Cognitive processing therapy for chronic PTSD from childhood sexual abuse: A case study

This paper describes a case of chronic Post-traumatic Stress Disorder (PTSD), as described in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV, 4th edn; American Psychiatric Association, 1994). The client has a long history of childhood sexual abuse (CSA), as well as repeated sexual victimization as an adult and addiction issues. She presented with significant avoidance symptoms, including a highly restricted range of affect and distinct feelings of detachment from others. These symptoms had been greatly reduced by the end of the 17-week therapy including both individual and group modalities. The paper elaborates on theoretical issues, the Cognitive Processing Therapy model (Resick & Schnicke, 1993) as it was adapted for use with survivors of childhood sexual abuse, the various phases of the therapeutic process, and specific examples of therapeutic change with this particularly complicated case.     

A short form of the Common Beliefs Survey III

Previous studies have shown that the Common Beliefs Survey III (CBS III) is an irrational beliefs inventory with satisfactory psychometric properties. We extended research on the CBS by examining this 54-item inventory for redundant material, and substantially abbreviated it without compormising its reliability or validity. This article describes the development of the new, 19-item short form (CBS19), convenient for clinical use, that preserves the psychometric properties of the original.     

The measurement of imagery ability

When variations in imagery ability are used to predict task performance, distinct and consistent relationships do not tend to emerge. A selective review of studies is undertaken to outline some basic reasons why individual difference measures of imagery are often so unsuccessful. Relevant studies concerning the learning and performance of motor skills are examined in some detail. It is concluded that the major problem in these studies is the types of imagery tests that have been employed; these tests have not adequately measured imagery ability. A recently developed instrument, the Movement Imagery Questionnaire, which has been designed to assess individual differences in visual and kinesthetic imagery of movement is discussed.     

On interpretation of interactions

The principle focus of this paper is on interpretation of interactions that are obtained when response probability is used as a dependent variable. It is argued that results obtained with probability [or any dependent variable) are only interesting insofar as they reflect something about a corresponding theoretical component. It follows that the functional mapping of response probability [which is measured) onto the state of a theoretical component (which is inferred) must be somehow specified if conclusions are to be meaningful. Depending on the nature of such a mapping, various types of results, particularly results involving interactions, may or may not be interpretable.     

Comprehending compass directions

Two experiments investigated the processes by which compass directions are comprehended. In both experiments, the task was as follows. A compass direction (e.g., 210 deg) was visually presented. The subject drew a representation of the direction and then pressed a key. Reaction time from onset of the stimulus to the keypress was measured. The results suggested a model of direction comprehension involving two steps: first, computing the nearest cardinal direction to the target direction, and then “rotating” from the cardinal to the target direction. Rotation could be performed equally well clockwise or counterclockwise. Additionally, north-south. tended to be comprehended faster than east-west, confirming past results that have shown an advantage of up-down over left-right in discrimination tasks.     

Nasality and precision of articulation

Two reading passages, one with nasal consonants and one without, were tape-recorded for 72 subjects: 34 selected as having precise articulation and 38 selected as having imprecise articulation. These speech samples were evaluated for degree of precision and also for degree of nasality by the psychological scaling method of equal-appearing intervals employing a 7-point scale. Analysis indicated a relationship between degree of precision and degree of unpleasant nasality, that is, a tendency for decreases in precision to be accompanied by increased nasality and a tendency for males to be more imprecise in articulation and more nasal than females.     

PLE: A high-level multiprogramming language for psychology

This paper describes a software system called PLE that is designed to turn a Data General Corporation computer system into a sophisticated infinite-channel tachistoscope. We describe hardware and software characteristics of the PLE system and evaluate its performance in comparison to a typical tachistoscope. Additionally, we describe two example experiments that have been implemented in the PLE system.     

Extradimensional shift learning in pigeons: Positive and negative transfer produced by prior discrimination training

Four groups of pigeons were trained on a free operant successive discrimination between line-stimuli differing in orientation. The groups differed according to their previous treatment. Two groups had received true discrimination (TD) training with stimuli differing in colour and two groups had received pseudo-discrimination (PD) training. For one pair of groups the line-stimulus that was to become the positive stimulus in the transfer stage of the experiment was superimposed on both colours and in these the subjects given PD training learned the orientation discrimination more readily than those given TD training. In the other pair of groups TD animals learned more readily than PD. These results require us to modify current theories of attentional factors in transfer.     

Causal attributions of high and low achievement motivation college students for performance on examinations

College students high and low in test anxiety attributed their performance on each of four examinations in a course to ability, test difficulty, preparation, and luck. Individuals high and low in test anxiety typically evidence systematic predispositions to account for their achievement-related behavior in different terms. The present research substantially replicated these earlier (laboratory and Intellectual Achievement Responsibility Scale) findings in an actual achievement setting. In addition, however, the present findings differed from the earlier evidence in some important respects. Specifically, (a) high test-anxiety students' attributions for failure were far less self-deprecating than in the laboratory evidence, and (b) high test-anxiety students' attributions (for both success and failure) became more personally flattering, or comforting, as the semester progressed. Results were discussed in terms of the laboratory — field distinction and of the influence of a temporal, or time of measurement, factor, hitherto ignored in the causal attribution literature.This research was facilitated by a grant from the Research Council of the Graduate School, University of Missouri-Columbia, and the National Institute of Mental Health (1 R08 31910), both to the first author.