Yoga and Mindfulness: Clinical Aspects of an Ancient Mind/Body Practice

The use of Yoga and other complementary healthcare interventions for both clinical and non-clinical populations has increased substantially in recent years. In this context, we describe the implementation of Hatha Yoga in the Mindfulness-Based Stress Reduction (MBSR) program of Kabat-Zinn and colleagues. This is embedded in a more general consideration of Yoga’s place in complementary healthcare. In providing this overview, we comment on the nature and quality of current research on Yoga, summarize current physiological and psychological explanations of its effects, and discuss practical issues related to teacher training and experience.     

Editor's introduction

Arthur Miller,After the Fall     

The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years

In this narrative review, we suggest that children’s language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children’s self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children’s early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children’s emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent–child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children’s vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent–child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.     

Recalling an event one year later: the impact of props,drawing and a prior interview

One hundred and one 5‐year‐old children were interviewed about a routine health assessment carried out at school following delays of both 3 days and 1 year or 1 year only. Children were interviewed with prototypical medical items and a doll (props), with verbal prompts only (verbal), or with drawing (drawing). There was a decrease in both the amount and the accuracy of the information children reported over the 1‐year delay, but no effect of the prior (3‐day) interview. Children interviewed with props recalled more information than those asked to draw or interviewed with verbal prompts only, particularly at the long delay. Correct information was more likely to be repeated across interviews than were errors, and, whereas information repeated across interviews was highly reliable, information introduced for the first time after 1 year was not, particularly when children drew. These findings have important implications in applied contexts such as when children are called upon to provide testimony following very long delays. Copyright © 2000 John Wiley & Sons, Ltd.     

Comments on ‘Hempel's ambiguity’ by J. Alberto Coffa

Using Coffa's paper as a point of departure, this brief note is designed to show that Hempel's inductive-statistical model of explanation implicitly construes explanations of that type as defective deductive-nomological explanations, with the consequence that there is no such thing as genuine inductive-statistical explanation according to Hempel's account. This result suggests a possible implicit commitment to determinism behind Hempel's theory of scientific explanation.     

Effects of lesions of the dorsal noradrenergic bundle on successive discrimination in the rat

Male Sprague-Dawley rats were trained to bar-press for food reward on a successive discrimination involving periods of reward on a variable-interval (VI) 18-s schedule interspersed with periods of extinction. The two components of the schedule were signaled by a steady or a flashing light, counterbalanced between VI and extinction components. Confirming previous findings, the discrimination was easier when the flashing light signaled VI and the steady light signaled extinction, than with the reverse allocation of stimuli. This pattern of results is consistent with a dynamogenic effect of flashing light relative to steady light, facilitating discrimination when the flashing light signals the occasion to respond but impairing discrimination when this stimulus signals the occasion to withhold responding. Given this interpretation of performance in the successive discrimination task, it may be used to test three different hypotheses of the functions of the dorsal noradrenergic bundle (DB): that this subserves learning, selective attention, or behavioral inhibition plus arousal. To examine these hypotheses sham-operated animals were compared to animals in which hippocampal noradrenaline levels had been reduced by 98% and hypothalamic levels by 48% after injection into the DB of the catecholamine-specific neurotoxin, 6-hydroxy-dopamine. The lesioned animals responded more slowly than controls in VI components when these were signaled by the flashing light, and more rapidly than controls in extinction components when these were signaled by the steady light. In consequence, the discrimination was impaired only in the condition (flashing light signaling VI, steady light signaling extinction) which controls found easier. These results are in conflict with predictions from the learning and attentional hypotheses of DB function. They are consistent, however, with a model that attributes behavioral inhibitory functions to the DB projection to the septohippocampal system, and arousing functions to the DB projection to the hypothalamus.     

Caring and Counseling—Shared Tasks in Advisement Schools

Advisement programs, a part of the total guidance service provided by many secondary schools, involve the entire teaching staff and provide personalized guidance services to all secondary students (7–12) in the following areas: program planning, self-assessment, school offerings awareness, parent relations and conferences, feedback evaluation, decision-making skills, career planning and preparation, and school and community issues. Advisement enhances counseling and offers counselors the opportunity to practice their specialized skills more fully. The Ferguson-Florissant advisement program, described in this article, emphasizes positive change in students' attitudes toward themselves and school.     

Relativist ethics, scientific objectivity, and concern for human rights

This paper comments on the conflict between ethical relativism and anthropologists’ concerns with rights, and tries to show that neither scientific objectivity nor respect for cultural diversity require denying an extracultural stance for ethical judgments. An earlier version of this paper was presented at a symposium entitled “Ethics in Science: Special Problems in Anthropology and Archaeology” held at the 1998 Annual Meeting of the American Association for the Advancement of Science (AAAS), Philadelphia, PA, 15 February, 1998.