Family therapy in general practice: 'We have a clinic here on Friday afternoon …'

General practice is an obvious but relatively untried context within which to practise family therapy. This paper describes the development of a family therapy clinic within a group general practice and considers the influence of the practice setting on the practical style and theoretical approach of the family therapy team. The influence of the clinic on the referring habits and on the consulting style of the GPs is also considered in the context of the changes taking place in the organization of general practice.     

Parent and Teen Perceptions Regarding Parental Efforts at Controlling Teen Drunk Driving1

This research examined the potential utility of a parental control technique to prevent adolescent drunk driving by identifying parent and teen sources of resistance to an ignition interlock system. The research also examined the theoretical issue of parental control over adolescents by identifying factors parents consider when deciding to use a control technique. Parent and teen receptivity to the interlock was examined in relation to teen drunk driving. General parental control orientations (controlling vs. permissive) were examined in relation to the factors that influence parental decisions to implement such a control technique. Factors related to sources of reluctance to use the device were also examined. The findings revealed that parents were generally ambivalent toward the interlock. In contrast, teens responses varied, with approximately 20% of the sample reporting favorable attitudes toward having an interlock installed in the their cars. In addition, both parents and teens expressed concern about how the interlock would affect their relationship with each other. Finally, controlling parents tended to place less emphasis on the perceived effectiveness of the control technique when forming their attitudes toward its implementation compared to permissive parents. The findings are discussed in the context of prevention efforts for adolescent drunk driving.     

Attention deficit disorder and age of onset of problem behaviors

In the course of a prospective longitudinal study, we examined age of onset of behavior problems in a group of boys and girls identified with attention deficit disorder (ADD) at age 11. Onset occurred during the preschool years, by the first year of schooling, or by the end of the second year of school. Onset was strongly related to informant source at age 11, pattern of comorbidity of disorder at age 11, and developmental language, perceptual motor, and IQ measures. Onset by the first year of schooling was particularly related to poor reading skills. By age 15, nearly three-quarters of those with onset of problems before age 6 had one or more DSM-III disorders.     

Allergic disorders and attention deficit disorder in children

It has been suggested that children with attention deficit disorder-hyperactivity (ADDH) are likely to show allergic disorders, and that both ADDH and allergic disorders may share a common biological background. In a large sample of children from the general population we found no association between parent, teacher, and self-reports of ADDH behaviors and a history of allergic disorders (asthma, eczema, rhinitis, and urticaria) at ages 9 or 13 years. Similarly, reports of ADDH behaviors at age 13 years were not related to level of atopic responsiveness by skin test or serum IgE levels. Our findings call into question the hypothesis that there is a relationship between ADDH and allergic disorder.The Dunedin Multidisciplinary Health and Development Research Unit is supported by the Health Research Council of New Zealand, and involves several departments of the University of Otago. The authors are indebted to the many people whose contributions made this study possible, and in particular the members of the sample and their parents.     

Are girls with problems of attention underrecognized?

There is a generally held belief that disorders of attention (e.g., ADHD) are to be found primarily among boys, not girls. We question the evidence relating to sex differences in the prevalence of attentional disorders and suggest possible reasons why reported sex differences appear limited to teacher ratings. An examination of the admittedly scarce literature on correlates of ADHD behaviors suggests no strong evidence for sex differences in the pattern of developmental, attentional and background correlates. We recommend the use of sex-specific norms and diagnostic criteria to identify girls with problems of attention and our plea is for more research to examine the nature of attention deficits in girls.     

Interim Managers: Distinguishing Personality Characteristics of Managers on Short-term Contracts

The use of interim managers by companies is increasing, and reasons for this trend are discussed. A study is reported in which the normative personality make-up of a group of interim managers is compared with that of a general sample of UK managers. Ninety-four interim managers completed the revised PA Preference Inventory (PAPI-N) and the results are compared with those from a general UK managerial sample. Statistically significant differences are reported for 12 out of 20 scales, with nine of the effect sizes ≥ 0.5. Results are also compared with a priori job expert predictions. Of nine predictions that interim managers would differ from the general management norm, seven are consistent with the statistical findings. Practical and methodological implications of the findings, and their relation to the ‘Big Five’, are discussed, together with broader implications for the study of workers in new and emerging forms of employment. The findings are also interpreted in the particular context of interim management roles.     

The Influence of Affective and Instrumental Beliefs on Exercise Intentions and Behavior: A Longitudinal Analysis

Programs encouraging exercise might reduce coronary illness. Ajzen's theory of planned behavior is a useful model for understanding exercise motivation. The current study investigated the contribution of the instrumental and affective components of attitude. As part of a community-based study of exercise behavior, 424 men and 572 women completed questionnaires, with 365 participants providing 6-month follow-up data. Regressions highlighted the affective component as a much more powerful predictor of intention compared to the instrumental component. After controlling for prior exercise, intention was not predictive of later exercise, although the affective component was. The implications for exercise promotion are discussed.     

Student mental health: how can psychiatrists better support the work of university medical centres and university counselling services?

Student psychiatric morbidity is rising. Whilst the influence of university counselling services is widely reported, NHS involvement by psychiatrists and general practitioners is not so well described. Counselling and mental health service providers for students at the University of Leeds were approached for numerical data and a university Group on Student Mental Health discussed the findings. The Student Counselling Centre, the University Medical Practice and a dedicated student psychiatric clinic have all seen a rise in referral rates. The University Medical Practice has also seen a rise in the prescribing of psychoactive medication. Collaborative links at the University of Leeds are explored and options for the future discussed. These include self-help over the internet, a research project to assess student mental health needs and the provision of a dedicated NHS psychiatric team for the university.     

Teaching Beginning Braille Reading Using an Alphabet or Uncontracted Braille Approach

This study examined the effects of using a research based print reading program modified to accommodate beginning braille readers using an alphabet or uncontracted braille reading approach with five beginning braille readers. Four of the 5 participants displayed a clear increase in their ability to read high frequency words when they began using the Early Steps reading program modified to an Early Steps Alphabet Braille Reading Program. Study findings indicate that access to reading activities and materials afforded to sighted peers resulted in improved reading outcomes for children with visual impairments. Teachers, participants, and family members all viewed the use of the uncontracted braille reading program and materials favorably. Specialized reading instruction was also perceived as beneficial by teachers of students with visual impairments when the training addressed the specific needs of braille readers.