The Future of Psychology in Medicaid's Health Delivery System for People with Disabilities

State Medicaid programs are rapidly converting fee-for-service health delivery systems to managed care for people with disabilities. In theory, managed care models of health delivery will substantially improve the quality of care for people with disabilities, but in reality, few successful models exist. This period of transition holds both opportunities and challenges for psychologists in medical settings. Because Medicaid reforms for people with disabilities may herald similar reforms for both the public and the private sectors, psychology's response will determine its role in the future of health care delivery for this population. Changes in training and increased attention to outcomes research, innovations in practice, and advocacy will be the keys to success.     

Book reviews

Modern American Religion, Vol. 3. Under God, Indivisible, 1941–1960 Martin E. Marty, 1996 Chicago: University of Chicago Press 548 pp. + xii. £27.96, US$34.95 ISBN 0–22–50898–6

Perspectives on New Religious Movements John A. Sauba, 1995 London: Geoffrey Chapman 240 pp., £12.99 (pb), £35.00 (hb) ISBN 0–225–66787–8 (pb),’ ISBN 0–225–66786‐X (hb)

New Religions and the New Europe Robert Towler, ed., 1995 Aarhus: Aarhus University Press 246 pp., £19.95 ISBN 87 7288 433 9

A New Dictionary of Religions John R. Hinnells, ed., 1995 Oxford: Blackwell 760 pp., US$74.95 (hb) ISBN 0–631–18139–3

Den Fremden verstehen: Eine Praktische Hermeneutik Theo Sundermeier, 1996 Göttingen: Vandenhoek & Ruprecht 260 pp. ISBN 3–525–01619–0

Religion and Mass Media: Audiences and Adaptations Daniel A. Stout & Judith M. Buddenbaum, eds, 1996 Thousand Oaks, California: Sage Publications 294 pp., £37.00 (hb), £18.50 (pb) ISBN 0–8039–7173–7 (hb), 0–8039–7174–5 (pb)

Contemporary Mainstream Religion: Studies from Humberside and Lincolnshire Peter G. Forster, ed., 1995 Aldershot: Avebury xxxvii +135 pp., £30.00 ISBN 1–8562–919–2

One Earth Many Religions: Multifaith Dialogue and Global Responsibility Paul F. Kntiter, 1995 Maryknoll, New York: Orbis xiv + 218 pp., US$17.00 ISBN 1–57075–037–8

A Wider Vision: A History of the World Congress of Faiths 1936–1996 Marcus Braybrooke, 1996 Oxford: Oneworld Publications 192 pp., £10.99, US$16.95 ISBN 1–85168–119–1

The Phenomenon of Teilhard: Prophet for a New Age David H. Lane, 1996 Macon, Georgia: Mercer University Press xvi +192 pp., US$21.95 ISBN 0–86554–498–0

The Wisdom of the Wyrd: Teachings for Today from our Ancient Past Brian Bates, 1996 London: Rider xiii +306 pp., £12.99 ISBN 0‐712E‐7277‐X

Desinformation als Methode. Die Bahā'ísmus‐Monographie des F. Ficicchia Udo Schaefer, Nicola Towfigh, Ulrich Gollmer, 1995 Hildesheim Georg Olms Verlag xiii + 685 pp., DM 65.00 (hb) ISBN 3–487–10041‐X

The New Latin American Mission History (Latin American Studies Series) Erick Langer & Robert H. Jackson, eds, 1995 Lincoln & London: University of Nebraska Press 212 pp., £15.95 (pb), £32.95 (hb) ISBN 0–8032–7953–1 (pb), ISBN 0–8032–2911–9 (hb)

Gender Rituals: Female Initiation in Melanesia Nancy C. Lutkehaus & Paul B. Roscoe, eds, 1995 New York Routledge 265 pp., £13.99 (pb), £37.50 (hb) ISBN 0–415–91107–9 (pb), ISBN 0–415–91106–0 (hb)

Daughters of Anowa: African Women and Patriarchy Mercy Amba Oduyoye, 1995 Maryknoll, New York: Orbis Books 229 pp., US$18.00 (pb) ISBN 0–88344–999–4

Christianity in Africa: The Renewal of a Non‐Western Religion Kwame Bediako, 1995 Edinburgh: Edinburgh University Press; Maryknoll: Orbis Books 276 pp., £16.95 ISBN 0–7486–0625–4

The Christian Heritage in the Holy Land Anthony O'Mahony with Goran Gunner & Kevork Hintuan, eds, 1995 Epping, Essex: Scorpion Cavendish xi + 320 pp., £15.95 ISBN 1–900269–06–6 (pb)

Patterns of the Sacred: English Protestant and Russian Orthodox Pilgrims of the Nineteenth Century Ruth & Thomas Hummel, 1995 Epping, Essex: Scorpion Cavendish ix + 76 pp., £10.00 ISBN 1–900269–08–2 (pb)

