重型肝炎治疗方案的理性选择

针对我国重型肝炎治疗现状,对重型肝炎常用的以及部分有争议的治疗药物和方法进行分析和讨论,就如何选择治疗方案提出医疗原则,认为应采取内科治疗-人工肝-肝移植的综合治疗模式,结合患者的治疗愿望及经济承受力,理性地选择治疗方案,以期达到合理、有效和经济的目的。     

Development of the Treatment Acceptability Questionnaire

This article describes the development and psychometric properties of a measure designed to assess the treatment acceptability of psychological treatments for both adult and child populations. Initial evidence on the Treatment Acceptability Questionnaire (TAQ) indicates that it has a good internal consistency and test-retest stability (over a 3-week period). The pattern of correlations with other measures of treatment acceptability for child-oriented interventions provides evidence of concurrent validity. Suggestions are made regarding the further validation and use of the TAQ.     

Coming together and remaining a part: Development of a group-as-a-whole compass. Part II

Group-as-a-whole theory is an attempt to explain the collaboration and synergy that results when patients share their care. The art and science of treating individuals within psychotherapy groups is enriched by an understanding of the unique mediums ³ through which a group comes into being and the more general domains within which it comes to be known. This paper continues the development of a group-as-a-whole compass, as an integration of extant models and theories (Ettin, 1996). The focus shifts from conceptual and spatial models to an exploration of the cultural and relational processes that make up whole-group functioning. The paper comes full circle with hypotheses drawn about how a psychotherapy group, as a holistic phenomenon, is composed and maintained.Private practice, East Brunswick, New Jersey.     

Retention and treatment failure in Classwide Peer Tutoring: Implications for further research

Knowledge of basic arithmetic facts aids in the acquisition and speed of performance of arithmetic operations. A peer mediated instructional procedure, Classwide Peer Tutoring (CWPT), has been shown to increase the rates and accuracy of students responses to academic tasks and to improve student performance on a variety of academic tasks. The present investigation evaluated the retention of 100 subtraction items by primary grade-age children with mild disabilities using CWPT for 10 weeks. Short- and long-term retention of items, and rate of correct responding were assessed. Results indicated that the students' average pretest score was 58.0% correct, and their average weekly posttest score was 87.12 correct, a 27% improvement in accuracy. Short- and longer-term retention measured on posttests was 88.7 % and 85.0% correct, respectively. Improvement in students rate of accurate responding to subtraction items practiced during CWPT was obtained. Student failure to learn particular items was not attributable to fewer opportunities to practice these items, less accurate practice, or item difficulty. Students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes. Directions for future research focusing on retention and analysis of treatment failure are suggested.     

Teacher Use Of Interventions In General Education Settings: Measurement And Analysis Of The Independent Variable

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products. The results showed that the 4 teachers markedly increased the integrity of the delivered treatment when they were provided with performance feedback. The results suggest that academic performance improved for the group of students as integrity improved.     

The contribution of feedback to outcome in long-term group psychotherapy

Two long-term analytic inpatient psychotherapy groups, comprised of severely disturbed neurotic and personality disordered patients, were intensively investigated using process ratings and therapist and patient reports to examine the contribution of interpersonal feedback to treatment outcome. We found that feedback was important throughout the course of therapy, and that patients who derived the most benefit from the groups were those who experienced a greater level of group cohesiveness and were most active in terms of self-disclosure, receipt of feedback, and making significant behavioral modifications within treatment. These successful patients received both positive and negative feedback, primarily from other group members, and worked effectively toward the goals that brought them to treatment.     

Me and My Shadow: Therapy with Sexually Abused Pre-Adolescents

The purpose of this paper is to describe the use of solution focused techniques with preadolescent children who have been sexually abused and to present a therapeutic model that: 1) represents a blending of traditional psychological theoretical ideas with the more recent solution focused techniques; 2) presents a unique time-limited group format for assisting children to come to know and like their authentic selves; and 3) provides the therapist with the opportunity to expand his or her roles. In this model, the path from false self to authentic self is conceptualized as an interplay among abuse events, family relationships, and other life contexts.     

The Influence of Posttreatment Mutual Help Group Participation on the Friendship Networks of Substance Abuse Patients

The effect of 12-step mutual help groups (e.g., Narcotics Anonymous) on members' friendship networks has received little attention. This 1-year longitudinal study examined such effects in a sample of 2,337 male substance abuse inpatients, 57.7% of whom became significantly involved in 12-step activities (e.g., reading program literature, attending meetings) after treatment. An a priori model of the interplay of 12-step involvement and friendship networks was tested using structural equation modeling, and found to have excellent fit to the data. Twelve-step group involvement after treatment predicted better general friendship characteristics (e.g., number of close friends) and substance abuse-specific friendship characteristics (e.g., proportion of friends who abstain from drugs and alcohol) at follow-up. Results are discussed in terms of how mutual help group involvement benefits patients and how the self-help group evaluation paradigm should be broadened.     

DECREASING BURNED CHILDREN'S PAIN BEHAVIOR: IMPACTING THE TRAUMA OF HYDROTHERAPY

We evaluated the effects of cartoon viewing with the use of a star feedback chart on two burned children's pain behavior during their physical therapy sessions. In addition, the degree to which the observational data corresponded with physical therapists' and mothers' ratings of the children's pain, fear, and cooperativeness was examined. Using a reversal single-subject design, the results showed that the children's pain behavior substantially decreased during experimental treatment sessions compared to their baseline levels. The rating scale data indicated that the physical therapist's and mother's rating of pain, anxiety, and cooperativeness were all correlated significantly with the observational data (p < .05). The contributions of respondent and operant conditioning to the occurrence and treatment of pain behavior in burned children are discussed.     

AN ALTERNATING TREATMENT COMPARISON OF ORAL AND TOTAL COMMUNICATION TRAINING PROGRAMS WITH ECHOLALIC AUTISTIC CHILDREN

An alternating treatment comparison was conducted of the relative effectiveness of oral and total communication training models for teaching expressive labeling skills to three echolalic autistic children. The results of this comparison demonstrated that total communication proved to be the most successful approach with each of the subjects. In addition, the replication of these findings both within and across subjects suggest that total communication may be, in general, the most effective of these two training models for teaching basic vocal language skills to echolalic children. A number of hypotheses are presented that may provide a basis for the demonstrated effect.