Fate of DDT and parathion in grapes processed into arak, an alcoholic beverage

This study was designed to determine the most significant criteria used in university training programs to evaluate the therapeutic effectiveness of student clinicians enrolled in clinical practicum. A total of 152 supervisors in 53 ASHA accredited training programs used 40 criteria to evaluate 207 clinicians engaged in speech and language therapy. Factor analysis yielded two distinct dimensions, Technical Skills and Interpersonal Relationship Factors, and indicated that 18 variables contributed most significantly to the evaluative process. Student clinicians were consistently rated higher on variables related to the interpersonal dimension than on those related to technical skills. The identification and structure of the 18 variables suggests that both technical and interpersonal skills are widely regarded as essential to therapeutic effectiveness. The results provide insight into the nature of clinical evaluation and behavior and suggest a restructuring of criteria for evaluating the process of therapeutic treatment.     

The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

An ongoing debate between groups with different psychotherapeutic theoretical orientations has centered on which school of therapy makes most effective use of the therapeutic relationship. This study divided 27 clinical practitioners into 3 major theoretical orientations-psychodynamic, behavioristic, and humanistic-based on their own stated preferences. Each practitioner conducted an actual interview with a pseudoclient, which was tape recorded and rated with regard to the clinician's level of empathy, warmth, and genuineness, using the Truax-Carkhuff scales. Results show no significant differences between therapists of any of the 3 theoretical orientations. These findings suggest that criticisms that adherents of one theoretical orientation such as the behaviorists possess inadequate relationship skills may be unfounded. Findings further suggest that claims by adherents of one or another theoretical orientation of their greater effectiveness due to superior relationship abilities may also be baseless. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Play therapy with the elderly: A case study.

This article reviews a project conducted with nursing home residents using child-centered play therapy. Play therapy was chosen as a therapeutic modality in order to reach this population more creatively. Three case studies are presented. Therapeutic changes were reported by the social worker, staff members, the elderly participants, and the author. Observed outcomes of therapy reported were decreased depression, heighten self-esteem, improved socialization skills, and what appeared to be resolution of difficult issues. A discussion of limitations, selection of clients, and suggestions for future use of play therapy with this population are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of social and emotional communication skills in leader emergence and effectiveness.

Three studies explored the role that basic social/communication skills play in leader emergence and effectiveness. In Study 1, 218 undergraduate students were administered self-report measures of social/communication skills and extraversion, worked in small groups on a problem-solving task, and elected leaders at task midpoint. Coders measured leaders' verbal communication. Groups elected leaders who spoke most and were extraverted but were not more socially skilled. In Study 2, leaders were selected on the basis of their possession of communication skills and led small groups in 2 tasks. More skilled communicators were rated as more effective leaders, but they did not lead more productive groups. Study 3 examined fire service leaders. Social skills were related to satisfaction with the leader but related to leader performance only for higher level leaders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work supervisors' ratings of social behaviors related to employment success.

Conducted a survey with 60 front-line supervisors of employees in nonskilled jobs to investigate employment requirements for persons with handicaps. Ss rated 37 social behaviors on 4 dimensions: (1) frequency of occurrence; (2) importance to successful job performance; (3) satisfaction with entering employees; and (4) behaviors of most concern in deciding to hire, retain, and promote new employees. Results show that most items were rated as being at least moderately important. There was a greater spread in ratings of frequency and satisfaction. Behaviors rated relatively high in importance and low in satisfaction were of most concern. Social skills were reportedly given consideration in employment decisions, and social skills directly related to the performance of work tasks were rated high in importance. Implications for the development of employment training curriculum for persons with developmental disabilities are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

High school students as therapeutic agents with young children experiencing school adjustment difficulties: The effectiveness of a filial therapy training model.

Filial therapy has been used since the early 1960s to train parents as therapeutic agents for children experiencing a broad range of social, emotional and behavioral difficulties. Using a pretest-posttest control group design, this study examined the efficacy of a filial therapy model in training high school students to be effective helpers with young children experiencing school adjustment difficulties. 32 high school students enrolled in a Peer Assistance and Leadership course titled PALs were trained to become therapeutic change agents for identified prekindergarten and kindergarten students. The PALs students received training and supervision in child-centered play therapy skills that they practiced in weekly play sessions with their assigned child. Results from the statistical analyses reveal that the experimental group of high school students receiving filial therapy training demonstrated a significant increase in their empathic interactions with children and that the experimental group of children receiving the play therapy intervention experienced a significant reduction in problem behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of three play conditions on separation anxiety in young children.

