Clinical Strategies for Integrating Medication Interventions Into Behavioral Treatment for Adolescent ADHD: The Medication Integration Protocol

Attention-Deficit/Hyperactivity Disorder (ADHD) is prevalent among adolescents enrolled in behavioral health services but remains undertreated, and the first-line treatment option, stimulant medication, is underutilized. To address this gap, this article introduces the Medication Integration Protocol (MIP): ADHD Assessment and Medication Consult; ADHD Psychoeducation and Client Acceptance; ADHD Symptoms and Family Relations; ADHD Medication and Family Decision-Making; and Medication Management and Integration Planning. The article concludes by highlighting what behavior therapists should know about integrating medication interventions into primary care; managing medication priorities for adolescents with multiple diagnoses, including substance use problems; and the compatibility of MIP with everyday practice conditions.     

Trends in the creativity literature: An analysis of research in the journal of creative behavior (1967–1989)

Abstract

Many have noted a renewed interest in creativity. However, even with a 40‐year history, little effort has been directed at the study of changes in the field, and no effort has been made to develop a historical perspective of the work being conducted. Which topics have consistently been examined? Which have gone out of favor, and which have shown surges of interest? The present investigation addressed these questions by examining 311 articles, representing a 23‐year span (1967–1989). This span began in 1967 with the founding of the Journal of Creative Behavior. Predictions were based on previous literature reviews and similar studies conducted in other areas of the social sciences. One prediction was that there would be increases in the number of authors per article (women authors in particular) and in the total number of references. Furthermore, empirical articles were expected to be on the rise, as were articles focusing on social and educational issues. The number of articles concerned with personality and related topics were expected to show a decrease. Results generally supported the hypotheses: The number of authors, number of female authors, number of references, and social and educational articles all showed upward trends. However, the number of empirical articles did not increase during the 23‐year period. Overall, the findings suggest that trend‐analytic research is viable and informative. It tells us not only where the field has gone, but also gives hints as to where it may be going.     

Category-specific enhancement of retrieval due to field perspective

Two memory perspectives have been distinguished: A field perspective where events are re-experienced in the first person, and an observer perspective where events are witnessed in the third person. Two experiments examined the influence of memory perspective on objective memory performance. In both experiments participants were presented with a series of verbal passages, each of which contained several different categories of information. For four of these categories (pertaining to affective reactions, physical sensations, psychological states, and associated ideas), recall was significantly higher when a field perspective was adopted than when an observer perspective was adopted, but for the five other categories (pertaining to physical actions, personal appearance, fine details, spatial relations, and peripheral details) there was no significant effect of perspective upon recall. The study is examined in the context of mental models and imagined episodic events.     

Young Children and Adults’ Sensitivity to Contexts for Social Conventions in Make-Believe Play

The author focused on how young children understand the nature of social conventions relating to pretend play. Twenty 4-year-olds, fifteen 6-year-olds, and 20 adults (undergraduate students) listened to vignettes in which a new child in each vignette violated a convention used by other children while playing. Participants indicated whether the violations would be corrected and whether someone needed to teach the conventions to the new children. The scope of a convention (wide versus narrow) in combination with how long the convention has been used affected 6-year-olds’ responses but not the responses of younger children or adults. In addition, there were age-related differences in participants’ beliefs about who could teach characters about the conventions and why characters might not need to be taught by others. These results demonstrate that children at the start of middle childhood can be sensitive to contextual differences in the conventions that shape everyday activities more so than adults and younger children.     

II. The origin of Frege's realism

An explanation of Frege's change from objective idealism to platonism is offered. Frege had originally thought that numbers are transparent to reason, but the character of his Axiom of Courses of Values undermined this view, and led him to think that numbers exist independently of reason. I then use these results to suggest a view of Frege's mathematical epistemology.     

Identity Closure: A Fifth Identity Status

This study examined identity status and self-actualization of young adults (N = 41), who were administered a revised identity interview (based on Marcia's interview) and a measure of self-actualization (the Personal Orientation Inventory). A fifth status, identity closure, was added to account for status regression and re-foreclosure, found in previous studies. This addition prompted a revision of the operational definition of identity achievement to include three criteria: exploration, tentative commitment, and openness to alternatives. Open achieved individuals scored higher than closed individuals on the measure of self-actualization, suggesting some validity for the revised operational definition of identity achievement and providing support for Eriksonian theory. Theoretical implications and the development of a revised paradigm are discussed.     

The Influence of Color and Demand Characteristics on Muscle Strength and Affective Ratings of the Environment

Demand characteristics may influence claims that the color pink inhibits muscle strength whereas blue increases muscle strength. In Experiment 1, undergraduates (N = 59; 30 women, 29 men) were told either that the experimenters thought pink would increase and blue decrease strength or that blue would increase muscle strength and pink decrease muscle strength. A hand dynamometer assessed grip strength as subjects stared at each of 8 differently colored panels. Results indicated that men viewing the pink or orange panels had higher grip strength under pink-strengthen than under pink-weaken instructions. The reverse relationship was found for men viewing a green panel. For women, the pink-weaken instructions resulted in a higher grip strength than did the pink-strengthen instructions, regardless of actual color present. In Experiment 2, women in a no-instruction control condition had lower grip strength than women given the pink-weaken instructions. For men, the control (no-instruction) condition resulted in higher grip strength than the pink-weaken condition. Results of both studies suggest that men followed overt demand characteristics but that women reacted with increased intensity to any suggestion that a stereotypically feminine pink is associated with weakness.     

Synthetic and analytic thought: Similarities and differences among art and science students

Evidence is presented suggesting that differences as well as similarities exist between the thought processes of art and science students during the insight phase of problem solving. The nature of these thought processes was investigated at different time periods throughout the creative process with 122 students in art and science. Half of the subjects solved tasks corresponding to their orientation, and the other half solved problems not of their orientation. This allowed an evaluation of the variance attributable to task, as opposed to orientation. After solving the task, subjects completed the Feelings and Thoughts Questionnaire (FTQ) and a battery of personality inventories, including the NEO Personality Inventory, the Adjective Check List, and the Experience Inquiry. The FTQ is a self‐report inventory in which subjects rate lists of adjectives describing the thoughts and emotions that occurred before, during, and after the insight. Internal consistency and convergent validity were established for the two scales of the FTQ namely the Synthetic and Analytic Thought Scales. Comparisons indicated that art students tended to receive higher scores than science students on the Synthetic Thought Scale, especially after the insight. The nature of the art and science task did not contribute to variance in mode of thinking scores. The findings suggest that a differentiated view of the thought processes involved in artistic and scientific creativity is needed.