The Effects of Strategic and Behavioral Family Therapies on Child Behavior and Depression

The efficacy of behavioral and strategic approaches to child-focused family therapy for child behavior and depressive symptomatology was investigated. Participants were 49 clinic-referred families who were randomly assigned to either behavioral or strategic family therapy for 8 to 12 weeks and assessed at pre- and post-test. Results showed that both forms of therapy were equally effective in reducing parent-reported behavior problems and depression in children. In addition, the relationship between child and maternal depression was explored. Significant relationships were found between pre-test levels of depression in children as reported by mothers and mothers' self-reported depression, psychological stress and level of interpersonal discomfort. The results support a relationship between child and maternal depression. The findings also suggest that child-focused family therapy can be effective for both behavioral and depressive symptoms.     

A Primer Of Closed Head Injury Sequelae In Post-Traumatic Stress Disorder

Abstract

By definition, an individual diagnosed with post-traumatic stress disorder (PTSD) has been exposed to a serious threat of physical harm that engenders concomitant feelings of fear, helplessness, or horror (American Psychiatric Association, 1994). According to the current diagnostic taxonomy, PTSD may develop when the person witnesses harm against someone else or learns of harm occurring to an intimate other. Yet, all too often, PTSD is associated with the direct experience of physical injury through assault, accident, or other violence. As such, individuals with PTSD are at increased risk of having sustained a head injury, particularly during the traumatic events that elicited the PTSD symptoms (Knight, 1996). Consistent with this assertion, there are indications that individuals who sustain a head injury are increasingly likely to develop subsequent PTSD (Bryant & Harvey, 1998; Chemtob et al., 1998), with the prevalence of PTSD in this population estimated to be as high as 30% (Bryant & Harvey, 1996). Moreover, among people with PTSD, those who have sustained head injuries are apt to have more severe symptoms than those who have not (Chemtob et al., 1998).     

Children, adolescents, and the internet: a new field of inquiry in developmental psychology

With this special section on children, adolescents, and the Internet, we survey the state of a new field of inquiry in developmental psychology. This field is important because developmentalists need to understand how children and adolescents live in a new, massive, and complex virtual universe, even as they carry on their lives in the real world. We have selected six empirical articles to showcase various aspects of child and adolescent development in this virtual universe. These articles reflect three major themes of this new field: communication on the Internet; cognitive development, academic achievement, and the Internet; and adolescents in a globalized Internet world. These three sections reflect one of our major editorial goals: to sample various relevant aspects of development as they relate to the Internet. The selection of articles reflects a second editorial goal: to sample both the positive and negative aspects of the virtual world in which children and adolescents are increasingly living. Another of our editorial goals was to sample as large an age range as possible. We also utilized a very broad definition of development. Last but not least, we sought out and found methodological diversity.     

Connecting developmental constructions to the internet: identity presentation and sexual exploration in online teen chat rooms

The authors examined the online construction of identity and sexuality in a large sample of conversations from monitored and unmonitored teen chat rooms. More than half of the 583 participants (identified by a distinct screen name) communicated identity information, most frequently gender. In this way, participants compensated for the text-based chat environment by providing information about themselves that would be visible and obvious in face-to-face communication. Sexual themes constituted 5% of all utterances (1 sexual comment per minute); bad or obscene language constituted 3% of the sample (1 obscenity every 2 minutes). Participants who self-identified as female produced more implicit sexual communication, participants who self-identified as male produced more explicit sexual communication. The protected environment of monitored chat (hosts who enforce basic behavioral rules) contained an environment with less explicit sexuality and fewer obscenities than the freer environment of unmonitored chat. These differences were attributable both to the monitoring process itself and to the differing populations attracted to each type of chat room (monitored: more participants self-identified as younger and female; unmonitored: more participants self-identified as older and male).     

Moral reasoning, executive function, and personality in violent and nonviolent adult offenders

To evaluate moral reasoning and personality, inmates from a maximum security jail were administered the Porteus Maze, the Defining Issues Test, the Minnesota Multiphasic Personality Inventory-168, and the Test of Nonverbal Intelligence. Scores of 20 violent and 19 nonviolent offenders were compared. The control group consisted of 20 university students who indicated they did not have criminal ords. All were over the age of 18. Analysis showed the violent offenders had mature moral reasoning and were more elevated on the Antiestablishment scale of the Defining Issues Test. Furthermore, inmates displayed significantly elevated scores on depression, Psychopathic Deviance, and Social Introversion relative to the control group.     

Religious Social Identity as an Explanatory Factor for Associations between More Frequent Formal Religious Participation and Psychological Well-Being

Guided by social identity theory, this study investigated having a closer identification as a member of one's religious group as an explanatory mechanism for linkages between more frequent formal religious participation and better subjective psychological well-being (more positive affect, less negative affect, and more life satisfaction). Multivariate regression models were estimated based on data from 3,032 participants, ages 25 to 74, in the 1995 National Survey of Midlife in the U.S. (MIDUS). Results provided support for the mediating effect of religious social identity on the associations between more frequent religious service attendance and all three dimensions of psychological well-being examined. Given the lack of previous empirical attention to social identity within the literature on religiosity and mental health, these findings contribute to our understanding of self, religion, and health, while also pointing to the importance of continuing to draw on well developed social psychological theory in investigations of linkages between religion and health.     

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Against the background of an unchanging sequence of representational development, we demonstrate that implicit processes of learning and cognition can change from one historical period to another. One generation of Zinacantec Maya children was studied in 1969 and 1970, the next generation in 1991 and 1993. In the intervening two decades, the community, located in Chiapas, Mexico, was involved in a transition from an economy based primarily on subsistence and agriculture to an economy based primarily on money and commerce. A naturalistic study of weaving apprenticeship and an experimental study of visual representation showed that the ecological transition was linked to greater emphasis on independent cultural learning, abstract representation, and innovation, and, correlatively, a movement away from scaffolded guidance, detail-oriented representation, and imitative representational strategies. These changes constituted automatic adaptations with an implicit nature. In addition, historical variability in implicit modes of cultural apprenticeship predicted shifts in implicit processes of child and adolescent cognition. In sum, socialization and development are not fixed but adapt, in a coordinated way, to changing ecological conditions.