Evaluated the effects of separation-relevant play on separation anxiety in young children to test the hypothesis that play can reduce anxiety. Ss were 32 males and 32 females, aged 2–6 yrs, rated by their teachers as anxious about separation from parents. Ss were assigned to 1 of 3 thematic-play conditions (free play, directed play, and modeling) and a 4th nonthematic-play (control) condition, so that pretreatment anxiety levels were approximately equivalent across conditions. All 3 experimental conditions were associated with lower posttest anxiety scores on a speech-disturbance measure but not on teacher ratings. Higher quality of play (mastery) was associated with lower posttest anxiety scores. Implications are discussed for play therapy, separation-anxiety treatments, and the use of speech disturbance as a measure of anxiety in young children. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist session intentions in cognitive–behavioral and psychodynamic–interpersonal psychotherapy.

Theories of psychotherapy are implemented by therapists' intentional actions within sessions. This study examined the structure and construct validity of the Therapist Session Intentions (TSI) form. Ten therapists rated their therapeutic intentions following each of 2,305 therapy sessions of cognitive–behavioral or psychodynamic–interpersonal therapy in the Second Sheffield Psychotherapy Project. Seven conceptually coherent clusters of intentions, or therapeutic foci, were identified: treatment context, session structure, affect, obstacles, encouraging change, behavior, and cognition-insight. Contrasting patterns of therapeutic focus across treatments and changes in focus across sessions within treatments appeared conceptually coherent. Correlations across a subsample of sessions confirmed correspondences of the TSI foci with dimensions found previously in observers' ratings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group play therapy with junior high school students.

Suggests that client-centered play therapy is a beneficial therapeutic approach for troubled junior high school students. However, in order to successfully implement this approach, the play activities unique to junior high students need to be recognized and accepted for what they are. An approach to in-school counseling similar to client-centered group play therapy, as described by M. DeMaria and S. Cowden (1992), is presented. "Play" in this context does not necessarily refer to activities that adults usually define as play, instead play will refer to activities that early teenagers engage in with each other. These activities (e.g., make-up and trashing) and their value to the children are described and interpreted. It is noted that the activities possess a social form which the youngsters define as meaningful and fun. The difficulties inherent in utilizing this approach with this volatile population are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of behaviors and play themes over a six-week period: Two case studies in play therapy.

As a method for counseling children, play therapy continues to demonstrate effectiveness through research and to be included in mental health training programs throughout the country. However, like other counseling interventions, capturing the essence of the therapeutic environment is complex and dependent on individual perspectives and experiences. In this article, two case studies are presented to demonstrate the use of quantitative and qualitative measures in comparing the behavioral changes as rated by caregivers on the Child Behavior Checklist (CBCL) and play themes observed by play therapists over a 6-week period. For both children in the study, behaviors and themes were related. As the children made changes in their play themes over the 6-week period, they also made changes in their behaviors at home. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alcohol treatment training in psychology internship programs.

This investigation was designed to study alcohol treatment training by focusing on the components of training provided in psychology internship programs approved by the American Psychological Association. Data from 137 training sites revealed that two content areas—group psychotherapy and relapse prevention—were rated as most relevant to alcohol treatment training. Six other domains (aftercare, Alcoholics Anonymous, marital/family therapy, stress management/relaxation procedures, social skills training, and cognitive therapy) were rated as at least quite relevant. The extent to which interns were exposed to these content areas was variable. These findings are discussed in the context of issues surrounding alcohol treatment training among psychology interns and the provision of clinical services to alcohol-abusing patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Follow-Up Study of Kinder Training for Preschool Teachers of Children Deemed At-Risk.

Authors conducted a follow-up study to Post, McAllister, Sheely, Hess, & Flowers (2004) to determine whether a group of teachers who previously had been taught play therapy training skills maintained the skills and empathic responding in individual play sessions and in the classroom one academic year after the original training. The participating teachers were matched with a control group of untrained teachers. Results showed differences between the trained and untrained teachers on the use of play therapy skills and empathetic responses in individual play sessions. There were no differences found between the trained and untrained teachers on the use of play therapy skills and empathic responses in the classroom setting. In addition, the participating teachers reported the usefulness of the training in focus group dialogues, citing that the new skills improved their classroom behaviors, changed their perspective on the value of including children's opinions, and increased their confidence as teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What the research shows about play therapy.

The results of a comprehensive literature review of 82 play therapy research studies from 1942–2000 are summarized with an emphasis on the effectiveness of play therapy with specific presenting issues and populations. Studies are organized by research topic in chart form to allow play therapists to readily utilize the information to educate parents, schools, judicial systems, managed care systems, other mental health professionals, and other populations with whom they work. Although positive outcomes were noted with each of the research areas, self-concept, behavioral adjustment, social skills, emotional adjustment, intelligence, and anxiety/fear are topics demonstrating the most significance regarding the efficacy of play therapy. Although not all outcomes have supported the use of play therapy as viable intervention, the authors focus primarily on significant findings regarding play therapy effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negative factors in brief psychotherapy: An empirical assessment.

