The value and use of interpretation in play therapy.

Irrespective of the therapist's theoretical orientation, interpretation can be a very powerful tool within play therapy, supporting the essential change processes delimited by S. Shirk and R. Russell (1996). However, several issues often interfere with play therapists' optimal use of interpretation. One is the sense of conflict many child-centered therapists experience because they view interpretation as overly directive and inconsistent with their desire to follow the child's lead and pace in session. Second, the lack of a well-organized, stepwise model of interpretation formulation and delivery makes it difficult for therapists to be consistent in its use. Third, the absence of a solid understanding of how interpretation supports the therapy process reduces therapists' tendency to use this highly flexible technique. This article attempts to provide a model of interpretation that addresses each of these issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Limits and relationship in child-centered play therapy: Two case studies.

This article presents case studies exploring two boys' uses of limit testing as a therapeutic tool in child-centered play therapy (CCPT). Both boys were referred for behavior that was abnormally disruptive for their age and setting, which was kindergarten in an elementary school that serves a very high poverty community and is accustomed to handling misbehavior. Data evidencing progress is provided as a reference point, while analysis is focused on conceptualization and mechanisms of change related to each child's use of limit testing in CCPT. The authors suggest that each boy used limit testing in CCPT to try out the therapeutic relationship as a stand-in for other relationships, to rethink relational expectations inside and outside of therapy, revisit unmet needs and meanings of early experiences, and change self-concept in ways that affected positive behavioral change. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Social recovery of monkeys isolated for the first year of life: I. Rehabilitation and therapy.

Previous research demonstrated that 12 mo of total social isolation initiated at birth produced severe and seemingly permanent social deficits in rhesus monkeys. Such monkeys exhibited self-clasping, self-mouthing, and other stereotypic, self-directed responses. Recent research has indicated that 6-mo-isolated monkeys could develop social behaviors if exposed to younger, socially unsophisticated "therapist" monkeys. In the present experiment, 4 12-mo isolate-reared monkeys developed appropriate species-typical behavior through the use of adaptation, self-pacing of visual input, and exposure to 4 younger "therapist" monkeys. Adaptation enabled the isolate Ss to become familiar with their postisolation environment, while self-pacing facilitated their watching the therapist Ss' social interactions. The isolates showed a marked decrease in self-directed behaviors following extensive intimate contact with the therapists. Species-typical behaviors significantly increased during this period, so that the isolate behavioral repertoire did not differ substantially from the therapist behavioral repertoire by the end of the therapy period. Results clearly fail to support a critical period for socialization in the rhesus monkey, and an alternative environment-specific learning hypothesis is proposed. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Caveat medicus--let the subliminal healer beware: Two experiments suggesting conditions when the effects of Silverman's Mommy and I Are One phrase are negative.

According to L. H. Silverman (1985), subliminal activation experiments document a universal wish for symbioticlike merger. A recent meta-analysis (R. A. Hardaway, 1990) was consistent with this proposition in revealing more adaptive behavior (Cohen's d?=?.41) after stimulation with Mommy and I Are One (MIO; L. H. Silverman, F. M. Lachman, & R. H. Milich, 1982) than after neutral control phrases. However, indications are that positive effects are not universal. On the basis of mood being a possible mediator of MIO effects, the authors conducted an experiment in which 10 women given a high "dose" of MIO were compared with 10 others given a neutral control stimulus. Effects on mood were gauged with a word selection task. In a second experiment with new participants, mood was assessed by means of early childhood memories. These experiments produced negative effects (Cohen's ds?=?–.40 and –.48) that were significantly different from the previous positive estimate (.41). Defense activity may explain why negative outcomes are not identified when crude or delayed outcome measures are used. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A re-reading of Studies on Hysteria: the Freud-Breuer break revisited.

Argues that the commonly accepted view that J. Breuer and Freud ended their relationship simply because the former objected to the latter's claim as to the sexual etiology of the psychoneuroses is a myth (propounded by Freud and E. Jones) that masked an ongoing polemic in Studies on Hysteria. Breuer objected to Freud's claim that symbolic processes unconsciously determine symptoms. What disturbed both Freud and Breuer was Freud's vision of an interpenetration of intelligence and sexuality operating according to the laws of language completely out of the ego's awareness. The unconscious link between sexuality and intellection remains as problematic today. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of repeated exposures to a single episode of the television program Blue's Clues on the viewing behaviors and comprehension of preschool children.

