Usefulness of emotive imagery in the treatment of childhood phobias: Clinical guidelines,case examples and issues

Emotive imagery is a variant of systematic desensitization that has been developed for use in the treatment of children's excessive fears. We outline clinical guidelines for the use of emotive imagery and present several case examples. Although emotive imagery appears to be useful and cost efficient, controlled studies are needed to establish the efficacy of emotive imagery and explore the active treatment ingredients or mechanism.     

Event-related potential studies of cerebral specialization during reading : II. Studies of congenitally deaf adults

A number of methodological features were incorporated in a paradigm designed to maximize the likelihood of finding reliable event-related potential (ERP) signs of functional specializations between and within the cerebral hemispheres. Every subject was more accurate in identifying words presented to the right than to the left visual field. The morphology of the ERPs elicited by these words varied considerably as a function of electrode position both within and between the hemispheres. Amplitude asymmetries of ERP components recorded from occipital regions of the two hemispheres varied systematically with the position of the word in the visual field. On the other hand, ERPs from more anterior (temporal and frontal) regions displayed large asymmetries which were in the same direction regardless of the visual field of word presentation. The most prominent such asymmetry was in the negativity in the region 300–500 msec (N410) which was larger in the left than the right hemisphere in every subject. These results demonstrate that in this paradigm which demands specialized language processing ERPs are sensitive to aspects of cerebral organization both within and between the two hemispheres.     

Testwiseness: some evidence for the effect of personality testing on subsequent test results

The assumption is presented of the test-taker as a hypothesis-generating organism who can become "testwise." Testwiseness is defined as a stable skill, acquired by test-taking experiences, by which an individual can make test responses conform to a desired response pattern. Forty-three college students completed two forms of The Personality Research Form (PRF) and a rank ordering of their predicted personality need pattern. Results show significantly higher correlations of PRF predictions in the second administration. Analyses show PRF profiles, not predictions, to have been modified. Furthermore, high testwise subjects had higher needs for Understanding and Nurturance, and lower needs for Aggression and Defendence than low testwise persons. The importance of considering testwiseness, given trends in society encouraging access to psychological records, is discussed.     

Imitative responses and the rate of gain of information

A series of experiments is described on audio-verbal reaction times. In the first experiment the signals were letters or digits recorded on magnetic tape and presented through earphones. In the second experiment the signals were nonsense syllables drawn from vocabularies of different size. The subjects responded by repeating what they heard as soon as it was presented and reaction times were recorded. It is shown that the size of the group from which the signal is drawn has little effect on the reaction time to that signal. A distinction is drawn between situations in which the rate of gain of information may be expected to apply and situations in which it may not apply. It is suggested that many highly practiced skills fall into the latter category.     

Media coverage of ‘decades of disparity’ in ethnic mortality in Aotearoa

For some time we have known that factors such as economic prosperity, community cohesion, and social justice bear on health. These societal influences are particularly pertinent to the health of indigenous groups, such as Maori, who are still responding to processes of colonization. In July 2003 the New Zealand Ministry of Health published a report entitled ‘Decades of Disparity’, which proposed (among other things) that neoliberal policies of the last two decades impacted negatively on mortality rates for Maori and Pacific peoples, when compared with Pakeha. In this article we explore media coverage of this report through analyses of media releases, radio, television and newspaper items. It is argued that as the story evolved media increasingly challenged the importance of societal determinants of health, preferring individual level explanations. As a result coverage failed to give due emphasis to structural health concerns for Maori, which necessitate social change. Copyright © 2004 John Wiley & Sons, Ltd.     

Psychological growth and well-being in individuals born with cleft: An application of self-determination theory

Objective: Many studies of individuals born with cleft lip and/or palate (CLP) address the psychological impact of CLP in terms of stigma and/or ‘resilience’. The present study challenges the usefulness of resilience in CLP research with the application of self-determination theory (SDT). It is proposed that SDT can serve to better understand how individuals born with CLP can achieve psychological growth and well-being.

