Memoirs of a drug-abusing prostitute: Dynamics and treatment considerations in a case of intergenerational child abuse

This paper examines the dynamics of a 26-year-old prostitute who entered psychotherapy with a number of symptoms. The patient had undergone a series of traumas in her life and was reenacting them in her present behavior. Repetition compulsion, as described by Freud, was a primary form of resistance manifested by this patient. The repetition of the sexual trauma reenacted itself in her choice of profession; namely, prostitution. Additionally, this woman had lived her early years falsely believing that her parents were caring for her, when in fact, they were her grandparents. This early family secret led to the development of a false self within the patient, as well as a strong sense of entitlement, greed, and need for revenge.     

Sensitivity to Levels of Importance in the Logical Memory Subtest

The performance of Alzheimer's disease (AD) and neuropsychiatric patients was examined using the Logical Memory (LM) subtest of the WMS-R, utilizing a levels of importance methodology described by Haut et al. (1990). Although patient groups were matched for dementia severity, we found the expected differences between groups in terms of absolute level of performance. There was considerable variability, however, in the AD patients' performance. AD patients' recall and sensitivity to levels of importance depended on the story (Anna or Robert), and when the passages were recalled (immediate or delayed recalls). Results suggested that AD patients were able to utilize semantic information in their immediate recall, though this was dependent on individual story characteristics. AD patient's delayed recall was essentially absent. Thus, no conclusions could be drawn with respect to the level of importance factor. NP patient's recall performance was similar to patterns observed in other clinical samples for both immediate and delayed memory.     

Organizational response to recommendations based on a study of stress among correctional officers

A study was recently commissioned by the South Australian Government to study the nature and sources of stress among correctional (prison) officers. The paper reports on the key variables found to have significant predictive effects on strain (a composite measure comprising psychological distress, physical ill-health symptoms, job dissatisfaction, and work-home conflict). These included demographic variables (length of service, finances), personal variables (negative affectivity), work environment variables (work role ambiguity, institutional relationship concerns, inmate concerns, worktime concerns, low autonomy, and low involvement), and emotional suppression. Recommendations were formulated including: the appointment of a full-time mental health counselor, organizational and individual strategies aimed to improve supervisor support and management training, greater participation in organizational decision making, and post-shift debriefing. It was also suggested that in selecting correctional officers those displaying high levels of negative affectivity should be screened out. Finally, it was recommended that intervention should target the most vulnerable individuals, including shiftworkers, officers who had been employed in the organization the longest, officers currently on stress leave and officers, who have previously been on stress leave and have returned to work. The paper reports on the organizational response to the recommendations and the implications of the study are discussed in the context of ongoing surveillance and evaluation of the impact of intervention strategies.     

Effects of hue,brightness, contrast with background,and observation time on figural dominance in ambiguous patterns

Ambiguous patterns composed of two alternate crosses of different hues and brightness on two different brightness backgrounds were viewed for 120 sec by 10 female college students. Each subject observed 92 pattern presentations (23 patterns, each pattern presented in 2 orientations and on each of 2 backgrounds). Effects of hue and brightness contrast with background were clearly demonstrated: blue was the most dominant, red the least, and green and yellow located in between. Brightness contrast of patterns with background accentuated figural dominance of the darker figures. The number of alternations increased over the observation time for hues of equal brightness; however, the relation of this measure to total duration of seeing a figure in studies of figural dominance is unclear. Theories of neural satiation, fatigue, and interaction were used in interpreting the results.     

The four-card problem and the generality of formal reasoning

Three experiments were designed to investigate the failure of intelligent adults to solve an apparently simple problem of formal reasoning devised by Wason. Both the mode of presentation and the type of material reduced the difficulty of the problem, while retaining its essential form. However, success on the original problem remained at a low level, even when subjects had attempted an easier version and had been given an explanation.

These results enable one to reject a “strong” formulation of Piaget's theory of formal reasoning. A “weaker” formulation is suggested as a basis for further research.     

