Symbiosis,Empathy, Suicidal Behavior,and the Family

ABSTRACT: This paper discusses the theoretical concept of symbiosis, as described by Mahler and her co-workers, and its clinical applications in suicidal situations. Symbiosis is defined as both a developmental phase characterized by a lack of differentiation between self and others and a relationship which is contingent upon the family and social network. A disturbed symbiosis is a major component in a suicide attempt. The destructive aspects of symbiosis are traced together with its relationship to empathy and the efforts to both restore and resolve a symbiotic conflict through suicidal behavior. In family therapy a repetition of older symbiotic relationships is frequently observed. These are repeated from one generation to the next in order to keep the old relationship alive. Finally, the practical implications of the concept of symbiosis for assessment and treatment are discussed.     

Neurocognitive profiles of preterm infants randomly assigned to lower or higher hematocrit thresholds for transfusion

Objective: Preterm infants are frequently transfused with red blood cells based on standardized guidelines or clinical concerns that anemia taxes infants' physiological compensatory mechanisms and thereby threatens their health and well-being. The impact of various transfusion guidelines on long-term neurocognitive outcome is not known. The purpose of this study is to evaluate long-term neurocognitive outcome on children born prematurely and treated at birth with different transfusion guidelines.

Methods: Neurocognitive outcomes were examined at school age for 56 preterm infants randomly assigned to a liberal (n?=?33) or restrictive (n?=?23) transfusion strategy. Tests of intelligence, achievement, language, visual-spatial/motor, and memory skills were administered. Between-group differences were assessed.

Results: Those in the liberal transfusion group performed more poorly than those in the restrictive group on measures of associative verbal fluency, visual memory, and reading.

Conclusions: Findings highlight possible long-term neurodevelopmental consequences of maintaining higher hematocrit levels.     

Interactive Effects of Discrimination and Racial Identity on Alcohol-Related Thoughts and Use

The interrelationships among racial discrimination, non race-based rejection, racial identity (RI), and alcohol cognitions and use were assessed in this research. In Study 1, individuals who experienced overt discrimination and who were high in RI were less likely than those low in RI to meet criteria for alcohol abuse disorder. In Study 2, discrimination and rejection were causally related to a faster reaction time in a lexical decision task to alcohol-related concepts as compared to neutral words, especially for those low in RI. Implications of discrimination and rejection on substance use and other risky health behaviors are discussed.     

Gleason's Theorem Has a Constructive Proof

Gleason's theorem for R ³ says that if f is a nonnegative function on the unit sphere with the property that f(x) + f(y) + f(z) is a fixed constant for each triple x,y,z of mutually orthogonal unit vectors, then f is a quadratic form. We examine the issues raised by discussions in this journal regarding the possibility of a constructive proof of Gleason"s theorem in light of the recent publication of such a proof.     

Evaluating the effects of functional communication training in the presence and absence of establishing operations

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO-present context served the same function as aberrant behavior, and the mand used in the EO-absent context served a different function than the one identified via the functional analysis. In addition, a free-play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO-present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO-absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.     

FURTHER ANALYSIS OF PROBLEM BEHAVIOR IN RESPONSE CLASS HIERARCHIES

A functional analysis identified the reinforcers for 3 participants' problem behavior, but only relatively mild problem behaviors (e.g., screaming, disruption) were observed when all topographies produced tested consequences. We then conducted an extinction analysis in which specific topographies produced a reinforcer while all other topographies were on extinction. The extinction analysis confirmed that the same reinforcer identified in the initial functional analysis maintained more severe topographies of problem behavior (e.g., aggression). In addition, results of the extinction analysis indicated that 2 of the participants displayed patterns of responding consistent with a response class hierarchy hypothesis, in which less severe problem behavior frequently occurred prior to more severe topographies. The 3rd participant displayed a response pattern indicative of differential reinforcement effects.