Strengths and Limitations of Forensic Child Sexual Abuse Interviews with Anatomical Dolls: An Empirical Review

A comprehensive review of the use of anatomical dolls reveals three areas of research: (1) normative studies (with no known history of sexual abuse) of children's interactions with anatomical dolls; (2) comparative studies of children suspected of being victims of sexual abuse, and those believed not to be; and (3) the role anatomical dolls play in the identification of a child who has been sexually abused. The results of empirical studies in each area are mixed and inconsistent. However, there is general clinical support for the use of the anatomical doll as a demonstration aid during forensic interviewing with children over 3 years of age.     

Assessing the Truthfulness of Witness Statements Made by Children (Aged 7--8, 10--11, and 13--14) Employing Scales Derived from Johnson and Raye's Model of Reality Monitoring

The goal of this study was to determine whether children's true and false witness statements could be differentiated using the model of reality monitoring. The effects of age and verbal ability on scales based on the model were also investigated. Children (N = 68) from three different age-groups (7--8, 10--11, and 13--14 years) made both a true and a false statement concerning a mildly traumatic event. The statements were analysed using the Revised Memory Characteristics Questionnaire. The vocabulary sub-scale of the WISC-R was also administered. True statements were found to contain more sensory information and expressions of time, and less affective information. Overall, 64% of the statements were correctly classified on the basis of the scales. Older children received higher scores on most of the reality monitoring scales compared to the youngest children regardless of the truthfulness of their statements. Furthermore, the verbal ability of the children was positively associated with scores on several of the scales. The classification accuracy suggests that the model should not be applied to individual cases of child testimony. Although the final decision concerning the usefulness of the scales should be based on ecologically valid field studies.     

AN EVALUATION OF LABELING-THEN-DOING WITH MODERATELY HANDICAPPED PERSONS: ACQUISITION AND GENERALIZATION WITH COMPLEX TASKS

We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label-then-do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key-entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self-labeling procedures to complete a key-entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior.     

Temporal differentiation of response duration in children of different ages: developmental changes in relations between verbal and nonverbal behavior.

Children aged 4.5, 7, or 11 years received an experimental session in which a contingency was placed on button-press duration. Each discrete trial was followed by a brief verbal probe asking a question about the contingency requirement. Other groups of children received an identical task followed by a postexperimental interview. Level of adaptation to the duration contingency tended to increase with age in subjects receiving posttrial verbal probes, but not for those who were interviewed. Eleven-year-olds in the verbal probe condition showed a strong correlation between accurate temporal differentiation and number of verbalizations relating to response duration or timing. The younger subjects, with one exception, showed no association between timing-related verbalizations (which were almost totally absent) and response duration differentiation. This developmental difference occurred even though the younger subjects verbalized after almost every trial. The results suggest that although 11-year-old children apparently produce rule-governed behavior under verbal control as adults do, the behavior of younger children may be controlled directly by reinforcement contingencies even when their verbal repertoires are highly developed.     

Dimensions of maltreated children's home behavior: A factor analytic approach

This study identified dimensions of home behavior of maltreating parents and their children through exploratory factor analysis. Five child factors were identified: self-directed behavior, affiliative behavior, negativity, positive social interaction, and questioning. Five parent factors were identified: positive social interaction, caretaking, discipline, refusal, and hostility. Multivariate analyses indicated that neglected children and abused children had less positive social interaction than adequately reared children. Children showed more questioning and less negativity at older ages. Abusing parents were most hostile, whereas neglecting parents showed the least positive social interaction. Abusing parents directed less hostility toward older children than the other child-rearing groups. Parents exhibited less caretaking behavior toward older children and directed more positive social interaction toward children with higher developmental quotients. The results suggest that factor analysis is a viable means of identifying dimensions of child and parent behavior which could facilitate comparison of effects across studies.     

Reinforcing effects of caffeine in coffee and capsules.