Two-component schedules of differential-reinforcement-of-low-rate

Two-component schedules of differential-reinforcement-of-low-rate were presented, where the contingencies specified separately two minimum interresponse times, t₁ and t₂, required for reinforcement, depending on whether the interresponse time was initiated by, in one case, a reinforced response (t₁) or, in the other, a nonreinforced response (t₂). A distinctive pattern of responding developed on each of the two contingencies. Duration of an interresponse time approximated t₁ when the t₁ contingency was in effect, and t₂ when the t₂ contingency was in effect. This relationship persisted even when t₂ was shorter than t₁, and responding at a higher rate on the t₁ contingency would have greatly increased the rate of reinforcement. Increasing the value of t₂ resulted in both longer interresponse times on the t₁ contingency, and a higher probability of a response-burst on those occasions when the contingency switched from t₁ to t₂. The results indicated that both reinforced and nonreinforced responses functioned as discriminative events in determining the duration of following interresponse times.     

PROVIDING A MORE APPROPRIATE EDUCATION FOR SEVERELY HANDICAPPED PERSONS: INCREASING AND VALIDATING FUNCTIONAL CLASSROOM TASKS

We evaluated a teacher training and supervision program for increasing the involvement of severely handicapped adolescents and adults in functional educational tasks. The program, consisting of a brief in-service followed by supervisory prompts and feedback, was accompanied by large increases in functional tasks in three classrooms. In addition, generalized increases occurred during nontargeted times in the classroom and the changes during both the targeted and nontargeted times were maintained over a 44–45 week period. In two subsequent experiments, surveys provided social validation for the criteria for functional versus nonfunctional tasks in that: (a) relevant individuals reliably categorized functional tasks as representing typical living, work, social, and leisure situations and (b) experienced clinicians consistently rated tasks previously categorized as functional as being more useful for severely handicapped persons than tasks categorized as nonfunctional. Results are discussed in terms of the relationship of functional classroom tasks in the overall provision of appropriate educational services for severely handicapped students.     

A PROGRAM FOR INCREASING MANUAL SIGNING BY AUTISTIC AND PROFOUNDLY RETARDED YOUTH WITHIN THE DAILY ENVIRONMENT

A program was implemented to increase the manual signing of five profoundly retarded and four autistic youth within their daily environment. Each participant was nonvocal or minimally vocal. The program was based on modified incidental teaching strategies and was implemented by direct care personnel under supervision in an institutional setting. Specific components included rearranging the physical environment to prompt signing, altering routine staff-resident interactions to prompt, manually guide and/or reinforce signing; and conducting mini-training sessions. Additionally, staff modeled signs intermittently throughout the day. The program was sequentially implemented during two staff work shifts on each of two resident living modules. Observations conducted at four separate time periods during the day indicated that significant increases in signing occurred for all participating youth and that the increases generally maintained during follow-up checks at 5 and 17 weeks. Differential effects of the increased signing on frequency of vocalizations were noted across residents. A staff acceptability survey indicated favorable staff reports on the usefulness of signing to communicate with the youth. Results are discussed regarding the significance of manual signing for seriously developmentally disabled persons and the importance of ensuring that signing skills are used in the daily environment and not exclusively in formal training sessions. Also, areas for continued research are noted in terms of more refined analyses of client skills and subsequent progress in manual communication programs.     

Attributions and sex differences in achievement: Problems and new perspectives

The status of research on sex differences in attribution is reviewed in light of the articles published in this issue. The authors conclude that several widely held beliefs about sex differences in attributions may be unwarranted. Various explanations for the lack of consistent results in studies exploring situational and dispositional effects on sex differences in attributions are offered. The authors conclude that alternative attributional questions need to be raised and investigated in order to understand sex differences in achievement.     

Assessing the theoretical models for sex differences in causal attributions for success and failure

Three basic models of attributional sex differences are reviewed: General Externality, Self-Derogation, and Low Expectancy. Although all of the models predict that women are unlikely to attribute their successes to ability, the models were quite different in other predictions. A meta-analysis of 21 studies examining sex differences in success-failure attributions was done to determine which of these three models had the most empirical support. Wording of attribution questions was also assessed. Results indicated only two consistent sex differences: Men make stronger ability attributions than women regardless of the outcome when informational attributional wording is used; and men attribute their successes and failures less to luck. Empirically, none of the models was well supported.