A survey of communicative disorders students' attitudes toward stuttering

Cooper's (1975) Clinician Attitudes Toward Stuttering (CATS) inventories were conpleted by 1,902 speech-language pathology and audiology students from 33 universities, each in a different state. The majority of respondents perceived stutterers as having psychosocial problems and believed that client and parental counseling were essential aspects of treatment. These views were relatively unaffected by student training and clinical exposure. In addition, most of the assumptions of Johnson's diagnosogenic theory of stuttering were held by the majority of the students surveyed. Most of the respondents believed that stuttering was difficult to modify and that speech clinicians were neither adept nor comfortable treating stutterers. These latter attitudes were significantly affected by training, i.e., the more advanced the students' training, the more pessimistic their views on clinician competence. Other professional attitudes and the effect of training on them are also discussed.     

Problems with a false recognition paradigm for developmental memory research

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Although Cramer (1973) claimed that second-grade children organized their memory for words based on synonym relationships while sixth-graders used antonyms, no support for this interaction was found. The present studies employed additional procedures in an attempt to replicate and extend Cramer's finding. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed.     

When a bystander becomes an accomplice: Situational determinants of reactions to dishonesty

In a series of experiments, undergraduates (N = 288) performed a task with a confederate who subsequently lied about his or her performance in order to obtain a cash bonus. The probability of bystanders' reporting the dishonesty and refusing to sign a document attesting to the confederate's score was differentially affected by situational factors and sex of the bystander, wrongdoer, and authority figure. Bystanders were most apt to report the misdeed when they were competing against rather than working either independently or cooperatively with the culprit, at least when the bonus was provided by a large corporation. In addition, females were more likely than males to report when the victim was another person rather than either a corporation or the bystander himself, and both sexes were more apt to report a female wrongdoer than a male one. Persons who initially reported the misdeed were less likely to become active accomplices than were those who failed to report it. Furthermore, less written verification of the falsehood occurred when (a) nonreporters were performing independently rather than either competing against or working cooperatively with the culprit for the bonus, and (b) a male was in an immediate position of authority.     

Deprivation and reward stimuli as compound stimuli

In Experiment 1 the experimental group was tested with a deprivation level and a reward magnitude which it had experienced previously but which it had not experienced in combination. This group was inferior in test performance to a group which had experienced the test deprivation-reward combination prior to test. These results were interpreted as indicating that deprivation stimuli and reward stimuli form a compound stimulus and training on the elements of the compound produces performance inferior to training directly on the compound. In Experiment 2, the decrement associated with two different shifts in deprivation and reward did not differ despite the different size change of total incentive involved in the two shifts. The results were interpreted as indicating that the deprivation-reward stimulus is not produced by a single underlying incentive mechanism.     

SOCIOEMOTIONAL AND BEHAVIORAL PROBLEMS IN TODDLERS WITH LANGUAGE DELAY

Toddlers with language delay are at risk for persistent developmental and behavioral difficulties; however, the association between socioemotional/behavior problems and language in young children is not well understood. This study explored socioemotional/behavior problems in a unique sample of toddlers with language delays using a measure developed explicitly for this age group. Toddlers identified by 18 months with receptive and expressive language delay (LD; n = 30) or typical development (TD; n = 61) were evaluated at 18 and 24 months of age using the Infant‐Toddler Social and Emotional Assessment (ITSEA) and the Mullen Scales of Early Learning. Compared to toddlers who had TD, toddlers with LD had significantly more concerning scores at 18 and 24 months on all ITSEA domains. The rate of “clinical concern” on most domains was not high in either group, except that >60% of LD toddlers were in the clinical concern range on the Competence domain. Socioemotional/behavioral problems were dimensionally related to receptive and expressive language, with greater language delay associated with more concerning ITSEA scores. Socioemotional and behavioral problems are related to receptive and expressive language abilities in 18‐ and 24‐month‐olds, indicating the need for screening of both types of concerns in toddlers identified with potential language delays.     

Primärversorgung von psychischen und psychosomatischen Patienten

Zusammenfassung Der Erstkontakt psychisch und psychosomatisch Erkrankter findet im deutschen Gesundheitssystem meist unter der Präsentation von körperlichen Störungen in einer Hausarztpraxis statt. Aufgrund der speziellen äußeren Strukturen der hausärztlichen Praxisführung und einem besonders dem Hausarzt eigenen pragmatischen lösungsorientierten Umgang mit seinen Patienten begegnet er den Patienten mit psychischen und psychosomatischen Krankheiten in anderer Weise, als es der Psychotherapeut für adäquat hält. Der vorliegende Text will das gegenseitige Verständnis für die unterschiedlichen Typen der Therapeut-Patienten-Interaktionen zwischen den Hausärzten und den Psychotherapeuten fördern. Die psychotherapeutischen Leser werden zu neuen Kooperations- und Kommunikationsformen mit Hausärzten ermutigt, dem hausärztlichen Leser werden Fallstricke im therapeutischen Kontakt zu psychisch und psychosomatisch Erkrankten aufgezeigt, und er wird ermuntert, strukturierter und kompetenter als bisher mit diesen schwierigen Patienten zum Wohle dieser Patienten umzugehen.     

Psychotherapie im Kindes- und Jugendalter

Zusammenfassung Wie alle Krankenbehandlungen, unterliegt auch die Psychotherapie mehr und mehr den Anforderungen an eine evidenzbasierte Behandlung. Auch wenn man zu Recht aus methodischen Gründen darüber streiten mag, ob sich jede Form der Psychotherapie einer solchen Evidenzbasierung unterziehen kann und sollte, so steht auf der anderen Seite das Recht der Patienten, dass ihnen eine Behandlung angeboten wird, von der man mit größtmöglicher Sicherheit sagen kann, dass sie helfen wird. Dies ist bei Kindern und Jugendlichen umso bedeutender, weil diese noch weniger als Erwachsene in der Lage sein können, die Indikation einer Psychotherapie zu überprüfen. In diesem Beitrag soll es darum gehen, zunächst anhand einiger übergreifender Fragen den Stand der Forschung zusammenzufassen, um abschließend auf einige spezifische Formen der Psychotherapie im Kindes- und Jugendalter einzugehen. Im Rahmen dieses Überblicks können nur zentrale Vertreter einzelner Psychotherapieformen aufgenommen werden.