The use of family myths as an aid to strategic therapy

The concept of family myth can be used by the therapist to help organize the wealth of information provided by a family in therapy. Rituals, symbols and metaphors can be viewed as structurally related components within the family myth system which enable the therapist to interpret non-literal, analogic communications as a coherent yet primarily symbolic, narrative about the family's shared perceptions of its functioning. The concept of myth is explored in relation to mythology, the family therapy literature, and a case study. Several strategic intervention strategies are proposed which utilize the family's own metaphors, symbols and rituals to re-edit the family myth. Re-editing the myth on a symbolic level should be associated with improved system functioning, including more concrete areas of the family's life.     

Gender differences in health-related quality of life

In 1986 the life expectancy at birth was 71.3 years for males and 78.3 years for females--providing a 7-year advantage for women. Although women live longer, it has been reported that they paradoxically experience more physical and psychological illnesses. In this article, we estimate the expected well-years or quality-adjusted life years for men and women in the general population. The data were obtained in a random sample of 1,034 residents of San Diego. The well-life expectancy uses standard life expectancies with adjustments for quality of life. The well-life expectancy for men was 59.8 years; for women, it was 62.7 years. Thus, the quality adjustment had significantly more impact on women (15.6 years) than on men (11.5 years). Age-specific estimates of health-related quality of life suggested a male advantage before age 45 and a female advantage after age 45. The benefits of well-years of life as a public health statistic are discussed.     

Analogical transfer and expertise in legal reasoning

Analogical transfer and its relation to expertise is examined in a legal context. Three experiments were conducted comparing the performance of novices (introductory tax students) and of experts (experienced tax practitioners from multinational public accounting firms) on tasks involving the application of tax laws. In Experiment 1 subjects completed a target problem after reading a decided case that was either analogous or not analogous to a target problem. A limited amount of transfer was observed, with no differential rate of transfer across experience levels. In Experiments 2 and 3 attempts were made to facilitate transfer of knowledge by inducing transfer-appropriate processing of the source analog and by providing multiple source analogs. The results of both experiments indicate an interaction between treatment and expertise. Unexpectedly, the facilitating treatments reduced the transfer of knowledge for experts while increasing the transfer for novices. Subsequent analysis of the responses of the expert subjects indicates that for the more experienced expert subjects a highly proceduralized rule interfered with the knowledge transfer when that rule was made salient by the facilitating treatments. The less experienced expert subjects behaved in a manner consistent with the hypotheses. This poor performance of the more experienced experts results from the inflexibility in expert problem solving due to the proceduralization of information processing. Frensch and Sternberg (1989) demonstrate that this type of inflexibility is one of the costs of expertise and results from the development of a large and highly complex knowledge base containing numerous well developed strategies.     

Speech imagery is not always faster than visual imagery

One approach to the study of mental imagery is to examine the performance characteristics of different forms of mental imagery when used in various tasks. To demonstrate the utility of this functional approach, the use of speech and visual imagery processes in the serial mental rehearsal of common verbal sequences le.g., letters of the alphabet and familiar object arrays (objects found in familiar rooms) was examined in the present experiments. Rehearsal rates and self-reporte were consistent with the hypothesis that mental rehearsal efficiency is a function of the compatibility of characteristics of the rehearsal materials and rehearsal mode. While verbal sequences were rehearsed faster under speech than under visual imagery conditions, object arrays were rehearsed as fast under visual as under speech imagery conditions. In addition, evidence was found that covert verbal rehearsal is faster than overt verbal rehearsal under some circumstances.     

