Emotional and learning behaviour in mice overexpressing heat shock protein 70

The effects of inducible heat shock protein 70 (HSP70) on emotional and learning behaviour as well as hippocampal long-term potentiation was investigated in transgenic HSP70 overexpressing mice. In active two-way avoidance learning (shuttle box) as well as spatial 8-arm radial maze learning, the HSP70 overexpressing mice showed diminished learning performance. In several tests there was no indication of differences in anxiety behaviour between transgenic mice and wild-type mice. This suggests that impairment in learning behaviour is unrelated to the learning task and motivational aspects of behaviour. To investigate the neurophysiological correlate of learning, long-term potentiation experiments were performed. In transversal hippocampal slices, an enhanced amplitude of the population spike was found in HSP70 overexpressing mice. It was hypothesised that enhanced potentiation in conjunction with potentiation effects due to learning led to learning impairment.     

Gruppenpsychotherapie Die unbekannte und benachteiligte psychotherapeutische Behandlungsoption

Gruppenbehandlungen stellen die angemessene Indikation für ein sehr breites Spektrum von psychischen Störungsbildern und somatischen Erkrankungen dar. Für einige psychische Störungen, wie Persönlichkeitsstörungen, psychiatrische Erkrankungen, Essstörungen, Substanzmissbrauch, psychosomatische Erkrankungen und funktionelle Störungsbilder sowie chronische körperliche Erkrankungen, ist die Gruppenbehandlung sogar die beste indikative Option. Das mögliche breite Behandlungsspektrum ist weithin unbekannt. Hinzu treten hierzulande administrative Behinderungen, die speziell im ambulanten Versorgungsbereich die Gruppenbehandlung gegenüber der einzeltherapeutischen Behandlung benachteiligen, so dass die angemessenere und kostengünstigere Option einer Gruppenbehandlung hier viel zu wenig zum Tragen kommt.     

Zur Bedeutung von Gruppenleitern in der gruppenpsychotherapeutischen Weiterbildung

Training in group therapy is fundamentally based on self-experience in groups. The importance of the model character of the group leader's role has hardly been subject to empirical research in spite of its highly qualified and specialized requirements. In order to ensure process quality in group therapy training, the effects of the leader's model on the reported learning effects of 413 members in 35 short-term Process (self-awareness) and so-called Special Interest (thematically focused) groups of the American Group Psychotherapy Association (AGPA) were investigated. The first two sessions out of four were investigated by process questionnaires focusing on self-experience, experience of the group atmosphere and subjective impressions of the group leaders' performances. These process variables were later correlated with the overall learning impression after all four sessions. It turned out that particularly those group leaders' styles and attitudes had a strong positive correlation with favourable learning effects, that were decisive and charismatic instead of vague and that group leaders who were experienced by group members as predominantly indecisive, vague and less charismatic were in spite of the fact of being seen as competent and skillful produced weak learning effects. Results are discussed in the light of the need of neophyte group therapists to identify with a leader model promising to provide authority and sovereignity even prior to competence and empathy given the anticipatory fear regarding possible critical group dynamics in future therapy groups.     

The judgement of behaviour as aggressive and sanctionable

The influence of the factors norm deviation, intent, and injury, on the judgement of a critical act as aggressive and sanctionable was tested using a 2 × 2 × 2 factorial design. Scenarios depicting aggressive interactions represented the experimental conditions. 859 school children rated these scenarios on bipolar rating scales. The results show that norm deviation, intent, and injury, are important criteria for the interpretation of aggressive behaviour. Judging an action as sanctionable proved to be more sensitive for the variation of factors than the interpretation of behaviour as aggressive. In addition, an analysis of how the scenarios representing the experimental conditions were subjectively interpreted by the subjects was carried out. This showed that all combinations of the three definition criteria are psychologically meaningful. However, preferences were observed for specific interpretation patterns.     

Amygdala activation during masked presentation of emotional faces predicts conscious detection of threat-related faces

It has been argued that critical functions of the human amygdala are to modulate the moment-to-moment vigilance level and to enhance the processing and the consolidation of memories of emotionally arousing material. In this functional magnetic resonance study, pictures of human faces bearing fearful, angry, and happy expressions were presented to nine healthy volunteers using a backward masking procedure based on neutral facial expression. Activation of the left and right amygdala in response to the masked fearful faces (compared to neutral faces) was significantly correlated with the number of fearful faces detected. In addition, right but not left amygdala activation in response to the masked angry faces was significantly related to the number of angry faces detected. The present findings underscore the role of the amygdala in the detection and consolidation of memory for marginally perceptible threatening facial expression.     

