Maternal and paternal infant representations: A comparison between parents of term and preterm infants

Objective

Research on parental attachment representations after preterm birth is limited and inconclusive. The present study is the first in which maternal and paternal attachment representations after term, moderately and very preterm birth are compared. In addition, special attention was directed toward disrupted attachment representations.

Method

Mothers and fathers of term infants (≥37 weeks of gestational age, n = 71), moderately preterm infants (≥32–37 weeks of gestational age, n = 62) and very preterm infants (<32 weeks of gestational age, n = 56) participated in the present study. Attachment representations (balanced, disengaged, distorted) about their infants were evaluated with the Working Model of the Child Interview (WMCI). To asses disrupted representations the coding of the WMCI was extended with the disrupted scale (WMCI-D).

Results

The three main classifications of attachment representations were not affected by preterm birth. In addition, there were no gender differences in the rate of balanced representations. In case of non-balanced representations however, maternal representations were more often distorted, whereas fathers showed more often disengaged representations. Results further revealed that maternal disrupted attachment representations were marked by role/boundary confusion or disorientation, whereas paternal disrupted attachment representations were characterized by withdrawal.

Conclusion

Given the gender differences it is essential to tailor interventions according to the attachment representations of the parent, in order to be able to alter their non-balanced and/or disrupted attachment representations.     

Comorbidity of Attention Deficit Hyperactive Disorder (ADHD) and major depression in primary school children

The study investigated comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) and depression in a sample of rural primary school children in Limpopo Province, South Africa. A total of 320 learners participated in this study of whom 160 learners had teacher and parent identified ADHD symptoms (females?=?50%; age range 6–14 years). All the learners took the Beck Depression Youth Inventory, second edition. Data were analysed applying ANOVA to investigate the possible differences between and within age, gender, and ADHD subtype group differences in depression symptomatology. Results indicated no statistically significant differences in the scores on the depression scale between the children with ADHD as identified by parents and teachers and the comparison group peers.     

Adverse effects of predictive testing for Huntington disease underestimated: long-term effects 7-10 years after the test.

The 7-10-year psychological effects of presymptomatic testing for Huntington disease are described in 142 individuals and 104 partners. Questionnaires included the Beck Hopelessness Scale (A. T. Beck, A. Weissman, D. Lester, & L. Trexler, 1974), the Impact of Event Scale (M. J. Horowitz, N. Wilner. & W. Alvarez. 1979). and the General Health Questionnaire (D. P. Goldberg. 1972). Carriers and their partners were more distressed immediately after the test result, although their outlooks improved somewhat in the 2-3-year posttest period. However, they became more pessimistic thereafter, when approaching the age of onset. Carriers, who were lost to follow-up after disclosure of test results, reported more distress pretest than did retained carriers. This demonstrates that studies that report few harmful effects may have underestimated the real impact. Moreover, follow-up studies need to investigate time effects for longer than a few years.     

The effect of experience on children's ability to show response and place learning

From a developmental perspective, it has been reasoned that over the course of development children make differential use of available landmarks in the surroundings to orient in space. The present study examined whether children can learn to apply different spatial strategies, focusing on different landmark cues. Children aged 7 and 10 years were tested on an object‐location memory task in which they learned a location relative to a direct cue or to indirect cues. Both age groups performed equally well on the direct test condition. However, children 7 years of age had difficulties with orienting relative to the indirect landmarks. Interestingly, their performance increased significantly with more relevant experience. Different explanations for these findings are discussed.     

Theorizing the Narrative Dimension of Psychotherapy and Counseling: A Big and Small Story Approach

In this article, we develop a theoretically substantiated narrative framework for assessing psychotherapy practices, based on a big and small story approach. This approach stretches the narrative scope of these practices by making explicit and advancing small story counseling. We demonstrate how this framework can be a reflection tool by systematically applying six story dimensions to an example from army counseling. Small story dimensions one (multiple storytellers) and three (ways of ordering experience) draw attention to which persons and stories we do not engage with in counseling practices. Small story dimension two (future and on-going temporal orientation) marks a shift towards language of (future) potential, rather than a language of deficit. Small story dimensions four (low tellability) and five (fluent moral stance), reinstate the art of listening to client words, and remind us to resist the inclination to interpret these too easily in terms of a specific counseling theory or moral framework. Finally, small story dimension six (embeddedness) encourages counseling-on-the-move. Finally, we discuss the implications of widening the narrative scope of psychotherapy and counseling, such as the need to develop small story competence and to assess the therapeutic quality of everyday talk.