Posttraumatic Stress Symptoms and Stressful Life Events Predict the Long-term Adjustment of Survivors of Childhood Cancer and Their Mothers

Objectives: To examine prospectively the impact of posttraumatic stress symptoms (PTSS) in response to childhood cancer and treatment on general adjustment while accounting for the role of other stressful life events and appraisal of life threat and treatment intensity. Methods: As part of a larger study assessing PTSS, 56 childhood cancer survivors, aged 8 to 18, and 65 mothers completed self-report measures of PTSS and appraisal of the intensity and life threat associated with cancer treatment at time 1 and self-report measures of stressful life events and general adjustment at time 2 (approximately 18 months after time 1). Results: For child survivors and their mothers, posttraumatic stress at time 1 significantly predicted general adjustment at time 2, over and above the significant contribution of lifetime stressful events. The life events variable did not function as a mediator in the association of PTSS and general adjustment. Conclusions: Trauma responses to childhood cancer and its treatment have implications for the long-term adaptation of children and their families. Early signs and symptoms of posttraumatic stress and stressful life experiences require early assessment and intervention.     

Extending high rates of meaningful interaction among the elderly in residential care through participation in a specifically designed activity

Periods of high frequency meaningful interaction among the institutionalized elderly can be extended by altering environmental and social contingencies despite the restrictive daily routine and physical layout of the institution. Residents were encouraged to participate in a table quiz in a location already sustaining high frequencies of meaningful interaction. Using an A–B–A–B design it was found that already high frequencies of meaningful interaction occurring at mealtimes could be extended by up to 90 minutes with the introduction of a table quiz. Copyright © 2000 John Wiley & Sons, Ltd.     

B. F. Skinner, 1926-1928: From literature to psychology

In the two years between graduation from college and enrolling in graduate school, B. F. Skinner tried to initiate a literary career, failed at the task, and chose psychology as a field for graduate study. In this article we examine his literary background for sources and themes specifically relevant to choosing psychology, and provide an interpretive framework of considerations that seem more generally relevant to understanding his failure as a creative writer and his subsequent career choice.     

General and Multicultural Counseling Competency: Apples and Oranges?

This investigation tests the hypothesis that perceptions of general and multicultural counseling competence are distinct constructs. The findings question the validity of the assumption that general and multicultural counseling competence are separate constructs—particularly for certain clients. The implications of these findings for future research and counselor training are discussed.     

Children's reading of words, pseudohomophones, and other nonwords

In Experiment 1 children aged 8-9 and 9-10 years were tested for neighbourhood and pseudohomophone effects in nonword reading. Neighbourhood effects ( N effects) were robust irrespective of group or type of nonword. Pseudohomophones were read more accurately than other nonwords but this finding was robust only for the younger 8-9-year-olds. High-frequency words were read more accurately than low-frequency words, but the reverse applied to pseudohomophones based on high- and low-frequency words, although this was not robust. Error rates for the 9-10-year-olds in Experiment 1 were low, and so it was difficult to interpret the lack of a pseudohomophone advantage for reading nonwords in this age group. Experiment 2 was therefore carried out, which consisted of a replication of the first study with a further group of 9- 10-year-olds, but pronunciation latencies were measured, as well as accuracy. All the effects obtained in Experiment 1 were replicated but, in addition, an advantage for pseudohomophones in terms of pronunciation latencies was observed. The implications for accounts of reading development are discussed.