18 male undergraduates with symptoms of depression, anxiety, and unsatisfying interpersonal relationships were seen in brief therapy by professional psychodynamic and experiential therapists. Judges rated audiotapes of early therapy sessions using the Vanderbilt Negative Indicators Scale (VNIS), which consists of 5 subscales representing factors believed to deter therapeutic progress. The hypothesis that negative factors in therapy, as assessed by the VNIS, would be inversely related to outcome was confirmed. The Errors in Technique subscale was the most consistent predictor of outcome. Subscales tapping deficiencies in Patient Qualities and the Patient–Therapist Interaction as well as Global Session Ratings were also related to outcome, although ratings of Therapist Personal Qualities were not. VNIS ratings were more strongly related to the outcome of psychodynamic therapy than experiential therapy and were more often associated with the therapist's and independent clinician's assessments of outcome than the patient's assessment of outcome. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contribution of the therapeutic alliance to outcome in active versus control psychotherapies.

Few studies have examined the role of the therapeutic alliance scores in active versus control psychotherapies. Using data from a randomized clinical trial of psychotherapy and pharmacotherapy for cocaine dependence, it was found that therapeutic alliance scores were rated as significantly more positive in cognitive-behavioral treatment than clinical management, a psychotherapy control condition. However, level of the therapeutic alliance was associated with outcome for the control but not the active psychotherapy. These data suggest that control conditions, which are intended to control for common factors of psychotherapies such as the therapeutic alliance, may exert their effect on outcomes primarily through the level of those common factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observations on the training of therapists in time-limited dynamic psychotherapy.

Suggests that "manualized training" is most effective at increasing adherence to the technical procedures characterizing the treatment under scrutiny. There is minimal evidence that other skills associated with therapeutic competence are acquired or enhanced to the extent found with technical adherence. Drawing on findings from a study of manual-guided training of therapists in the techniques of brief therapy (H. H. Strupp and J. L. Binder, 1984), the author offers recommendations for improving therapy training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Glibenclamide suppresses stretch-activated ANP secretion: involvements of K+ATP channels and L-type Ca2+ channel modulation

College students (n = 132) and mothers (n = 64) listened to simulated hotline calls and rated level of suicide risk and the helpfulness of interventions. Students also rated their intent to take action in a similar situation; mothers rated their child's intent to take action. Students, more than mothers, perceived emotional problems to be associated with risk; mothers, more than students, perceived changes in behavior to be associated with risk. Students and mothers generally agreed regarding the helpfulness of different interventions, rating talking as most helpful. However, students, more than mothers, perceived social distraction as helpful. Mothers were generally accurate in their perceptions of their children's intended actions. Results suggest the need for additional research on the skills adolescents bring to crisis situations.     

Therapist interventions and client emotional experiencing in expert psychodynamic–interpersonal and cognitive–behavioral therapies.

Eighteen sessions of cognitive–behavioral (CB) and 13 sessions of psychodynamic–interpersonal therapy obtained from experienced clinicians in a naturalistic setting were investigated to determine the various therapeutic interventions associated with high and low emotional experiencing (EXP). Clients receiving reflections and acknowledgments, affiliative and noncontrolling interventions, or interventions highlighting nonspecific client content were associated with maintained high EXP. Lengthier interventions and interventions rated as affiliative but moderately controlling were associated with shifts to low EXP. For clients of CB therapists, questions, interventions rated affiliative but controlling, and highlighting minimal emotional content were also associated with shifts to low EXP. Male therapists were associated with clients who maintained high EXP and female therapists were associated with clients who shifted to low EXP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapeutic empathy and recovery from depression in cognitive-behavioral therapy: A structural equation model.

Demonstrated that therapeutic empathy has a moderate-to-large causal effect on recovery from depression in a group of 185 patients (aged 18–75 yrs) treated with cognitive-behavioral therapy (CBT). The authors simultaneously estimated the reciprocal effects of depression severity on therapeutic empathy and found that this effect was quite small. In addition, homework compliance had a separate effect on clinical recovery, over and above the effect of therapeutic empathy. The patients of novice therapists improved significantly less than did the patients of more experienced therapists, when controlling for therapeutic empathy and homework compliance. Ss who terminated therapy prematurely were less likely to complete the self-help assignments between sessions, rated their therapists as significantly less empathic, and improved significantly less. Ss with borderline personality disorder improved significantly less, but they rated their therapists as just as empathic and caring as other patients. The significance of these findings for psychotherapy research, treatment, and clinical training is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)