Book review

Voluntary or involuntary migration and international work patterns have made it necessary for many people to adopt a new country and with it, a new language. Some of these latter-acquisition proficient bilinguals may seek therapy in this country. A small scale qualitative study was conducted, informed by a constructionist epistemology, in order to explore the meanings that participants gave to their experience of working in English with a client or patient who used English, proficiently, as a second language. Interviews were conducted with 10 therapists who had been contacted through counselling and psychotherapy organizations, and professional networks. Results indicated that participants experienced varying degrees of separation and distance from their bilingual clients. They found it necessary to pay extra attention to their clients' communications on all levels in order to make a good connection. An awareness of the underlying psychodynamic implications of bilingualism is helpful for the assessment of bilingual clients, in supervision and training, and in the ongoing work.     

Amyotrophic Lateral Sclerosis in a Patient with a Family History of Huntington Disease: Genetic Counseling Challenges

Amyotrophic lateral sclerosis (ALS) and Huntington disease (HD) are generally considered to be distinct and easily differentiated neurologic conditions. However, there are case reports of the co-occurrence of ALS with HD. We present a 57-year-old male with a clinical diagnosis of sporadic ALS in the context of a family history of HD. This case adds to the limited literature regarding individuals with a family history of HD who present with features of ALS. There were several genetic counseling challenges in counseling this patient including the diagnostic consideration of two fatal conditions, complex risk information, the personal and familial implications, and the patient’s inability to communicate verbally or through writing due to disease progression. DNA banking effectively preserved the right of our patient and his wife not to learn his HD genetic status during a stressful time of disease progression while providing the option for family members to learn this information in the future if desired. We present lessons learned and considerations for other clinical genetics professionals who are presented with similar challenging issues.     

Gluteus medius strength, endurance, and co-activation in the development of low back pain during prolonged standing

This study measured gluteus medius (GM) strength and endurance before and after a 2 h prolonged standing task in previously asymptomatic individuals, to compare between individuals who did and did not report pain in the low back. Twenty-four participants without a history of low back pain stood in a constrained area for 2 h. Before and after the standing protocol, participant’s maximal hip abduction strength (N) and side-bridge endurance (seconds and GM myoelectric fatigue) were measured. Continuous surface EMG was collected from GM during the 2-h protocol for analysis of bilateral co-activation. Pain in the low back was rated every 15 min with a visual analog scale (VAS). Seventeen of 24 (71%) previously asymptomatic participants developed pain in the low back during the standing protocol. These participants had lower side-bridge endurance (p = .002), and higher gluteus medius (GM) co-activation (p = .002) compared to participants who did not develop pain in the low back. Hip abduction strength decreased for both groups following prolonged standing, with no between groups’ difference. Lower side-bridge endurance and hip abduction strength were significantly associated with higher GM co-activation (adjusted r² = .34), but not pain levels. Side-bridge endurance and GM co-activation, but not hip abduction strength, may have utility in identifying participants likely to develop pain in the low back during prolonged standing. The best training program for increasing GM endurance is unclear.     

Epistemological barriers to radical behaviorism

The historian and philosopher of science Gaston Bachelard proposed the concept of epistemological barriers to describe the intellectual challenges encountered by scientists in their work. In order to embrace novel ways of approaching a problem in science, scientists must overcome barriers or obstacles posed by their prior views. For example, Einsteinian physics presents scientists with claims that space is curved and that time and space are on the same continuum. We utilize Bachelard's concept of epistemological barriers to describe the differences between the intellectual journeys students pursuing advanced studies face when attempting to accept cognitive psychology or radical behaviorism. We contend that the folk psychological beliefs that students typically hold when entering these studies pose less challenge to cognitive psychology than to radical behaviorism. We also suggest that these barriers may also partly be involved in the problematic exegesis that has plagued radical behaviorism. In close, we offer some suggestions for dealing with these epistemological barriers.     

Interference and dominance in texture segregation: hue, geometric form, and line orientation

Five experiments were designed to test whether (1) lowering the similarity of elements within a region of texture (low-similarity arrays) would interfere with texture segregation, and (2) there would be dominance of one type of property difference over another in determining an observer's choice of boundary in two-boundary (ambiguous) displays. In Experiments 1 and 2, the interference question was assessed using stimuli formed from the dimensions hue and geometric form (circle/square or straight/curved novel shapes). The results indicated that when boundary judgments were based on form differences, segregation was significantly impaired by hue variation. However, hue segregations were not affected by form variation. In Experiments 3-5, the dominance question was examined using stimuli formed from hue and geometric form, as well as those formed from hue and line orientation (horizontal/vertical). Analyses revealed that there was no dominance of one type of property difference over another. Rather, observers' performance was completely predicted by the relative discriminabilities of the two boundaries. These findings support Beck's (1982) model of textural segmentation and call into question traditional notions of the preattentive stage of perceptual processing.     

Therapeutic versus traditional foster care: theoretical and practical distinctions

This article explores the conceptual and practical differences between traditional and therapeutic foster care. Most important is that therapeutic foster care is linked to an emerging philosophy referred to as postmodernism. If this philosophical basis is not understood, the thrust of therapeutic foster care may be seriously misconstrued, and a community-based style of treatment may be destroyed.     

Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility,efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia

Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme. ‘Forty children (M_age = 10.45 years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were randomized to either attend Clever Kids (n = 20) or to a wait-list control condition (n = 20). Coping skills, self-esteem, resilience, emotion regulation, and internalizing and externalizing symptoms were measured at pre-programme, post-programme, and at three-month follow-up. Recruitment and retention rates indicate high feasibility for further evaluation of the programme. There was a significant interaction between intervention condition and time for non-productive coping [F(2, 76) = 4.29, p = 0.017, f² = 0.11]. Children who attended Clever Kids significantly reduced their use of non-productive coping strategies, and this was maintained at three-month follow-up assessment. For all other outcomes, the interactions between intervention condition and time were non-significant. The programme appears acceptable to children with dyslexia and their families, but may be improved by further reducing the number of activities involving reading and writing. Clever Kids improved the coping skills of children with dyslexia; however, a larger trial is needed to replicate this finding and investigate whether programme attendance is associated with additional improvements in children’s socioemotional well-being.