Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD

This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty‐five children aged between 8 and 11 years participated in training that taxed WM skills to the limit for a minimum of 20 days, and completed other assessments of WM and IQ before and after training, and with and without prescribed drug treatment. While medication significantly improved visuo‐spatial memory performance, training led to substantial gains in all components of WM across untrained tasks. Training gains associated with the central executive persisted over a 6‐month period. IQ scores were unaffected by either intervention. These findings indicate that the WM impairments in children with ADHD can be differentially ameliorated by training and by stimulant medication. Copyright © 2009 John Wiley & Sons, Ltd.     

The discourse of oppression in contemporary gay Asian diasporal literature: Liberation or limitation?

In this article I examine contemporary Asian gay literature and argue that the experience of oppression is the central focus of this writing. Although this focus has helped gay Asians understand their experiences as a minority, the privileging of oppression as the primary site of gay identity also has other ramifications. In particular, it works to exclude experiences that are crucial to gay Asian identity but that are not centered around the experience of oppression. Because language not only describes but also determines and creates our reality, the centering of oppression in contemporary Asian gay literature helps to construct a reality for gay Asians in which oppression becomes the primary locus for identity politics. Consequently other kinds of experiences become, unwittingly, excluded as worthwhile areas of study in gay Asian criticism.     

Maternal sensitivity and behaviour problems in young children with developmental delay

Children with developmental delay are at increased risk for behaviour problems, but little is known about risk and resilience factors. Previous research has established links between maternal sensitivity and behaviour problems in typically developing children, but no studies have examined maternal sensitivity in the development of behaviour problems in children with developmental delay. In this study, we coded videotaped interactions of 30 2‐year‐olds with developmental delay and their mothers using the maternal behaviour Q‐sort and a child behaviour coding system. Mothers completed the child behaviour checklist when their children were 2 and 3 years old. Results revealed significant inverse relations between maternal sensitivity and concurrent and later externalizing problems, and significant positive relations between maternal sensitivity and concurrent observed appropriate behaviour (compliance and social engagement). This study informs developmental theory and identifies an important maternal variable that may reduce the risk of behaviour problems in children with developmental delay. Copyright © 2006 John Wiley & Sons, Ltd.     

Treating obsessive compulsive behavior and enhancing peer engagement in a preschooler with intellectual disability

Intellectual disability (ID) is a neurodevelopmental disorder characterized by impairments in cognitive and adaptive functioning in social, practical, or conceptual domains. Individuals with ID present with higher‐order repetitive behaviors such as a need for sameness, ritualistic, and compulsive behaviors. Often referred to as obsessive compulsive behaviors (OCBs), these behaviors increase in prevalence between 2 and 5 years of age. The present study evaluated an exposure‐based behavioral intervention for decreasing OCBs and concomitantly increasing play skills in a 4‐year‐old boy with mild ID in an inclusive preschool setting. Using a multiple baseline across behaviors design, the intervention was associated with a decrease in target behaviors and an increase in the duration of peer social engagement, with results maintained at 3‐week follow‐up. The intervention consisted of exposure and response prevention with function‐based components. Procedures including prompting and reinforcement were generalized to parent and teacher mediators. This study provides preliminary support for the use of an exposure‐based behavioral intervention to treat OCBs in children of preschool age with ID.     

Counselling strategies for bereaved people offered in primary care

The aim of this study was to identify strategies that general practice-based counsellors used when offering support to bereaved clients. Over the last decade, there has been a rapid growth in the provision of counselling services associated with British primary care services. A study was designed involving qualitative methods of data collection (semi-structured interviews) and analysis (a grounded theory approach). Counsellors were recruited from two cities in Southern Britain (Plymouth and Southampton). Twenty nine (76% response rate) counsellors agreed to participate (Southampton n = 15, Plymouth, n = 14). Semi-structured face-to-face audio-taped interviews elicited information about their perceptions of the appropriateness of general practitioner referrals, counselling strategies and models of bereavement. Analysis indicated that counsellors saw bereavement counselling within a broader agenda of work concerned with loss and relationship management. Many drew on eclectic approaches to bereavement counselling and specific strategies included: facilitating telling of the 'story' of the loss; engaging in active listening and valuing allowing people to talk; establishing a supportive relationship; and enabling the bereaved person to deal with unfinished business and to say 'goodbye'. Counsellors drew on implicit stage/phase models of grief that assumed levels of distress reduced over time. The value of these strategies requires more exploration.     

Intergroup contact,friendship quality and political attitudes in integrated and segregated schools in Northern Ireland

Background This study examines the effects of integrated and segregated schooling on Northern Irish children's self‐reported contact and friendship with members of the other denominational group in school and community settings. Aim To assess the effects of cross group friendships and cross group contacts in school and outside school on children's political attitudes. Sample A cross‐sectional design was employed with 1732 children being assessed at three age levels 11,12 & 14 years in eight‐matched integrated, maintained (Catholic) and controlled (Protestant) schools. Method Lisrel modelling was used to investigate the interrelationships among cross group friendship quality, cross group contacts in school and outside school and children's political attitudes. Results Intergroup contact within and outside school was reported frequently in integrated schools but only occasionally in segregated schools. Modelling revealed that cross group contacts in school and outside school were both associated with less extreme political attitudes. Friendship quality with cross group members had no significant effects on political attitudes. Conclusions The results provide support for educating Protestants and Catholics together as a means of moderating attitudes and creating cross‐community friendships in a divided society.