Pilgrimage Past and Present: Sacred Travel and Sacred Space in the World Religions Simon Coleman & John Elsner, 1995 London: British Museum Press 240 pp., Illus., £20.00 ISBN 0–7141–1738–2     

Opportunities For Learning: Course Sequences and Positional Advantages

Course sequences are strands of courses in particular content areas that span a student's educational career. Courses that are differentiated and sequentially organized, such as mathematics and science course sequences, create opportunities for positional advantages in a school's curricular structure. When students make a nonroutine change of schools – that is, transferring to a school outside of the regular attendance zone – they are at risk of changing their positional advantage. Using data from the National Education Longitudinal Study of 1988–94 (NELS:88–94), we examine the educational outcomes of sequences and explore curricular dislocations within the context of school choice. We find that the strongest predictors of 12th-grade mathematics and science course sequences are a student's course sequences at 10th grade. With regard to outcomes, students in higher mathematics and science sequences show greater achievement gains. Furthermore, students in higher mathematics sequences are less likely to have behavior problems and are more likely to graduate from high school and attend college. Students who make a nonroutine change of schools are more likely to be in lower course sequences than students who do not transfer. Thus, course sequences in mathematics and science are tangible experiences with real consequences for students' lives during and beyond high school and are sensitive to transitions which disrupt the continuity of students' high school careers.     

“Are False Memories Permanent?”: An Investigation of the Long-Term Effects of Source Misattributions

With growing concerns over children's suggestibility and how it may impact their reliability as witnesses, there is increasing interest in determining the long-term effects of induced memories. The goal of the present research was to learn whether source misattributions found by Ceci, Huffman, Smith, and Loftus (1994) caused permanent memory alterations in the subjects tested. When 22 children from the original study were reinterviewed 2 years later, they recalled 77% of all true events. However, they only consented to 13% of all false events, compared to the 22% false consent rate (among the same subset of children) found by Ceci et al. (1994). Additionally, while children remained accurate in their recall of true events (they maintained assents 78% of the time), they “recanted” their earlier false consents 77% of the time, after the 2-year delay. Implications of these findings for child witnesses and the legal system are discussed.     

Gender and Self-Reported Sexual Arousal in Response to Sexual Stimuli: A Meta-Analytic Review

Social constructionist theories and sociobiological perspectives have led to increased interest in gender differences in sexual behavior. This study involved a meta-analysis of gender differences in sexual arousal in response to sexual stimuli. Forty-six studies in which participants were presented with a sexual stimulus depicting males and females and in which participants responded using a self-report measure of arousal were compiled, and 62 independent effect sizes were aggregated. An overall effect size of d = .31 showed a small to moderate-sized gender difference in sexual arousal with men reporting more arousal than women across all studies. There was significant variation in the effect sizes, though, which was only partially explained by variables coded from the studies. It was found that the gender difference was slightly larger for studies using pornographic vs. erotic stimuli, was larger for studies where participants were tested in a private setting or small group compared to a large group, and was much larger for college age participants compared to those who were older than college age. Generally, the pattern of results provided more support for predictions from social influence theories compared to sociobiological theory.     

The creative potential of play and regression in analytical training: a personal reflection

The seminar group can serve as a framework in which to meet the fear generated during training. The group can become a maddening environment, but on occasions when it is experienced by the trainee as good enough, it can act like a playgroup which facilitates development. Experiences in the group can be viewed from the perspectives of group dynamics or of transference phenomena which embody regression. When this regression enables scope for play it can serve in the interests of ego development in the process of discovering the sort of analyst the trainee is becoming as the training unfolds. During play aspects of oneself can merge, then differentiate again. They can have different meanings at the same time. The rational and emotional, the adult and the childlike are all given a place in play.     

EFFECTS OF HIGH-PROBABILITY REQUESTS ON THE SOCIAL INTERACTIONS OF YOUNG CHILDREN WITH SEVERE DISABILITIES

High-probability requests were used to increase social interactions in 3 young boys with severe disabilities who had been identified as severely socially withdrawn. A multiple baseline design across participants was used to evaluate the effects of high-probability request intervention on (a) social initiations, (b) social responses, (c) continued interactions, and (d) performance of high- and low-probability requests. The students were observed in a second setting to examine generalization effects across peers who did not participate in the training sequence and settings. The results demonstrated that the high-probability requests increased the students' responsiveness to low-probability requests to initiate social behavior. Increases were also found in (a) unprompted initiations and extended interactions to the training peers, (b) unprompted initiations and extended interactions to peers who were not involved in the training procedure, and (c) generalized unprompted initiations and interactions in a second nontraining setting. The students maintained increased levels of initiations and interactions after all prompts were removed from both the training and nontraining settings.