Evidence for differentiation of right hemisphere visual-perceptual functions

Performance on tasks sensitive to right hemisphere dysfunction (facial discrimination and perceptual closure) are reported in eight patients with right hemisphere lesions. Patients demonstrated an apparent double dissociation of performance on the two measures. Site-by-task specificity for the closure task was strongly suggested. Implications for right hemisphere organization and underlying psychological processes are considered.     

The relationship between expressed social fears and assertiveness and its treatment implications

Behavior therapists have speculated about the relationship between social fears or social anxieties and lack of assertive behavior. Wolpe (1958) perhaps most clearly suggested such a relationship. “If he [the patient] has been ineffectual in such situations—unable, for instance, to return a faulty garment—I explain how unadaptive fears are at the bottom of this ineffectualness. … p. 116.” Wolpe further assumed that engaging in assertive behavior reciprocally inhibited fear in these same social situations and that assertive responses can be programmed for use in overcoming these fears.In later writings (Wolpe. 1969; Wolpe and Lazarus, 1966) Wolpe seems to have broadened his position concerning the cause of non-assertive behavior. Specifically, he now allows that an individual also may be non-assertive, “… not because of anxiety but because they have never had the opportunity of acquiring the necessary habits. p. 40” (Wolpe and Lazarus, 1966). For these individuals direct efforts in assertive training such as behavior rehearsal, operant conditioning or direct instruction are in order. For these individuals whose lack of assertiveness is due to a ‘phobic reaction’ or strong extrinsic fears, systematic desensitization is recommended in addition to assertive training.Despite this apparent change in position, the intuitively appealing notion that the more socially fearful an individual is the more non-assertive he is likely to be has not received the empirical attention it deserves. Rathus (1973) seems to have provided some indirect evidence pertaining to the relationship between social fears and assertiveness. In the context of evaluating the efficacy of an assertive training method he administered both the 100-item Temple Fear Survey Inventory (TFSI) (Braun and Reynolds, 1969) and the Rathus Assertiveness Schedule (RAS) (Rathus, 1973) to groups of female students receiving either assertive training, a placebo treatment or no treatment. He found that at post-test the assertive training group scored significantly higher than either the placebo or no treatment groups on the RAS and that there were no significant differences in post-test Full Scale TSFI Scores. Fear of Social Criticism Factor Scores or Fear of Social Incompetence Factor Scores although in each case the mean changes toward less fear were greater for the group receiving assertive training. This finding gives little support to the reciprocal relationship between social fears and assertiveness. What is needed is a direct determination of the degree to which social fears and assertiveness are related in a sizeable sample of subjects.     

Stimulus control over sex-typed play in cross-gender identified boys.

Discriminative stimulus control over masculine and feminine sex-typed play behaviors was investigated in five boys, aged 5–8 yr, with “childhood crossgender identification.” Reliable observational measures of play were obtained with two sets of toys: (a) “dress-up toys” (girls' apparel vs boys' apparel), and (b) “affect toys” (maternal-nurturance play vs masculine-aggression play). With an ABA reversal intrasubject design, certain stimulus conditions (e.g., presence of father, mother, male, or female stranger) were found to be discriminative for reliable changes in sex-typed play. Sex-typed play was found to vary as a function of the social stimulus situation and as a function of the type of play response required. All children played predominantly feminine while alone in the playroom. While no single environmental stimulus was consistently discriminative for masculine play across children, at least one stimulus condition was found for each subject under which he played predominantly masculine.     

Conditioning two types of enuretics

Acquired enuretics (children who resume wetting after a period of dryness) have been distinguished from persistent enuretics (children who were never dry) in that the wetting of the former has been viewed as symptomatic of conflict and not modifiable by conditioning procedures. The present study compares these two types on measures of conditioning outcome and effectiveness, initial pathology and post-treatment adjustment.     

Audience reaction as a determinant of the speaker's self-persuasion

This paper tests effects of audience feedback on speaker attitudes. One hundred and seven male subjects with initial beliefs on both sides of an issue (women's role) were assigned to speak for or against their own position; then an “audience” provided one of three types of feedback (speaker was sincere, speaker was insincere, no feedback) in a 2 × 2 × 3 design. Subjects who received sincere feedback showed greater change in the direction of their speech than did those who received insincere feedback. No feedback treatments resulted in intermediate change. This sincere > no feedback > insincere ordering of means held for both pro- and counterattitudinal speakers and for both pretest attitudes. A main effect for pretest attitude was also obtained. Two additional control groups allow for a separate analysis of the effects of (1) preparing and delivering the speech, and (2) audience reaction to the speech.     

