Attention Deficit Disorder,Anxiety Disorder,and Learning Disabilities

Abstract

This article details an individualized psychoeducational model designed to treat a child with interrelated psychological and developmental issues whose psychic functioning was deteriorating within the traditional educational system. The team had leeway to function outside of the educational system to create an individualized, remedial, psychoeducational program. At the time we began the program, her diagnostic picture included: Anxiety Disorder, Attention Deficit/Hyperactivity Disorder, and Learning Disabilities. The treatment team consisted of an education specialist, two additional part-time teachers, a clinical social worker, an occupational therapist, a consulting senior child psychoanalyst, and the child's mother. The results at the close of the first school year are examined. Perspectives informing the psychoanalytic aspects of this case include Winnicottian and Fairbairnian Object Relations Theory and therapeutic milieu model.     

Therapeutic Use of Space

ABSTRACT

The project described in this article addresses the therapeutic use of physical space in an outpatient counseling facility. It was theorized that an improved facility environment could be used as a practice tool when working with a vulnerable population. The authors undertook the project with limited time and finances. The process of the change project is discussed in detail in an attempt to encourage other counseling facilities and social service agencies to consider such an effort. Related literature from varied fields is reviewed. The article also relays client and staff feedback regarding the redecorated space and addresses design considerations such as the relative strengths and drawbacks to involving clients and staff in the process.     

浅谈《管子》中环境哲学思想

面对着日益严重的环境危机,今天的人们已经逐渐意识到问题的重要性和迫切性。然而,人们对环境问题的认识仍然存在着严重的局限考虑——自然环境。这种片面的认识是不利于环境问题的根本解决。面对今天复杂、多向的环境问题,《管子》可以提供我们一些有益的启示：以＂道＂为核心的有机整体主义自然观和具体的一些自然资源保护措施;包含着经济正义、法律正义等的社会环境思想;心灵和谐的人文环境思想;自然、社会、人文整体主义的＂一体之治＂思想等。     

Rats’ memory for time and relational responding in the duration-comparison procedure

Rats were trained in a duration-comparison task to press one lever if the comparison duration (c) was 1.2-s shorter than a standard duration (s), and another lever if c was 1.2-s longer than s. The interval between s and c duration was 1 s. The 10 duration pairs used during training controlled for the absolute duration of c and the total duration of an s-c pair. The total duration of an s-c pair was not predictive of the correct response. In Experiment 1, during equal-duration pair test trials, rats increasingly responded long (i.e., c > s) as the s-c delay was lengthened. In Experiment 2, long responding increased as the s-c delay was lengthened, even when the illumination condition during the s-c delay differed from that during the intertrial interval (ITI). In Experiment 3, transfer to novel duration pairs was assessed. Overall accuracy for the novel duration pairs was significantly above chance, but transfer performance was also affected by the absolute value of the novel c durations. This is the first study to demonstrate that rats can acquire relational duration discriminations. As in previous studies with pigeons the evidence was consistent with subjective-shortening of the standard duration and there was also evidence of a reliance on a mixture of absolute and relational strategies in responding.     

Physical punishment and childhood aggression: the role of gender and gene-environment interplay

A large body of research has linked spanking with a range of adverse outcomes in children, including aggression, psychopathology, and criminal involvement. Despite evidence concerning the association of spanking with antisocial behavior, not all children who are spanked develop antisocial traits. Given the heterogeneous effects of spanking on behavior, it is possible that a third variable may condition the influence of corporal punishment on child development. We test this possibility using data drawn from a nationally representative dataset of twin siblings. Our findings suggest that genetic risk factors condition the effects of spanking on antisocial behavior. Moreover, our results provide evidence that the interaction between genetic risk factors and corporal punishment may be particularly salient for males.     

Environmental attitudes, knowledge, intentions and behaviors among college students

College students (N = 90) reported their pro-environment behaviors as well as their pro-environment intentions, their explicit and implicit attitudes about the environment, and their knowledge about environmental issues. Intentions and knowledge significantly and independently predicted behavior. Environmental knowledge was not significantly related to attitudes. Implicit and explicit attitudes were significantly but only moderately related. Only explicit attitudes, however, were strongly related to intentions, and intentions completely mediated the influence of explicit attitudes on behavior. Men were found to be more knowledgeable than women about environmental issues; older students had more favorable implicit and explicit environmental attitudes. This research suggests that knowledge about the environment and explicit attitudes influence behavior through different pathways, which may have implications for interventions seeking to increase environmentally friendly behavior.     

Respecting Nature?

This paper considers whether respect is a concept that can be applied fruitfully and cogently to nature and the environment. Through an examination of the idea of nature, respect and an analysis of Paul Taylor’s book Respect for Nature, it argues that, despite the attractiveness of the idea, the concept of respect cannot be coherently and systematically applied to the natural world and that, if a reasoned justification for a non-instrumental view of nature is to be sought, it must be sought elsewhere, perhaps in the notion of care rather than respect per se.     

人格研究中的行为遗传学取向的发展

人格的行为遗传学研究,是以研究遗传和环境的差异来解释人格的个体差异的程度为目的,为探讨遗传和环境在个体发展中的作用提供了新的研究途径。该文以天性和教养为突破口,紧紧围绕行为遗传学在人格研究领域的发展脉络:遗传力、环境、特定基因的研究,进一步探讨在个体人格发展过程中遗传和环境的交互作用的关系。     

GENERALIZATION BY AUTISTIC-TYPE CHILDREN OF VERBAL RESPONSES ACROSS SETTINGS

Generalization of verbal behavior by autistic-type children across physically different settings was assessed. Four boys learned responses to common questions in two settings at school and were probed to determine transfer of learning to home. Three of the children demonstrated little generalization to home when trained in a cubicle. Greater generalization was indicated when they received training at varied locations. The fourth child generalized most responses to his home regardless of training setting. Simple manipulations of the school environment to more closely simulate home conditions may facilitate transfer of training to the natural environment.     

The effects of a cooperation contingency on behavior in a continuous three-person environment

Five groups of three subjects resided for 10 or 15 days within a continuously programmed environment. Subjects followed a programmatic arrangement of required and optional private and social activities that determined the individual and group baseline behaviors into which experimental operations were introduced and withdrawn. A cooperation condition was in effect when all three subjects were required to select simultaneous access to a group area before it became available for use. A noncooperation condition was in effect when access to a group area could be selected by individual subjects, without regard to the other subjects' selections. For all groups, the effects of these two conditions on individual and group behaviors were investigated in reversal designs where several successive days occurred under each condition. Groups 1, 4, and 5 had the noncooperation condition interposed between cooperation conditions. Groups 2 and 3 had the cooperation condition interposed between noncooperation conditions. Durations of triadic activities, per cent of time in triadic activities, intercom use, and intersubject program synchronization were greater during cooperation conditions than during noncooperation conditions. These data show that a cooperation contingency within the behavioral program affected both social behavior and the collateral individual behavior necessary to execute the cooperation response.