Systemic Practice

In this paper we propose to develop a methodology, based on a set of isomorphic patterns of practice, for studying the operational competencies of systemic therapists. By attending to the therapists' actions at the level of practice, we have identified unifying principles that run across the different models of systemic family therapy. This is a pattern of action that we call "systemic practice." In order to show the application of this methodology in the art of practice, we have analyzed excerpts from two videotaped sessions.     

Features of Families with Major Affective Disorders

This article reports the authors' observations on 22 families in which a young adult member has been diagnosed as manic-depressive, and on 11 families in which a member has been diagnosed as suffering from major schizoaffective disorder. All families could be described as extremely rigid and bound-up systems. Many of them were characterized by a "restrictive parental complementarity" and reciprocal delegation, and they shared certain cognitive features and assumptions. "Manic-depressive" families showed similarities as well as differences when compared with families in which there were schizophrenic and serious psychosomatic disorders.     

The development of antisocial behaviour patterns in childhood and adolescence

A developmental model of antisocial behaviour is presented in this paper. Arguments and evidence are presented for the position that although many factors such as parent criminality, social and economic disadvantage, child temperament, and marital discord systematically affect the development of antisocial child behaviour, their influence is mediated by the extent to which they disrupt day-to-day parenting practices. Particularly, it is argued that irritable, ineffective discipline and poor parental monitoring are the most proximal determinants of the early development and maintenance of antisocial behaviour. The implications of this model for prevention and intervention in child conduct problems are discussed, using examples of promising clinical work that focuses on direct parent training.     

The Gradual Deterioration of Syntax and Semantics in a Patient with Progressive Aphasia

FM is a progressive aphasic patient whose language comprehension we studied over a 4-year period. We developed a variety of implicit and explicit tasks to chart progressive changes in the representation of linguistic knowledge (in particular, syntax and semantics) and the automatic and controlled processes which operate on that knowledge. The representation of FM's semantic knowledge remained essentially intact over the years, but she became increasingly impaired at combining the meanings of words. She also showed progressive impairments in the processes of syntactic combination. Thus, FM's disease resulted in a progressive inability to engage in those combinatorial processes necessary for the normal comprehension of a spoken utterance. This is not a selective deficit in the traditional sense of the term, since aspects of both syntax and semantics are implicated; but it is selective in the sense that other aspects of language comprehension remain intact.     

Cholinergic receptor antagonists impair formation of intermediate-term memory in the chick

Several experiments examined the effects of cholinergic receptor antagonists on formation of memory in the chick. Scopolamine produced amnesia in chicks trained on a one-trial peck avoidance task in a dose-dependent manner. Pretraining injection of scopolamine produced amnesia that developed between 15 and 30 min after training, suggesting that scopolamine interferes with intermediate-term memory (ITM), previously described to be active during this time (Patterson, Alvarado, Warner, Bennett, & Rosenzweig, 1986). Pretraining injection of scopolamine or ouabain, an inhibitor of ATPase activity shown previously to inhibit formation of ITM, produced identical time courses of amnesia development, supporting the hypothesis that scopolamine interferes with ITM. Pirenzepine, an inhibitor of M1 muscarinic receptors, was effective in producing amnesia, whereas gallamine, an M2 receptor inhibitor, did not produce amnesia. These results suggest that M1, but not M2, receptors are involved in memory formation in the chick.     

Phonological spelling

A case study is presented of phonological spelling, an acquired spelling disorder in which the primary symptom is the occurrence of phonologically plausible errors (e.g. "flood" → flud). Not all of the patient's spelling errors are as phonologically "perfect" as this example; but it is arguable that the errors primarily derive from a routine which segments a phonological code and assigns orthographic representations to these individual segments. This account of errors in phonological spelling is contrasted with an interpretation of oral reading errors in surface dyslexia. We conclude that errors in the two disorders do not reveal a precise parallel, and that the contrast is partly attributable to the differential role of comprehension in reading and spelling.