In a residential research ward the reinforcing and subjective effects of caffeine were studied under double-blind conditions in volunteer subjects with histories of heavy coffee drinking. In Experiment 1, 6 subjects had 13 opportunities each day to self-administer either a caffeine (100 mg) or a placebo capsule for periods of 14 to 61 days. All subjects developed a clear preference for caffeine, with intake of caffeine becoming relatively stable after preference had been attained. Preference for caffeine was demonstrated whether or not preference testing was preceded by a period of 10 to 37 days of caffeine abstinence, suggesting that a recent history of heavy caffeine intake (tolerance/dependence) was not a necessary condition for caffeine to function as a reinforcer. In Experiment 2, 6 subjects had 10 opportunities each day to self-administer a cup of coffee or (on different days) a capsule, dependent upon completing a work requirement that progressively increased and then decreased over days. Each day, one of four conditions was studied: caffeinated coffee (100 mg/cup), decaffeinated coffee, caffeine capsules (100 mg/capsule), or placebo capsules. Caffeinated coffee maintained the most self-administration, significantly higher than decaffeinated coffee and placebo capsules but not different from caffeine capsules. Both decaffeinated coffee and caffeine capsules were significantly higher than placebo capsules but not different from each other. In both experiments, subject ratings of "linking" of coffee or capsules covaried with the self-administration measures. These experiments provide the clearest demonstrations to date of the reinforcing effects of caffeine in capsules and in coffee.     

Transference-Love and Institutional Involvement in a Case of Psychotherapy Supervision

Transference-love in supervision remains a relatively unexplored subject in psychotherapy. This article describes and analyzes an incident of the supervision of a student whose dress code raised a question regarding the existence of transference-love. The role of the institution in maintaining a protective envelope is shown to be significant in the satisfactory resolution of what appeared to have been an impasse. In addition, multicultural and gender issues are examined to illustrate the complexity of the subject.     

Development and psychometric validation of the verbal affective memory test

We here present the development and validation of the Verbal Affective Memory Test-24 (VAMT-24). First, we ensured face validity by selecting 24 words reliably perceived as positive, negative or neutral, respectively, according to healthy Danish adults’ valence ratings of 210 common and non-taboo words. Second, we studied the test's psychometric properties in healthy adults. Finally, we investigated whether individuals diagnosed with Seasonal Affective Disorder (SAD) differed from healthy controls on seasonal changes in affective recall. Recall rates were internally consistent and reliable and converged satisfactorily with established non-affective verbal tests. Immediate recall (IMR) for positive words exceeded IMR for negative words in the healthy sample. Relatedly, individuals with SAD showed a significantly larger decrease in positive recall from summer to winter than healthy controls. Furthermore, larger seasonal decreases in positive recall significantly predicted larger increases in depressive symptoms. Retest reliability was satisfactory, rs?≥?.77. In conclusion, VAMT-24 is more thoroughly developed and validated than existing verbal affective memory tests and showed satisfactory psychometric properties. VAMT-24 seems especially sensitive to measuring positive verbal recall bias, perhaps due to the application of common, non-taboo words. Based on the psychometric and clinical results, we recommend VAMT-24 for international translations and studies of affective memory.     

High School Girls’ Experience of Victimization by Boys: Where Sexual Harassment Meets Aggression

School-based research into sexual harassment, on the one hand, and aggression (including bullying) on the other, originate from different disciplinary traditions, but are beginning to connect. We examined whether the sexual harassment of high school girls by boys can be regarded as a form of aggression. Year 8 to 10 girls from 5 coeducational high schools (N = 679) responded to a 24-item version of the Direct and Indirect Aggression Scale, including 6 new sexually toned items; participants indicated how often they experienced each behavior. Principal components analysis identified 4 components: direct aggression, psychological aggression, cyberbullying, and sexual harassment. The latter included the more intrusive sexually toned behaviors, whereas verbal sexualized insults were a component of psychological aggression—the component that most strongly undermined girls’ sense of safety at school. Research and policies on school peer victimization need to explicitly include sexual aspects, in recognition of the harmfulness of such “everyday” psychological aggression.     

Peer First Impressions of Childhood Maltreatment Victims

The impact of childhood maltreatment effects can extend beyond the immediate stress of abusive family environments. College students (N = 435) exposed to childhood domestic violence or parental physical abuse were expected to be viewed less favorably by their peers than their nonabused counterparts. They were expected as well to be less accurate in predicting the first impressions left on their peers after 25-minute unstructured interactions. Partial support was found for both hypotheses. Relatively harsher (d = .49) peer first impressions were found among domestic violence witnesses. Domestic violence (d = .58) and parental physical abuse (d = .49) victims overestimated peer ratings. Social anxiety during peer interactions was higher among women exposed to either form of childhood maltreatment. Men from violent families viewed themselves less favorably than their peers (r = .22, p < .05). These results further implicate childhood maltreatment as a contributing factor in peer distancing and rejection.