Transformation of Perception of Trauma by Child Survivors of the Holocaust in Group Therapy

Intensive work with child survivors of the Holocaust has made us aware of the clinical importance of understanding the ways children perceive their traumas and the conclusions they draw about how they must live their lives. When these perceptions are transformed congruently with the child's development, the survivors can cope quite well. In this paper we refer to now middle-aged survivors who are still guided by their child perceptions. We will describe how we have used conjoint group psychotherapy to facilitate processes of transformation even at this late stage. The model we provide for trauma work with Holocaust survivors whose traumatization occurred decades ago may well provide tools to reduce future suffering of children who are victims of massive traumatization today.     

Factor structure of the private self-consciousness scale: role of item wording

In 3 studies, I have tested the structure of different phrasing versions of the Private Self-Consciousness Scale (PrSC; Fenigstein, Scheier, & Buss, 1975) using exploratory and confirmatory factor-analytic methods and examined their predictive validity. For the original version of the PrSC, a 2-factorial model similar to Nystedt and Ljungberg's (2002) solution was found to best fit the data. When all scale items included extreme rate of occurrence words such as always, a single-factor solution emerged. Finally, when all words reflecting rate of occurrence were removed, again a 2-factor structure emerged, although different in item composition from that of the original version. In addition, different patterns of association emerged between the PrSC factors and depression and self-esteem for the extreme and neutral versions. I discuss the importance of reconceptualizing self-consciousness and the need for a new, theoretically based scale for self-consciousness.     

Hemispheric asymmetries in semantic processing: evidence from false memories for ambiguous words

We used fMRI to investigate competition during language production in two word production tasks: object naming and color naming of achromatic line drawings. Generally, fMRI activation was higher for color naming. The line drawings were followed by a word (the distractor word) that referred to either the object, a related object, or an unrelated object. The effect of the distractor word on the BOLD response was qualitatively different for the two tasks. The activation pattern suggests two different kinds of competition during lexical retrieval: (1) Task-relevant responses (e.g., red in color naming) compete with task-irrelevant responses (i.e., the object’s name). This competition effect was dominant in prefrontal cortex. (2) Multiple task-relevant responses (i.e., target word and distractor word) compete for selection. This competition effect was dominant in ventral temporal cortex. This study provides further evidence for the distinct roles of frontal and temporal cortex in language production, while highlighting the effects of competition, albeit from different sources, in both regions.     

Adolescent Internet use: What we expect, what teens report

As adolescent Internet use grew exponentially in the last decade, with it emerged a number of correspondent expectations. Among them were the following: (1) that gender predicts usage, i.e., that boys spend more time online, surfing the web and playing violent games, while girls chat or shop online; (2) that Internet use causes social isolation and depression, especially for teens; and (3) that adolescents use the Internet for anonymous identity experimentation. These expectations were based on research with earlier technologies when the Internet was less diffused in the adolescent population. By means of highly detailed daily reports of adolescents' home Internet usage and peer-related adjustment, the present research sought to compare these expectations with the actual experiences of early and mid-adolescents in 2000 and 2001. Participants were 261 7th and 10th graders from suburban California public schools who completed four consecutive end-of-day reports on their school-based adjustment and Internet activity (including detailed logs of instant messages). Results challenge prevailing expectations regarding gender, well-being, and identity play. For the most part, adolescent boys' and girls' online activities have become more similar than different. On average, boys and girls alike described their online social interaction as (1) occurring in private settings such as e-mail and instant messages, (2) with friends who are also part of their daily, offline lives, and (3) devoted to fairly ordinary yet intimate topics (e.g., friends, gossip). No associations were found between Internet usage and well-being. Online pretending was reported to be motivated by a desire to play a joke on friends more often than to explore a desired or future identity, but participants reported a range of pretending content, contexts, and motives.     

The cognitive specificity of learned helplessness and depression deficits: The role of self-focused cognitions

Abstract

Four experiments assessed similarities and differences in learned helplessness and depression-related deficits in cognitive performance and self-focused cognitions. Subjects answered the Beck Depression Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961), were exposed to no-feedback or failure in unsolvable problems, and their response time in a digit comparison task (with or without a memory component, with different number of digits, and different number of mental transformations) and self-focused cognitions were assessed. Learned helplessness and depression deficits were found in a memory task, and the deficits increased with the number of digits. Depression deficits also increased with the number of transformations, and were also found in the no-memory/two transformation condition. Finally, task-related worries were related to learned helplessness deficits, and task-irrelevant thoughts were related to depression deficits. Findings were discussed in terms of the cognitive specificity of learned helplessness and depression deficits.     

Fallen women and fatherless children: Jewish domestic servants in eighteenth-century Altona

Records covering a brief period in eighteenth-century Altona reveal a pattern of behavior within the Jewish servant class that was widespread among non-Jewish neighbors. Jewish maidservants bore a significant number of children out of wedlock. These children came to the attention of communal authorities because of the dispute over who was responsible to bury them should they die. The unique arrangement that existed between the three communities Altona-Hamburg-Wandsbek caused these disputes to be recorded; ordinarily the matter would have remained shrouded in silence. Both the pattern of pregnancy and childbirth out of wedlock, as well as the tendency of community or magistracy to place the sole responsibility on the mother, were characteristic of non-Jewish European society in the eighteenth century. A notable departure from the non-Jewish norm was that none of the Jewish mothers in these records was charged with infanticide.     

Processing linguistic and perceptual dimensions of speech: interactions in speeded classification.

Performance on selective-attention and divided-attention tasks shows strong and consistent interactions when participants rapidly classify auditory stimuli whose linguistic and perceptual dimensions (the words low vs. high, low and high pitch, low and high position in space) share common labels. Compared with baseline performance, response times were greater when one or two irrelevant dimensions varied (Garner interference) and when combinations of attributes were incongruent rather than congruent (congruence effects). Performance depended only on the congruence relationships between the relevant dimension and each of the irrelevant dimensions and not on the congruence relationships between the irrelevant dimensions themselves. In selective attention, an additive multidimensional model accounts well for the patterns of both Garner interference and congruence effects.     

Age-Related Differences in the Transition from Adolescence to Adulthood and Links with Family Relationships

This study examined differences on major aspects of attaining adult status in the transition from adolescence into young adulthood. The attainment of developmental tasks and the quality of parent–child relationships were compared across adolescence and young adulthood. In addition, the extent to which relationships with parents are related to the attainment of young adulthood developmental tasks was also investigated. The study was conducted on 169 Israeli adolescents, early young adults, and late young adults. Results showed that developmental tasks are attained at different stages, and that the consolidation of adult status is achieved closer to the end of the third decade of life. Relationships with parents were found to be more positive following the transition from adolescence to early young adulthood. Adaptation of young adults was explained by the quality of relationships with parents and especially with fathers.