Components of verbal learning in children: Analysis by selective reminding

Free recall verbal learning by 5- and 8-year-old children was analyzed by selectively reminding them only of items not recalled on the preceding trial (instead of continuing to present the entire list before each recall trial) to show learning by retrieval from long-term storage without presentation. Concurrent analysis of long-term storage, consistent and random retrieval from long-term storage, and recall from short-term storage indicates that, while 5-year-olds showed slower acquisition than 8-year-olds, lower recall by 5-year-olds also was due to less effective retrieval from longterm storage. Repeated retrieval, without any further presentation after an item has been recalled just once, indicates that lower recall by 9-year-old children than by adults also reflects retrieval difficulty, since these children showed storage and retention of almost as many items as adults by eventual spontaneous retrieval without further presentation.     

Hemiplegic writing in severe aphasia

Three patients with severe aphasia and right hemiplegia are described who could write to dictation with the right arm using a limb prosthesis though agraphic with the "intact" left hand. The phenomenon of "hemiplegic writing" is explained as an access to submerged or preprocessing levels in language and action structure, through the use of older proximal motor systems. This interpretation has implications for our understanding of language and brain function, as well as for approaches to the treatment of patients with severe language disorders.     

The Need for a Theology of Resilience,Coexistence, and Hope

In many countries of the world, people are drinking a dangerous cocktail of poisonous ingredients all starting with the letter P: polarization, populism, protectionism, post‐truth, and patriarchy. As Christians, we cannot do other than work against this. In order to do so, we need to make use of the resources we have in spirituality and theology. This article reflects on these resources in the Lutheran tradition, asking how we, together, are church in this world.     

Statewide Implementation of Cognitive Behavioral Therapy for Psychosis Through a Learning Collaborative Model

Cognitive Behavioral Therapy for Psychosis (CBTp) is an evidence-based psychotherapeutic intervention (EBPI) for adults with schizophrenia spectrum disorders that remains under-implemented in the United States (U.S.). There has been little empirical attention on implementation and dissemination strategies for this EBPI. The Learning Collaborative (LC) model is a method of implementing evidence-based practices across agencies and geographic regions that may facilitate CBTp implementation and dissemination in the US.We applied the LC model in an attempt to enhance the accessibility of CBTp in community mental health settings statewide. Providers (N = 56) from 12 agencies voluntarily participated in an in-person, CBTp workshop followed by 6 months of biweekly phone-based consultation sessions (Phase 1). Twenty-one providers opted to participate in an additional 6-month CBTp LC immediately following completion of the initial CBTp LC (Phase 2). Adoption, penetration, provider-perceived skill development, fidelity, as well as provider-perceived implementation barriers were re-assessed during and 6 months after completion of Phase 2.One year after the completion of the Phase 2 LC, 21% of the original trainee group across 3 of the 12 participating agencies continued to offer CBTp to clients. CBTp trainees were treating between one and two clients each. Self-assessed CBTp skills improved modestly over the Phase 2 consultation period. On average, both clinicians and supervisors reached an acceptable fidelity score on the sessions reviewed. Participating providers identified multiple barriers to CBTp implementation, including features of the training and consultation, the agency, the intervention itself, and psychosocial and clinical challenges associated with the client population.Few CBTp implementation studies have applied a framework to CBTp implementation. The authors adapted the LC model in an attempt to promote adoption of CBTp in community mental health clinics across a large, populous state with poor access to mental health services. Identified challenges and recommendations should be considered in future implementation efforts.     

Hope as empowerment model: A client-based perspective on the process of hope development

Abstract

Research on the relationship of client hope to successful therapy outcome underlines the need to discover the processes and conditions when hope flourishes. Snyder’s Hope Theory has been applied to psychotherapy but client subjective experiences are needed to illuminate nuances in the process. The present study examined the trajectory of hope development in psychotherapy using interviews with 18 counseling clients, analyzed using grounded theory methodology. Findings were synthesized into a dynamic model titled hope as empowerment model (HEM) that shares features of Snyder’s Hope Theory. HEM introduces patterns of particular salience to psychotherapy. The compatibility of client preferences with therapist input raised faith in the process of counseling and, in turn, hope in a positive outcome. A number of conditions, including the flexibility of client role preferences and the directiveness of hope-inspiring therapeutic strategies, influenced the nature and strength of client hope. Implications for therapy and positive psychology are considered.