbal, with children. The roles of the child, counselor, and family in treatment are discussed, along with the benefits and limitations of using therapeutic metaphors with children. The use of quantitative, qualitative, and integrated methods for studying children's use of verbal and nonverbal metaphors in counseling is also examined.     

Group Cognitive Behavior Therapy for Chronic Posttraumatic Stress Disorder: An Initial Randomized Pilot Study

Individuals with posttraumatic stress disorder (PTSD) related to a serious motor vehicle accident were randomly assigned to either group cognitive behavioral treatment (GCBT) or a minimum contact comparison group (MCC). Compared to the MCC participants (n = 16), individuals who completed GCBT (n = 17) showed significant reductions in PTSD symptoms, whether assessed using clinical interview or a self-report measure. Among treatment completers, 88.3% of GCBT participants did not satisfy criteria for PTSD at posttreatment assessment, relative to 31.3% of the MCC participants. Examination of anxiety, depression, and pain measures did not show a unique advantage of GCBT. Treatment-related gains were maintained over a 3-month follow-up interval. Patients reported satisfaction with GCBT, and attrition from this treatment was comparable with individually administered CBTs. Results are discussed in light of modifications necessitated by the group treatment format, with suggestions for future study of this group intervention.