The role of duration and rapid temporal processing on the lateral perception of consonants and vowels

This study explored the extent to which rapid temporal processing and duration contribute to the right-ear advantage (REA) and presumably left-hemisphere processing for stop consonants and the lack of clear-cut laterality effects for vowels. Three sets of synthetic stimuli were constructed: consonant vowel stimuli [ba da ga bi di gi bu du gu] of 300 msec duration (full stimuli) and two shortened stimuli consisting either of a noise burst and 40-msec transitions (40-msec stimuli), or a noise burst and 20-msec transitions (20-msec stimuli). Stimuli were presented dichotically for consonant, vowel, and syllable identification. Results indicated a significant REA for consonants in the full and 40-msec conditions and a non-significant REA in the 20-msec condition. Nevertheless, the magnitude of laterality did not change across the three conditions. These results suggest that although transition information including duration contributes to lateralization for stop consonants, it is the presence of abrupt onsets which crucially determines lateralized processing. For vowels, there was a significant REA only in the full stimulus condition, and a significant decrement in the magnitude of the laterality effect in the two shortened stimulus conditions. These results suggest that for vowel perception, it is the nature of the acoustic cue used for phonetic identification and not duration that seems to be the critical determinant of lateralization effects.     

The generality of overselectivity in developmentally disabled children

A growing body of research suggests that low Mental Age (MA) autistic and retarded children show a unique stimulus control deficit, one that may cause many or most of their behavioral deficiencies. This problem, stimulus overselectivity, is evidenced when a child responds only to a restricted portion of the stimulus environment when compared with normal children. The purpose of this study was to assess whether this overselectivity is general across situations or whether it is restricted to certain stimulus/task conditions. Eight autistic children, who evidenced overselectivity on a preassessment task, and 8 normal children with similar MA levels participated. All children were trained on 3 tasks to determine if overselectivity varied as a function of different stimulus conditions. Each of the 3 tasks involved training a child to respond to (i.e., touch) a card containing a circle (S +) and to avoid a blank (S ?) card. In each case, the circle comprised a series of dots. The difference between the 3 circles (tasks) was the distance between the successive dots making up each circle. Also, in the minimal separation condition the dots were smaller in size and greater in number than in the larger separation conditions. Of concern was whether autistic children learned about the gestalt (i.e., the circle), which required attention to multiple cues, or whether children would overselect and respond to the dots. The results showed that (1) stimulus overselectivity was found not to be a generalized deficit in autistic subjects; instead, it varied as a function of the stimulus variables; and (2) the stimulus variables manipulated in this study similarly influenced the responding of both normal and autistic children. The implications of these data for a theory of overselectivity are discussed.     

Creative thinking and juvenile delinquency: a study of delinquent and nondelinquent youth on the Torrance Tests of Creative Thinking.

Using the T.T.C.T. this study examined the creative thinking of 32 delinquent and 32 nondelinquent adolescent males. The delinquent group was composed of juveniles on parole status. The nondelinquent group was composed of public school students. On the variables of IQ, age, and socioeconomic class, t-test results indicated no significant differences, except on socioeconomic class, between the groups. Analysis of variance procedures were performed to determine the possibility of an interaction between levels of intelligence and delinquent status with regard to verbal and figural creativity test scores. There were no significant main effects or interaction between IQ and adjudication status with respect to figural creativity. There was a significant main effect due to adjudication status for the dependent variable of verbal creativity scores, respectively while blocking on the intelligence variable. The results were parallel to the ANOVAS which did not specifically control for the intelligence variable between the two groups.     

The role of the church in the community based care of the chronically mentally disabled: Reclaiming an historic ministry

The perplexing circumstance of the chronically mentally disabled in the community poses both a challenging ministry and significant learning opportunity for the church. Historically the church once served as a primary resource in their community life. When care shifted to the hospital in the nineteenth century, chaplains then ministered on behalf of the church. The institutional setting later spawned the clinical training and pastoral care movement, the mental patient an essential teacher and beneficiary. With the locus of care having recently returned to the community, the church can now provide social, pastoral and spiritual resources, collaborate in deinstitutionalization with the mental health delivery system, and return to a ministry of learning with the less resourceful.The Reverend Anderson serves as Chaplain Supervisor, Connecticut Mental Health Center, Box 1842, New Haven, Connecticut 06508, and as a Lecturer in Pastoral Theology at Yale Divinity School. The author wishes to thank Dr. Donald H. Williams and Fr. Henri Nouwen for their advice and encouragement during the preparation of this article.