An 8-year study of multiple influences on drug use and drug use consequences

Multiple long-term influences on young adult drug use and abuse were tested within an interactionist perspective using latent-variable causal models. Intrapersonal influences included early drug use and social conformity. Proximal interpersonal influences were captured by perceived peer drug use, perceived adult drug use, and family disruption. More distal influences included perceptions of community approval or disapproval for drug use. Outcome measures included not only use of drugs but also disruptive drug use (getting high at work or school) and self-admitted problems with drugs. Data were obtained from 654 participants at three equally spaced time points during an 8-year longitudinal study that began when the subjects were in junior high school. Confirmatory factor analyses were used to test the adequacy of the hypothesized measurement model. Subsequently, a structural equation, or path model, was used to examine the across-time relations among the latent and manifest variables. Stability effects were found for all repeatedly measured latent variables across the 4-year spans. Social conformity strongly influenced other latent variables across time. Early drug use and perceived adult drug use were prominent predictors of young adult drug use, whereas prior drug use predicted disruptive drug use and a lack of social conformity predicted problems with drug use. Early adult alcohol use predicted later disruptive drug use and problems with drug use. Perceived adult drug use generally influenced later alcohol use, whereas peer drug use influenced later cannabis and hard-drug use. Implications for prevention and treatment using a multicausal interactionist perspective are discussed.     

A group approach to guilt in depressive and suicidal patients

Summary A psychiatrist and a pastoral psychologist considered the problem of guilt as a source of alienation in depressed and suicidal patients by using a four-dimensional approach in a group psychotherapy setting. This involved functioning as cotherapists representing theological and psychiatric orientations and utilizing both didactic and insight-oriented approaches to elicit and explore meaningful material related to guilt feelings. With a number of exceptions, the patients did not appear to make a sharp distinction between the cotherapists' roles. The didactic openings on guilt served to provoke ready discussion of personal conflicts involving guilt feelings, especially in the silent patients who were not easily drawn into spontaneous discussion.     

Emotional mood and memory in young children

Two experiments examined affect-dependent memory with preschool/kindergarten and third-grade children. A two-list intentional learning procedure was used to assess the effects of the congruent versus incongruent relationship between affect (happy vs sad) during initial list learning and affect (happy vs sad) during a delayed recall test. When induction of emotional mood was preceded by relaxation exercises in Experiment 1, no evidence of affect dependence was observed. When the relaxation procedure was omitted in Experiment 2, the affect-dependent pattern was obtained in both free recall and cued recall for both age groups. The results of Experiment 2 show that affect-dependent memory is a reasonably robust phenomenon in children and that hypnosis is not necessary for its appearance. However, the phenomenon is apparently absent under conditions of relaxation, a result consistent with two-factor theories of emotion.     

SEX-RELATED ATTITUDES AND PERSONAL CHARACTERISTICS IN THE UNITED STATES

First, differences in attitudes and beliefs towards masculine and feminine roles as well as legal and social facts in the U.S. are presented. Due to women's and civil rights movements those differences are changing now. However, inequalities and barriers for changing are still not completely overcome, often referring to differences in temperament and motivation between men and women which are assumed to be based on biological and/or socializing factors. In the U.S. sample, sex differences emerged on the following variables: Marriage importance (F> M), Masculinity score for self (M > F), Femininity score for self (F > M), Femininity score for ideal man (F > M), Masculinity score for ideal women (F > M) and Competitiveness (M > F). Academic orientation also influences the Educational Aspirations and Expectations (college > technical) and the Masculinity score for the ideal woman (college > technical). Suggestions are given for future research work: finding techniques to decrease sex stereotypes and focusing research on the conditions which were responsible in the past for the traditional masculine and feminine roles in the American Society and how these roles no longer are appropriate.     

Processing of occurrence-rate and item information by children of different ages and abilities

Two experiments compare the performance of children who vary in both age and learning ability. In the first experiment, learning disabled and nondisabled children from three age groups were tested for their incidental memory for frequency of occurrence information. In the second experiment, learning disabled and nondisabled children from two age groups were tested for their intentional memory of item information on a free recall test. In agreement with the notion that frequency is automatically encoded, all groups extracted frequency information and neither age nor learning ability influenced performance. However, both age and ability influenced performance on the recall test.     

Training Genetic Counselors to provide teratogen counseling

Provision of teratogen counseling requires acquisition of knowledge and skills from several disciplines. Traditionally, training in teratogen counseling has occurred on the job. We describe a formal, didactic and experiential curriculum for teratogen counseling as an integral part of the Graduate Program in Genetic Counseling leading to the master of science degree at Northwestern University. All students complete a 5-week rotation with the Coordinator of the Illinois Teratogen Information Service (TIS). This provides them with an opportunity to evaluate a spectrum of teratogen exposures, to interpret teratogen studies in a manner useful for patients, and to develop skills in assessing and addressing psychosocial issues associated with fetal exposure to potential teratogens. Students also learn first hand about how a TIS functions and when and how to refer to TIS specialists. The goal of the program is to provide genetic counseling students with the opportunity to gain experience in accessing and interpreting teratology research and in communicating teratogen information to patients and health professionals in a sensitive, effective manner.     

An assessment of teratology training provided by masters level genetic counseling programs

The increasing demand in the clinical genetics setting for information about teratogen exposures has created a need for genetic counselors to have the capabilities to appropriately address patient concerns. In order to assess how training in teratogen counseling is currently being conducted, the GLaRGG Teratogen Subcommittee surveyed all 17 genetic counseling training programs in North America in September 1993. Information was obtained from training programs about coursework, resources, and clinical training. In addition, each training program was asked to provide information about how their teratogen training needs could better be met. While all programs responded that some information in their coursework applicable to teratogen counseling was provided, there was wide variation in the amount of time devoted to this topic. The programs also greatly differed in the provision of clinical training in teratogen counseling. For both coursework and clinical work, genetic counselors were the main trainers in teratogen counseling. In spite of this, fewer than 25% of training programs have a defined teratogen clinical rotation. Data from the survey are discussed and recommendations presented.     

The Müller-Lyer contrast illusion: A computational approach

When a temporal delay is interposed between the contextual elements (wings) and the focal element (central axis) of the Müller-Lyer figures, the usual assimilation illusion changes to an illusion of contrast; that is, judged axis length is contrasted away from rather than assimilated toward the context provided by parallel extents between wings. Presentation time for the preceding contextual wings on the order of 1 sec or more was needed to produce contrast effects in judgments of the following focal axis (Experiment 3) and, given sufficient presentation time, these contrast effects were largely unaffected by the length of the temporal delay between contextual and focal elements, appearing equally strong for delays between 0 and 2 sec (Experiments 1 and 2). These results are consistent with a representational basis for these contrast effects that is high-level and long-lived. The Müller-Lyer contrast illusion may reflect the inadvertent error arising from basing judgments about particular objects on information about attribute differences among objects. Such judgmental errors may be the natural consequence of constrained computations that make explicit information required for certain common tasks, but at the expense of obscuring information required for less common tasks.