Design: Interviews were conducted with 15 individuals born with CLP in the UK.

Results: A thematic analysis was conducted and four main themes emerged: (1) personal challenges, (2) support and strategies for social interaction, (3) experience of treatment and outcomes, and (4) personal development. The thematic analysis and the interpretation in the context of SDT leads to a greater understanding of the development of psychological growth and well-being in individuals born with CLP.

Conclusion: Interpreting the life experiences of individuals with CLP through the theoretical lens of SDT allows the conceptualisation of individuals with CLP as a positive psychological resource when faced with the exclusionary practice of stigma. This resourcefulness is primarily nurtured by a supportive family and social environment that leads to the development of positive psychological growth and well-being. A new direction in CLP research is proposed that seeks to inform and implement change in professional practice to support individuals with CLP and their families.     

Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: an event‐related brain potential study

Previous research indicates that children from lower socioeconomic backgrounds show deficits in aspects of attention, including a reduced ability to filter irrelevant information and to suppress prepotent responses. However, less is known about the neural mechanisms of group differences in attention, which could reveal the stages of processing at which attention deficits arise. The present study examined this question using an event‐related brain potential (ERP) measure of selective auditory attention. Thirty‐two children aged from 3 to 8 years participated in the study. Children were cued to attend selectively to one of two simultaneously presented narrative stories. The stories differed in location (left/right speaker), narration voice (male/female), and content. ERPs were recorded to linguistic and non‐linguistic probe stimuli embedded in the attended and unattended stories. Children whose mothers had lower levels of educational attainment (no college experience) showed reduced effects of selective attention on neural processing relative to children whose mothers had higher levels of educational attainment (at least some college). These differences occurred by 100 milliseconds after probe onset. Furthermore, the differences were related specifically to a reduced ability to filter irrelevant information (i.e. to suppress the response to sounds in the unattended channel) among children whose mothers had lower levels of education. These data provide direct evidence for differences in the earliest stages of processing within neural systems mediating selective attention in children from different socioeconomic backgrounds. Results are discussed in the context of intervention programs aimed at improving attention and self‐regulation abilities in children at‐risk for school failure.     

Developmentally delayed children's influence attempts with mothers predict interactions with peers over time

We examined whether influence attempts of 4–6 year-old children with mild developmental delays occurring when interacting with their mothers predicted children's interactions with peers two years later. Hierarchical regressions controlling for relevant child characteristics and a measure of direct parental actions to influence their children's peer interactions revealed a consistent association between influence attempts with mothers and four important aspects of children's peer relationships: successful social bids to peers, initiations to peers, extent of involvement with peers, and overall level of peer interactions. Results were consistent with social communicative processes likely to emerge during children's influence attempts with mothers, which are relevant to peer relationships. The fact that influence attempts with mothers were associated with peer interactions over a time period when peers occupy a more dominant role in children's social relationships supports the role of indirect family influences as a potential intervention strategy to further the peer competence of children with delays.     

The effectiveness of function‐based interventions to treat sleep problems,including unwanted co‐sleeping,in children with autism

This study investigated the effectiveness of functional behavioral assessment (FBA)—informed interventions for sleep problems, particularly co‐sleeping, in children with autism spectrum disorder (ASD). Seven children, who exhibited multiple sleep problems including unwanted co‐sleeping, participated. FBA, based on information derived from interviews and parent‐recorded sleep diaries, was used to develop individualized case formulations upon which multicomponent, parent‐implemented interventions were based. These were evaluated using a single‐case, non‐concurrent multiple‐baseline‐across‐participants design. Improvements were observed across all sleep problems, including the elimination of co‐sleeping. Gains were maintained at follow‐up for five out of seven children, though two children did not complete intervention. Parents reported high levels of satisfaction with the program. FBA‐based interventions for sleep problems in children with ASD and their clinical implications are further discussed.