Reviews

F ranz , M arie -L ouise von . Projection and Reflection in Jungian Psychology.
N eumann , E rich . Creative Man.
H all , N or . The Moon and the Virgin.
K rohn , A lan . Hysteria: The Elusive Neurosis.
B oss , M edard . Existential Foundations of Medicine and Psychology.
H anly , C harles . Existentialism and Psychoanalysis.
S harp , D aryl . The Secret Raven: Conflict and Transformation in the Life of Franz Kafka.
H icklin , A. (Ed.). Psychosomatische Medizin.
B ertherat , T hérèse ,; B ernstein , C arolle . The Messenger of the Body.     

TRAINING PARENTS IN BEHAVIORAL SELF-MANAGEMENT: AN ANALYSIS OF GENERALIZATION AND MAINTENANCE

This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self-management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home-based differential feedback concerning accuracy of program implementation. Self-management Training phases involved training parents in goal setting, self-monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self-management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been maintained.     

An information processing system for the psychiatric emergency room

An information processing system for a psychiatric emergency room is described. Several studies are presented that show the utility of the system. In the first study, variables involved in diagnosis are explicated. The second study attempts to determine the characteristics that distinguish recidivists from nonrecidivists at an emergency room. The third study attempts to find patient variables related to success in short-term treatment programs. The final study is aimed at discovering whether there are psychopathological effects related to the use of inhalants. Together, these studies show the potential of a mental health information system for learning more about the nature of mental disorders and their treatment.     

Ear differences in simple reaction time: The influence of attentional factors

Simple motor reaction times (right-handed) to tape-recorded consonant-vowel syllables were obtained from 12 subjects under two conditions of monotic stimulation: “expected” presentation (subject informed as to ear of presentation) and “random” presentation (ear of presentation varied randomly). Significantly faster left ear reaction times were obtained in the “expected” condition. The rank order of subjects' standard dichotic listening task scores correlated negatively with reaction time ear differences in the “expected” presentation condition. Results are discussed in terms of existing theories of response lateralization in simple reaction time tasks, and an expanded hypothesis is offered. Specifically, it is suggested that two or more distinct but potentially overlapping mechanisms may be responsible for observed asymmetries in monotic auditory perception. Both an attentional or lateralized motor response bias and an inherent lateralization of function may operate side by side, differentially activated by task demands, mode of stimulus presentation, and nature of stimuli.     

The effects of late-life spousal bereavement over a 30-month interval

Self-report measures of grief, depression, and general psychopathology were studied in widows and widowers over a 2.5-year period following death of their partner. A comparison sample of men and women was also followed for the same period. Differences in severity of depression and psychopathology previously reported at 2 months postloss (Gallagher, Breckenridge, Thompson, & Peterson, 1983) diminished to nonsignificant levels at 12 and 30 months. However, significant differences between bereaved and comparison subjects on measures of grief were still apparent 30 months after spousal loss. A main effect of gender for depression and psychopathology (but not for grief) was found at 2 and 12 months: Women reported more distress than men regardless of bereavement status. Results indicate that the experience of grief persists for at least 30 months in both older men and women who have lost their spouse.     

Reviews

M asterson , J. F. The Narcissistic and Borderline Disorders
T ustin , F. (Ed.). Austistic States in Children
M iller , D avid L. The New Polytheism: Rebirth of the Gods and Goddesses
S haffer , H.; B urglass , M. E. (Eds). Classic Contributions in Addictions
S chneiderman , L. The Psychology of Myth, Folklore, and Religion
O lney , J ames . The Rhizome and the Flower. The Perennial Philosophy—Yeats and Jung
B ickman , M artin . The Unsounded Centre: Jungian Studies in American Romanticism     

PROCEDURAL VARIATIONS IN GROUP CONTINGENCIES: EFFECTS ON CHILDREN'S ACADEMIC AND SOCIAL BEHAVIORS

There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different “responder” criteria (e.g., reward based on the group average, reward based on the work of a designated, low-achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low-achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed.