Psycho-Social Functioning in an Individual with Gender Identity Disorder

An adult transsexual male with presenting complaints of substance dependence was taken up for the study at the All India Institute of Medical Sciences. Past history covering substance use and transsexualism was followed by psychological assessment comprising of Verbal Adult Intelligence Scale, Draw-A-Person Test, Sentence Completion Test, The Adjustment Inventory and Rorschach Psychodiagnostics. The patient presented with interpersonal difficulties and distress owing to substance use. He reported being personally comfortable with his transsexual status and sought help for sex reassignment surgery. The study directs attention towards the fact that individuals with GID are at a risk for healthy adjustment with respect to their socio- cultural set up and in coping with situations. Hence, detailed assessment of distress related to GID, the social milieu leading to acceptance/isolation of the person and co-morbid conditions (if any) is productive.     

Racial-Ethnic Differences in Genetic Amniocentesis Uptake

The objective of this study was to determine the role of health beliefs in genetic amniocentesis acceptance in a diverse racial-ethnic population. Participants completed a previously-validated questionnaire consisting of three sections: (1) demographics, (2) amniocentesis knowledge, and (3) health beliefs, which assessed perceived susceptibility, seriousness of potential impact, benefits of testing, and barriers to testing. The results showed that Hispanic women were less likely to accept amniocentesis (51.5% vs. Caucasian 82.8%, African American 82.9%, Asian 82.8%). Education level was the only demographic factor higher among acceptors. Women who accepted amniocentesis had higher perceived seriousness, susceptibility, and benefits HBM scores and higher knowledge scores than women who declined. HBM scores and knowledge predicted the amniocentesis decision correctly 91.5% of the time. Individual health beliefs and knowledge play a greater role in genetic amniocentesis acceptance than do demographic factors such as race-ethnicity.     

The Role of Indian Madrasahs in Providing Access to Mainstream Education for Muslim Minority Students: A West Bengal Experience

The paper discusses educational constitutional provisions for minorities in India, especially for Muslims. It also portrays the development and contribution of the Madrasah system, particularly in West Bengal, with special reference to efforts made by the West Bengal Board of Madrasah Education to bring Muslim children into the national system of education. Based on a survey administered in some madrasahs, the paper also highlights some aspects of their functioning as well as the problems that they are facing. The authors conclude by arguing that such an initiative could inspire other states in India aiming at providing better access to formal education among marginalized groups.     

Some Indian Data on Reliability Estimates of Forms A and B of the EPI

The stability coefficients and alternate forms reliabilities of the EPI (Forms A and B) over six weeks were ascertained with 70 (35 males, 35 females) Indian university students. The stability estimates and alternate forms reliability of the extraversion-introversion (E-I), neuroticism (N) and lie scales (L) ranged from 0.60 to 0.92 and 0.56 to 0.80 respectively. On the basis of results it was concluded that as the EPI has demonstrated generally high reliability on Indian sample, and same may be used safely for personality measurement in India.     

Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes

Public schools are an ideal setting for the delivery of mental health services to children. Unfortunately, services provided in schools, and more so in urban schools, have been found to lead to little or no significant clinical improvements. Studies with urban school children seldom report on the effects of clinician training on treatment fidelity and child outcomes. This study examines the differential effects of two levels of school-based counselor training: training workshop with basic consultation (C) vs. training workshop plus enhanced consultation (C +) on treatment fidelity and child outcomes. Fourteen school staff members (counselors) were randomly assigned to C or C +. Counselors implemented a group cognitive behavioral therapy protocol (Coping Power Program, CPP) for children with or at risk for externalizing behavior disorders. Independent coders coded each CPP session for content and process fidelity. Changes in outcomes from pre to post were assessed via a parent psychiatric interview and interviewer-rated severity of illness and global impairment. Counselors in C + delivered CPP with significantly higher levels of content and process fidelity compared to counselors in C. Both C and C + resulted in significant improvement in interviewer-rated impairment; the conditions did not differ from each other with regard to impairment. Groups did not differ with regard to pre- to- posttreatment changes in diagnostic severity level. School-based behavioral health staff in urban schools are able to implement interventions with fidelity and clinical effectiveness when provided with ongoing consultation. Enhanced consultation resulted in higher fidelity. Enhanced consultation did not result in better student outcomes compared to basic consultation. Implications for resource allocation decisions with staff training in EBP are discussed.