Reference and comprehension: A topic-comment analysis of sentence-picture verification

A sentence often contains two components: a topic, which refers to a nonlinguistic object whose existence is presupposed; and a comment, which asserts some thought about this object. In addition, a sentence will often repeat (or refer back to) information that was expressed earlier in a text or conversation. The purpose of this article is to propose a single theoretical framework to describe the mechanisms that relate a sentence to its nonlinguistic environment as well as those that relate a sentence to its linguistic context. The theory developed in this article suggests that sentences can strongly influence the representation of visible nonlinguistic events and that this representation is sensitive to the distinction between presupposed and asserted information. To evaluate this theory, a sentence-picture verification priming task was developed. In this task, subjects were presented with pairs of sentence-picture displays, and were asked to verify whether or not the sentence in each display correctly applied to an accompanying picture. The relationship between pairs of sentence-picture displays was varied systematically. Across five experiments, three hypotheses were supported: (a) The processes which evaluate presupposed information and the processes which evaluate asserted information are differentially affected by nonlinguistic factors, (b) only those aspects of the picture which are referred to by the sentence are encoded for future use, and (c) coherence between successive sentences is in part a function of the referential continuity of the presupposed information.     

Ethnotherapeutic empathy (EthE)—Part I: Definition,theory, and process

This paper introduces the concept of ethnotherapeutic empathyin working with ethnoculturally different patients to increase the efficacy of therapy. This form of empathy is used instrumentally to get to know the patient's inner problematic images, anxieties, fears, depressive affect, suffering, hurt, disillusionment, rage, joy, and triumph. Clinical empathy with ethnic patients is instrumental in that it is purposive:it sets out to achieve what might be called patient-comprehending(that is, finding out the nature of the patient's problems) using this as guide to intervening—a form of creativity-in-action. Ethnotherapeutic empathy utilizes active ego processes, in contrast to the passive processes implied in artistic appreciation and surrender. This article presents the definitions of empathy, and associated intrapsychic and social factors, as well as physiological responses in empathie responding. The implications for clinical practice with patients of differing ethnocultural and racial groups are discussed. The article develops a foundation for understanding the therapeutic matrix of applied ethnotherapeutic empathy which is detailed in the second part of this article (Ethnotherapeutic Empathy [EthE]—Part II: Techniques of Vicarious experiencing Across Cultures).     

Effectiveness of School-Based Mental Health Services for Children: A 10-Year Research Review

A review of the literature from 1985 to 1995 on school-based mental health services for children was conducted using a computerized data-base search. Of the 5,046 references initially identified, 228 were program evaluations. Three inclusion criteria were applied to those studies: use of random assignment to the intervention; inclusion of a control group; and use of standardized outcome measures. Only 16 studies met these criteria. Three types of interventions were found to have empirical support for their effectiveness, although some of the evidence was mixed: cognitive-behavioral therapy, social skills training, and teacher consultation. The studies are discussed with reference to the sample, targeted problem, implementation, and types of outcomes assessed, using a comprehensive model of outcome domains, called the SFCES model. Future studies of school-based mental health services should (a) investigate the effectiveness of these interventions with a wider range of children's psychiatric disorders; (b) broaden the range of outcomes to include variables related to service placements and family perspectives; (c) examine the combined effectiveness of these empirically-validated interventions; and (d) evaluate the impact of these services when linked to home-based interventions.     

Traumatic Stress Personality Disorder (TrSPD): Intertheoretical Therapy for the PTSD/PD Dissociogenic Organization

This article discusses a new personality disorder entity, traumatic stress personality disorder, conceptualized as a composite organization with transactional properties that mutually structure post-traumatic stress disorder (PTSD) and personality disorders (PDs). The transactional/synergistic view of PTSD/PD comorbidity derives in part from scientific findings that PTSD's enduring biological effects are discernible in the personality of individuals 30 to 50 years or more after the overwhelming event, and from psychodynamic formulations on the development and structuring of personality defenses. An intertheoretical therapy model is also presented, and consists of multiple therapies actively integrated to meet the patient's complex post-trauma needs. This article argues for the development of theoretical, investigatory, and therapeutic measures to address PTSD/PD configurations in traumatized victims. Basically, the position espoused is that PTSD/PD should be measured as one rather than two entities, with neither component being considered as a confounding but integral factor in measurement. The eight components of traumatic stress personality disorder are discussed, along with a case study to demonstrate the model's clinical applications. The integration of cognitive, behavioral, psychodynamic, and existential treatment approaches is geared to assist the victim to developmental progress to survivor status, and then beyond this level of integration to thriver a person whose adaptational learning in therapy created a vital psychological immune system that consistently protects against dissociative regression in response to the daily stresses of life. Transference, countertransference, therapists' self-care and self-monitoring are seen as integral to the treatment of traumatic stress personality disorders.