"Lost in a shopping mall" -- a breach of professional ethics

The "lost in a shopping mall" study has been cited to support claims that psychotherapists can implant memories of false autobiographical information of childhood trauma in their patients. The mall study originated in 1991 as 5 pilot experiments involving 3 children and 2 adult participants. The University of Washington Human Subjects Committee granted approval for the mall study on August 10, 1992. The preliminary results with the 5 pilot subjects were announced 4 days laters. An analysis of the mall study shows that beyond the external misrepresentions, internal scientific methodological errors cast doubt on the validity of the claims that have been attributed to the mall study within scholarly and legal arenas. The minimal involvement -- or, in some cases, negative impact -- of collegial consultation, acadmic supervision, and peer review throughout the evolution of the mall study are reviewed.     

Duty to Re-Contact: A Study of Families at Risk for Fragile X

DNA testing for Fragile X syndrome is now routinely available through a large number of diagnostic laboratories. We have surveyed individuals from British Columbia Fragile X families identified prior to the availability of DNA testing for FMR1 to determine if they are subsequently receiving information about DNA testing. Of the 78 individuals first seen before the cloning of the FMR1 gene, 39 (50%) had not been seen in the clinic to discuss DNA testing. We initiated a contact program with these 39 patients to determine their interest in DNA testing. Contact was made with 28 individuals, 20 of whom stated interest in testing either for themselves or for a relative. Patient opinions about DNA testing were assessed through questionnaires. In those individuals who stated an interest in DNA testing, the most common reason for wishing testing was to provide information to children or grandchildren. The most common disadvantages of testing indicated by this group were that they had finished their families and that they felt the test would not have a direct impact. The most common reasons individuals were not interested in DNA testing were that there were no family members appropriate to test and that the respondent had completed his or her family. DNA testing has been performed for 13 of the 28 (46%) contacted individuals and/or at least one relative. In view of the high level of interest for testing in families who had not been seen since the cloning of the FMR1 gene, we feel that FMR1 screening programs should include actively contacting previously seen individuals.     

The relationship between dispositional optimism, dispositional pessimism, repressive coping and trait anxiety

The purpose of this study was to investigate the relationship between dispositional optimism, dispositional pessimism, repressive coping and trait anxiety. The Marlowe-Crowne scale (MC) and the Bendig version of the Taylor Manifest Anxiety Scale (MAS) were used to select repressor and control groups (N=143, aged between 18 and 47 years), who subsequently completed a measure of dispositional optimism, the Life Orientation Test (LOT), which consists of two sets of items: optimism and pessimism. Repressors (high MC, low MAS) reported significantly lower pessimism than all other participants. When the pessimism scale was divided into high and low categories, there were significantly more repressors in the low pessimism group than the other low trait anxiety group, low anxious (low MC, low MAS). However, for the optimism scale the opposite pattern of results was found, with significantly more low anxious in the high optimism group than repressors. These results support the assertion that the pessimism and optimism scales of the LOT are not the same construct and should be measured separately.     

Racial and ethnic differences in motivation for educational achievement in the United States

Data from the National Educational Longitudinal Study [National Educational Longitudinal Study, (1994). National Educational Longitudinal Study: second follow-up (Report No.94-374). Washington, DC: U.S. Department of Education] show that on standardised scores in mathematics, reading and science, the highest mean scores are obtained by Asians and whites and lower scores are obtained by Hispanics and blacks. The same differences are present for the number of hours per week devoted to homework. It is suggested that motivational differences expressed in the amount of homework undertaken contribute to the group differences in educational achievement. Statistically significant correlations between the amount of homework and educational achievement support this hypothesis. There are also group differences in intelligence parallel to those in educational achievement, suggesting both intelligence and motivation are involved in racial and ethnic differences in educational achievement.     

Spiritual Wellness for Clients With HIV/AIDS: Review of Counseling Issues

The epidemic of HIV/AIDS has resulted in an increasing population of individuals in need of counseling services: persons living with AIDS, as well as family, friends, and caregivers. The relationship between HIV/AIDS clients' counseling and spiritual issues is demonstrated by a review of salient literature. Three broad themes are used: terminal illness issues such as post-death existence and existential meaning of life, religious disenfranchisement from society or families of origin, and multicultural spiritual and religious issues. Practical recommendations for counselors and research implications are included.     

Facultative and inhibitory effects of location and frequency cues: Evidence of a modulation in perceptual sensitivity

The possibility that facilitative and inhibitory effects of auditory cues result because of a modulation in perceptual sensitivity was examined. Listeners were presented with a cue followed by a target, with the time period between the two varied at stimulus onset asynchronies (SOAs) of 150,450, or 750 msec. In two conditions, the cue and target were either the same or different in location or frequency. In both conditions, listeners were required to identify the rise time of the target. Whereas the cue was presented in isolation, the target was presented in a wide-band noise background such that the required discrimination was made relatively difficult. In both conditions, a facilitative effect was apparent at the 150-msec SOA and an inhibitory effect was apparent at the 750-msec SOA for both accuracy and response time measures of performance. That these results were apparent for a judgment unrelated to the manipulated cue-target relation suggests strongly that both location-based and frequency-based auditory inhibition of return result primarily because of changes in perceptual sensitivity.     

The Intelligence of Ethiopian Immigrant and Israeli Adolescents: A Comment on Kaniel and Fisherman

This note corrects a number of errors in Kaniel and Fisherman's paper on the intelligence of Israeli and Ethiopian immigrant adolescents, that appeared in the journal.     

A PRELIMINARY EVALUATION OF EMPIRICALLY DERIVED CONSEQUENCES FOR THE TREATMENT OF PICA

Individualized treatment packages were developed for 3 children with high-rate severe pica using a discrimination training paradigm and a behavioral assessment-based procedure known as empirically derived consequences. Children received empirically derived reinforcers for eating under appropriate stimulus conditions (i.e., eating food only from a plate and placemat that served as a discriminative stimulus) and empirically derived punishers for attempts to engage in pica. This treatment package resulted in marked reductions in pica and an increase in appropriate eating for all 3 children in a “baited” analogue condition. In addition, low rates of pica were maintained for 9 months for all 3 children. These results suggest that treatment effectiveness may be enhanced when behavioral assessment data are used to identify potent consequences.     

PREFERRED CURRICULAR ACTIVITIES AND REDUCED PROBLEM BEHAVIORS IN STUDENTS WITH INTELLECTUAL DISABILITIES

This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-management strategy.