Pharmacological treatment of affective disorders: A review and guide for the non-medical practitioner

Mental health professionals who lack medical training may also lack knowledge and understanding of the potential utility of medications in the treatment of emotional disturbance. They may also lack information regarding the effects and side-effects of medications which their clients may already be taking, or be uncertain when the nature of their client's situation suggests a psychiatric assessment regarding drug therapy. This paper offers an educational review in one such area: the pharmacological treatment of depression. It includes a brief review of theories regarding the aetiology of affective disorder, examines the methodes, mechanisms and efficacy of anti-depressants, and draws conclusions regarding the appropriate use of pharmacological treatment.     

Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation

Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teacher's accuracy in recording student responses and implementing each procedure. Future research issues are discussed.     

Marital satisfaction and family stress as predictors of classroom behaviors

The purpose of this research was to examine the relationship between parents' perceptions of marital satisfaction and family stress and their third grade children's classroom behavior. Twenty-one married couples completed questionnaires during home visits. Behavior observations were made from videotapes of children recorded in their classroom during lunch and group academic periods on each of three days. Frequencies of peer interactions, solitary behaviors, and teacher interactions were coded. Regression analyses showed that mothers' level of marital satisfaction (but not fathers') predicted their children's frequency of peer interactions during lunch. Fathers' level of perceived family stress (but not mothers') predicted their children's frequency of peer interactions during lunch. Neither measure for either parent was related to the frequency of peer interactions, solitary behaviors, or teacher interactions observed during the academic sessions. These findings highlight the importance of assessing the potential differential relation of parent variables to children's trans-situational behaviors, and the examination of these variables in relation to different social-environmental contexts in which children participate outside the home.     

Three intensive community-based programs for children and youth with serious emotional disturbance and their families

Systems of care for children with serious emotional disturbance and their families have generally lacked intensive community-based programs. We describe three types of newly established community-based programs in New York State and present a general evaluation plan for determining which programs work for various children and their families. The three community-based programs are Intensive Case Management, Family-Based Treatment, and Family-Centered Intensive Case Management. Process and outcome evaluations are being conducted for each of these programs. These evaluations make use of common intake and termination instruments, based on a minimum data set, standardized assessment instruments, and a common logic model, thus facilitating the comparison of findings across evaluations.     

Comparisons of parents', teachers', and students' perceptions of self-concept in children from one- and two-parent families

19 pairs of third grade children from intact and single-parent families matched for sex, intellectual ability, and academic achievement were administered a brief self-concept measure. Teachers and parents rated the students' self-concept on similar measures. There were no significant differences in scores between the groups; however, within each group the teachers and parents consistently overestimated students' self-esteem.     

A quasi-nonmetric method for multidimensional scaling VIA an extended euclidean model

An Extended Two-Way Euclidean Multidimensional Scaling (MDS) model which assumes both common and specific dimensions is described and contrasted with the standard (Two-Way) MDS model. In this Extended Two-Way Euclidean model then stimuli (or other objects) are assumed to be characterized by coordinates onR common dimensions. In addition each stimulus is assumed to have a dimension (or dimensions) specific to it alone. The overall distance between objecti and objectj then is defined as the square root of the ordinary squared Euclidean distance plus terms denoting the specificity of each object. The specificity,s _j , can be thought of as the sum of squares of coordinates on those dimensions specific to objecti, all of which have nonzero coordinatesonly for objecti. (In practice, we may think of there being just one such specific dimension for each object, as this situation is mathematically indistinguishable from the case in which there are more than one.)We further assume that _ij =F(d _ij ) +e _ij where _ij is the proximity value (e.g., similarity or dissimilarity) of objectsi andj,d _ij is the extended Euclidean distance defined above, whilee _ij is an error term assumed i.i.d.N(0, ²).F is assumed either a linear function (in the metric case) or a monotone spline of specified form (in the quasi-nonmetric case). A numerical procedure alternating a modified Newton-Raphson algorithm with an algorithm for fitting an optimal monotone spline (or linear function) is used to secure maximum likelihood estimates of the paramstatistics) can be used to test hypotheses about the number of common dimensions, and/or the existence of specific (in addition toR common) dimensions.This approach is illustrated with applications to both artificial data and real data on judged similarity of nations.     

Social and life skill competence in potential early school-leavers

Competencies in social and life skills of a group of students expecting to leave school at the end of Grade 10 in Australia is compared with groups expecting to continue. Academic performance and skills were also assessed. The results of the study indicated that the potential early school-leavers were disadvantaged both socio-economically and academically. But, surprisingly, the findings indicated that they were not significantly different from the other two groups of students targeted in the study in terms of their social and life skills. The results imply that potential early leavers in school populations may be unnecessarily disadvantaged because school programmes, in concentrating on a narrow range of cognitive skills, do not build on personal competency skills already possessed by students of all levels of ability. Whilst this is the case, potential early school-leavers will be likely to continue to be disaffected and disadvantaged educationally.     

The role of situational involvement in consumers' attitude polarization

This investigation examines the effect of consumers' situational involvement on attitude polarization. The level of involvement of subjects with well-developed restaurant schemas was manipulated, and evaluations of a group of restaurants were obtained on three different occasions under conditions favorable to attitude polarization. Contrary to expectations, the evaluations exhibited no tendency toward greater extremity, even when situational involvement was high. Although inconsistent with some previous findings about attitude polarization, the results are explained in terms of schema complexity and structure. Managerial implications are discussed.     

Visual control of movement patterns and the grammar of action

In this experiment adult subjects copied three types of material (letters, reversed letters and geometric shapes) with and without sight of the hand and the writing trace. Without vision the number of movement segments decreased and the sequence and direction of movements were altered. This means that subjects did not use a fixed stored representation to produce items nor did they obey the rules of Goodnow and Levine's (1973) grammar of action. When spatial location is made more difficult by the removal of vision, movement production is simplified to reduce the number of relocations required. The use of consistent directions of movement depends on the ability to use visual control of spatial location.     

The "psychosomatic family" model: an empirical and theoretical analysis

Evolution of the Family Systems Paradigm has been constrained by the dichotomy between theory building and empirical research. This article integrates these two domains by presenting a theoretical analysis of the "psychosomatic family" model as it informs and is informed by an empirical research project. Forty families of children with Crohn's disease (CD), ulcerative colitis (UC), and functional recurrent abdominal pain syndrome (RAP) were rated during standard, videotaped family interaction tasks, lunch, and interview. Laboratory scores of disease activity were associated with triangulation, marital dysfunction, and total "psychosomatic family" scores. Disease activity was not significantly correlated with enmeshment, overprotection, rigidity, conflict avoidance, or poor conflict resolution. Thus, the marital/triangulation and enmeshment/overprotection/conflict clusters may be subcomplexes of the "psychosomatic family" complex. CD, UC, and RAP groups differed in the relations among particular family patterns and disease activity. A heuristic family-psycho-somatic model is presented to facilitate future research.