The significance of self-reported anxious symptoms in first-grade children

It is generally believed that prior to the middle to late elementary school years children's reports of anxious symptoms represent nothing more than transient developmental phenomena. In light of the limited empirical study of this issue and its import to the allocation of mental health resources, the present study seeks to provide empirical evidence of the significance of anxious symptoms in children younger than 7. Specifically, utilizing an epidemiologically defined population of 1197 first-grade children, followed longitudinally from the fall to spring of first grade, we examine the stability, prevalence and caseness of children's self-reports of anxious symptoms. Self-reported anxious symptoms proved relatively stable over 4-month test-retest interval. In addition, they appeared to have a significant impact on academic functioning in terms of reading achievement. These findings on stability, caseness, and prevalence suggest children's self-reported anxious symptoms in the early elementary school years may have clinical significance. However, further study is necessary before firm conclusions can be drawn.     

Process and content in a long-term PTSD therapy group for Vietnam veterans

Process and content were studied in four 16-session segments of a psychodynamically oriented therapy group for Vietnam veterans suffering from posttraumatic stress disorder (PTSD). On the Group Climate Questionnaire (GCQ-S), the group scored significantly higher in the Engaged dimension and significantly lower in the Avoiding and Conflict dimensions than contrasting samples of neurotic and psychotic groups. There was no evidence of group stages. Topics related to symptoms of PTSD were discussed most frequently (43.1%), followed by issues concerning relations with others (32.4%),general group therapy issues (13.7%), and other topics (10.8%). Clinical implications of these findings are discussed.The authors thank Tom Metzler, M.A., and Heidi Ronfeldt, B.S., for their assistance with the data analysis.Parts of this paper were presented at the American Group Psychotherapy Association Annual Meeting, February 15–20, 1993, San Diego, CA.     

School pupils' perceptions of the police that visit schools: Not all police are ‘pigs’

This paper presents data concerning young people's perceptions of the police taking part in a police—schools liaison programme. Eighty-one 14-year-old school pupils took part in 28 semi-structured group discussions concerning their perceptions of the ‘typicality’ of police officers working in their schools. Pupils clearly differentiated between these and those ‘on the street’. Central to this differentiation was the issue of police power; the perceived atypicality of the police in schools was intimately bound up with pupils' perceptions of the qualitatively different social relations that obtain between young people and the police ‘in the school’ and ‘on the street’. The implications of these data for the literatures concerning the ‘contact hypothesis’ and police—schools liaison are discussed.     

Beyond the qualitative paradigm: A framework for introducing diversity within qualitative psychology

The case for qualitative research in psychology is considered. We argue against the idea that qualitative research is merely a matter of technique or method, and question the utility of viewing it as a unitary paradigm. Rather, the links between epistemology, methodology, and method are explored within three theorized strands of qualitative inquiry, making reference to illustrative projects. Each strand is organized around a different approach to the issues of justifying and warranting psychological knowledge: (1) reliability and validity; (2) generativity and grounding; and (3) discourse and reflexivity. These are exemplified in Miles and Huberman's ‘data display’ model, Glaser and Strauss' method of ‘grounded theory’, and in various forms of ‘discourse’ analysis. Reflections upon points of contact between the three strands address two main issues: (1) rendering research publicly accountable; and (2) challenging relativism.     

A?oka and Yudhisthira: A Historical Setting for the Ideological Tensions of theMahābhārata?

TheMahābhāratapresents its hearers with the key figure of Yudhisthira, a king who repeatedly refuses to accept that violent opposition is the correct way to respond to the assaults of his aggressive political enemies. Historical evidence reveals that in the third century BCE India was ruled by a renowned emperor who was similarly opposed to the use of violent means to achieve political goals. By highlighting parallels between the text of the epic and the A?okan edicts, this paper suggests that the character of Yudhisthira may have been modeled on the historical A?oka and that the extended debates about the nature of royal dharma contained in the text may reflect ideological controversies arising from A?oka's ideas on kingship.     

Visual and name coding in dyslexic children

Summary Four experiments are reported which were designed to test for differences between dyslexic and non-dyslexic subjects at a number of visual information processing functions. It is argued that the older dyslexic child's reading problems cannot be ascribed to slowness of visual code production, to the limited capacity of the system, or to an extra rapid rate of decay. The results are compatible with the theory that, as a group, the dyslexic children tested show a slowness or inadequacy at a non-visual, name or linguistic coding level. It is suggested that this deficiency does not lie in the area of articulatory encoding but at an earlier stage where phonological or lexical codes are produced from visual stimuli.     

The baby and the bathwater: 'Professionalisation' in psychotherapy and counselling

The current rush to professionalisation in the field of counselling and psychotherapy, and some of its deleterious effects, are examined. The parallels between this process and the experience of psychoanalysis in the USA in the 1940s and early 1950s are demonstrated, quoting from contemporary critics; and comparisons are drawn with the American phenomenon of managed care. An account is offered of what is happening in terms of the sociology of professions, suggesting that 'expert systems' are being substituted for 'local knowledges—skills and wisdoms which cannot be fully systematised. The argument that this process is for 'the good of the client' is considered and rejected. Finally, some thoughts are presented about the likely future for counselling and psychotherapy, arguing that the victory of professionalisation and expertise is unlikely to be complete.     

Computers in psychology teaching in the U.K.

This paper describes the first year of operation of the CTI Centre for Psychology, which pro-motes the use of computers in psychology teaching in the U.K. We outline current use of computers in teaching and some of the obstacles to the effective development of computer-supported courses. In particular, we focus on the need for closer integration of innovative forms of teaching into courses. We describe the Centre’s strategy for supporting both conventional and innovative computer-supported teaching, and argue that effective use of software depends on both the instructional situation and the educational context.