The role of theory in treating adolescent substance abuse

The adolescent substance abuser, like adult addicts, is most commonly considered from the perspective of the disease model. The usefulness of the disease model in conceptualizing adolescent substance abuse is questioned, and an alternative view of the topic is set forth. Substance abuse, is regarded as an adaptive aspect of the ongoing interactive processes within the family. The developmental process of the adolescent substance abuser is seen as a functional dynamic in the family's preservation. Three characteristic elements of parental interaction common to the development of adolescent substance abuse are highlighted.An earlier version of this paper was presented at the Texas Association for Marriage and Family Therapy annual conference on January 28, 1993 in Houston Texas.a research associate and director of the Don D. Jackson Archive at the Mental Research Institute, Palo Alto, CA. Authors are listed alphabetically.     

A behavioral experimental analysis of dyslexia

A behavioral analysis of specific dyslexia is contrasted with traditional genetic, neurological and developmental theories which hold that the dyslexic's inability to read is based on impaired intellectual functioning and decreased perceptual and attentional skills caused by a biological limitation. Two groups of six children, aged 9 and 10 years and comprised of dyslexic and non-dyslexic subjects, were given either traditional remedial reading treatment or behavior therapy consisting of the Staats Motivated Action Reading Technique. Both dyslexic and non-dyslexic subjects receiving the behavioral intervention significantly improved in reading achievement to approximately the same degree, and the dyslexic subjects improved in several perceptual and attentional measures as well. These results are taken to support the position that the specific dyslexia syndrome is subject to the laws of learning and can be viewed as a function of a deficient learning history.     

Beauty Is Only "Name" Deep: The Effect of First-Name On Ratings of Physical Attraction

College students ( n = 197) voted to select a beauty queen from among six photographs equivalent in physical attractiveness, as determined by rankings of 35 students from a separate university. Half the photographs bore a desirable first-name and half were assigned an undesirable first-name. As predicted, firstname had a significant effect on physical attraction: Girls with desirable firstnames received 158 votes to 39 for those with undesirable names. These data were discussed in terms of an additive, rather than an interactive, effect, due to the nature of the task. The strength of these findings was related to the study's ecological validity.     

Feminist orientation and job-seeking behavior among dual-career couples

This study examined the relationship between feminist orientation and job-seeking behavior in dual-career couples. Initial and final job-seeking decision rules were assessed, as well as choices to simulated incidents about joint job seeking. Feminist orientation was more pronounced in influencing simulated than actual job-seeking behavior. As employment possibilities in the simulations became increasingly constrained, the relationship between feminism and non-traditional behavior attenuated first among men, then among both sexes. In terms of actual behavior, feminist orientation in men, but not in women, was significantly related to the type of job-seeking strategy initially chosen. However, there was no significant relationship between feminist orientation and final job decision for either sex, probably because of situational constraints affecting the final decision.     

Word-finding as a function of stimulus context: Children compared with aphasic adults

A study of object naming in 202 children, aged 5–11 years, demonstrated that varying the stimulus context affected the level of response accuracy. From age 6 to 10, completing a sentence with a noun (auditory) yielded the lowest error scores, naming objects upon hearing a definition (also auditory) produced most errors, while responding with names to pictured objects was of intermediate difficulty. This is the same order of object naming difficulty found in adult aphasic patients. Children older than 10 do not appear to be affected by stimulus context in their object naming. Results are discussed in terms of the relative syntactic difficulty of the two auditory conditions, the unexpected sex differences, and the “aphaseoid” naming errors of children.     

Rape Myths, Rape Definitions, and Probability of Conviction

Feminist analyses of rape hypothesize that adherence to rape myths affects the inclusiveness or restrictiveness of rape definitions, with numerous practical consequences. The results of this research support that hypothesis. The paper also critiques the experimental vignette methodology frequently used to investigate rape definitions. In the process of exploring its cectral hypothesis, this analysis demonstrates the importance and feasibility of using additional techniques to achieve a fuller understanding of factors affecting rape definitions.     

The effects of binocular and motion-generated information on the perception of depth and height

The perception of distance and size in the presence of optical gradient information was investigated under four viewing conditions—binocular view with and without head motion, and monocular view with and without head motion. Subjects (60 adults) matched distance intervals (from 15 to 127 cm) and heights of a target triangle (from 5 to 15 cm) by adjusting the length of a metal tape. Both linear and power functions were fitted to each individual’s distance judgments, and the competing perceptual models were compared. For both models, it was found that binocular information was sufficient to specify relative, but not absolute, distance, that monocular information was sufficient to specify an orderly relation between target distance and judgment but not absolute distance, that average error was less in the binocular conditions, and that perceived distance was not affected in either condition by the addition of head motion. The analysis of size judgments revealed that monocular and binocular judgments did not differ, that matches made with and without head motion did not differ, and that, in all conditions, matches exceeded target heights by an average 30% to 40%. Judged size was also analyzed as a function of target distance. In all conditions but monocular view with head motion, the effect of distance was to increase size judgments. The distance judgments support the hypothesis (Purdy, 1958) that the binocular stimulus carries information that the monocular stimulus does not; they fail to support the hypothesis (Gibson, 1966) that observer motion adds information to the static stimulus. The size judgments support neither hypothesis but suggest an independence of perceived size from perceived distance.     

Health and salvation as the ethical ideal

Health and salvation are related terms, because each seeks the well-being of the whole person. When placed within the Judeo-Christian context, health as salvation can be defined as the highest good for the total human community. This good is denied to humanity through the unequal use of the world's resources, a fact underscored by the current energy crisis. Two questions must be answered: 1) Do we possess the scientific means to rectify this ethically unacceptable situation? 2) Do we desire to implement the necessary steps to change, should they be found?     

Group Psychotherapy for University Students: Progress and Problems

The progress of two therapy groups for university students is described. Some difficulties were encountered in their organisation and in the selection of group members. There were also problems regarding confidentiality. On the other hand, the closure of one group during the university vacations did not impede its progress. Such group therapy seemed particularly suitable for students with less severe psychiatric disturbance and for those with adolescent difficulties in separation and individuation. Students with more severe personality disorder or those with a recent history of serious mental illness progressed less satisfactorily.