Water maze swim path analysis based on tracking coordinates

In the Morris water maze, a task widely used to study spatial learning and memory in laboratory rodents, several parameters are employed to estimate cognitive abilities of animals by analyzing their swim path characteristics. An isolated view based on any one of these parameters is not always satisfactory, so multivariate procedures (factor analyses) are used to weight the parameters in context with the others. This method sheds light on some subtle differences in experimental animals’ spatial memories or strategies. However, this approach has some subjective problems, because the definition of the parameters depends on the experimenter’s opinion of appropriate measures; therefore, we suggest a bottom-up rather than a top-down analysis of swim paths by means of spatial coordinates. In the present study, swim paths were normalized to 100-element vectors and then subjected to a principal components analysis. Swim paths could be sufficiently described in terms of only three components, each of which accounted for specific characteristics of the trajectories. We found significant differences in swim path patterns between test groups of rats that could not be discriminated via standard water maze parameters. Thus, the components can be related to different aspects of spatial cognition not detectable by commonly used parameters.     

Priming of depth-rotated objects depends on attention and part changes

Three priming experiments investigated the role of attention and view changes when common objects were rotated in depth. Objects were shown in prime-probe trial pairs. Experiment 1 extended findings by Stankiewicz, Hummel, and Cooper (1998) showing that attended objects primed themselves in the same but not in a reflected view, whereas ignored objects only primed themselves in the same view. In Experiment 2, depth-rotations produced changes in the visible part structure between prime and probe view of an object. Priming after depth-rotation was more reduced for attended objects than for ignored objects. Experiment 3 showed that other depth rotations that did not change the perceived part structure revealed a priming pattern similar to that in Experiment 1, with equivalent reduction in priming for attended and ignored objects. These data indicate that recognition of attended objects is mediated by a part-based (analytic) representation together with a view-based (holistic) representation, whereas ignored images are recognized in a strictly view-dependent fashion.     

On Becoming a Profession: The Growth of Marriage and Family Therapy in India*

The practice of couple and family therapy has a long history in India. This article tracks some of the people, places, and contexts associated with the growth of marriage and family therapy (MFT) as a profession in the Indian context. Two of the authors outline their own introduction to MFT and work within this field in different cities in India in the last two decades. Based on their professional experiences and a pilot study conducted in Chennai, the authors document the needs of providers in the areas of systems-based therapy training and the practice of MFT. The role of the Indian Association for Family Therapy (IAFT) and suggestions for the future growth of the field are also highlighted. Mudita Rastogi, PhD, Professor, Illinois School of Professional Psychology, Argosy University, 1000 Plaza Drive Schaumburg, IL 60173 (MuditaRastogi@hotmail.com). Rajeswari Natrajan, PhD, Assistant Professor, Alliant International University, 2500 Michelson Drive, Suite 250, Irvine, CA 92612-1548. Volker Thomas, PhD, Associate Professor, Purdue University, 1200 West State Street, Fowler Memorial House, Purdue University, West Lafayette, IN 47907-1269. *Portions of this paper are based on Rajeswari Natrajan’s dissertation at Purdue University. **Rastogi and Natrajan share first authorship for this paper.     

Fitting a square peg in a square hole: Using metaphor in narrative therapy

This paper examines the assumptions of the narrative mode of therapy and the assumptions of therapeutic metaphors. The premise is that the use of metaphor fits the assumptions of narrative therapy and can enhance and expand narrative therapy. This paper examines the structure and types of metaphor, explores their fit within the narrative model, and gives three case examples which illustrate the use of metaphor in narrative therapy.Kevin Lyness, MS, is a doctoral candidate, MFT Program, 1269 Fowler House, Purdue University, West Lafayette, IN 47907-1268, and a doctoral candidate in the MFT Program, Purdue University. Volker Thomas, PhD, is assistant professor, Marriage and Family Therapy Program, 1269 Fowler House, Purdue University, West Lafayette, IN 47907-1269. Reprint requests should be sent to the first author.     

Of thorns and roses: The use of the “brier rose” fairy tale in therapy with families of gifted children

Fairy tales have been used successfully in addressing difficult therapeutic issues in indirect ways. This paper describes how the Grimm's tale Brier Rose can help engage families with an academically gifted child in family therapy. The metaphor concepts of derivational search, indirection, and embedded commands are briefly discussed, the fairy tale is summarized, and the story is applied to the three metaphor concepts.