A single episode of the preschool educational television program Blue's Clues was shown once or repeated on 5 consecutive days for 3- to 5-year-old viewers. A comparison group watched a different preschool program one time. Viewer behavior was videotaped, and comprehension and learning of Blue's Clues content was tested. With repetition, looking at the television screen remained at a high level. Only 5-year-old boys' looking decreased. Verbal and nonverbal interactions with the program (such as answering questions and pointing at the screen) increased, especially during educational content. Comprehension improved with repetition. Episode repetition is an effective strategy for enhancing learning and program involvement for a preschool audience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of the trauma play scale: An observation-based assessment of the impact of trauma on play therapy behaviors of young children.

The purpose of this study was to develop an instrument designed to detect differences in the play therapy behaviors of children with a history of trauma versus children with no known history of trauma. The scale was designed so that raters could rate a child's behavior, via videotaped play therapy sessions, at five minute intervals. The scale consisted of the following domains: Intense Play, Repetitive Play, Play Disruptions, Avoidant Play Behavior, and Negative Affect. The scale was evaluated in terms of inter- and intrarater reliability and known-group discriminant validity. Subjects were twelve children; six had a history of trauma and six had no known trauma history. Eight consecutive videotaped play therapy sessions were blind rated for each participant by trained raters. One way analysis of variance, including effect sizes, was used to detect differences between the groups. Percentage agreement and correlational estimates of interrater reliability suggested that raters are able to achieve consensus and consistency in their ratings. Statistical analyses indicated that the Trauma Play Scale has a high degree of discriminant validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applications of psychology to television programming: Program execution.

Discusses the use of both educators and entertainers in the development and implementation of "Sesame Street" and "The Electric Company." The need of both of the groups to learn the other's language is pointed out, and the creation of a common lexicon (e.g., "cross plug," "visiting relatives effect,") and the psychological terms that can be used to describe the terms are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metaphor with an attitude: The use of The Mighty Morphin' Power Rangers television series as a therapeutic metaphor.

Argues that the television series, The Mighty Morphin' Power Rangers , is a prime example of the medium's influence and popularity with children. As such, children who relate to this program may bring its characters and plots into the play therapy setting. It is suggested that by understanding and utilizing the program, therapists can create powerful and meaningful therapeutic metaphors for child clients. An analysis of the program and its potential use in the play therapy setting is described. A case example involving a behavior disordered child successfully assisted with the use of this metaphor is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The menstrual cycle and typing skill: An ecologically-valid test of the "raging hormones" hypothesis.

Tested the "raging hormones" hypothesis, which states that the performance of women is periodically impaired during the perimenstruum. The typing skill of 9 female professional typists (aged 24–40 yrs) was evaluated at work with the use of typing tests administered at intervals throughout the menstrual cycle. There was no variation in typing performance as a function of the menstrual cycle for errors or rate of typing. Moreover, no variation of self-reported mood with the menstrual cycle was observed. Findings refute the view that work performance, at least for a skilled perceptual-motor task, is impaired at any phase of the menstrual cycle. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating the use of exploratory factor analysis in psychological research.

Despite the widespread use of exploratory factor analysis in psychological research, researchers often make questionable decisions when conducting these analyses. This article reviews the major design and analytical decisions that must be made when conducting a factor analysis and notes that each of these decisions has important consequences for the obtained results. Recommendations that have been made in the methodological literature are discussed. Analyses of 3 existing empirical data sets are used to illustrate how questionable decisions in conducting factor analyses can yield problematic results. The article presents a survey of 2 prominent journals that suggests that researchers routinely conduct analyses using such questionable methods. The implications of these practices for psychological research are discussed, and the reasons for current practices are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Carl Rogers, "counseling," and the Minnesota point of view.

With reference to D. Super's (1989) discussion of C. Rogers's (1942) use of the word "counseling" in the title of his 1st psychotherapy book, the decision to use this term was based on a desire to evoke greater interest in nondirective counseling/psychotherapy among counselors who might otherwise avoid a treatise on psychotherapy because of its specialized medical connotation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fancher on Gould, Goddard, and historical interpretation: A reply.

Contends that R. E. Fancher's (see record 1988-31600-001) evidence concerning intentions behind retouching of photographs of the Kallikaks in H. H. Goddard's (1912) study of mental retardation and heredity fall far short of challenging S. J. Gould's (1981) findings on the same topic. Further, Fancher's citation may misrepresent J. D. Smith's (1985) work on Goddard. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects of media on picturing by children and adults": Correction to Seidman and Beilin.

Reports an error in "Effects of media on picturing by children and adults" by Susan Seidman and Harry Beilin (Developmental Psychology, 1984[Jul], Vol 20[4], 667-672). The reference to Copple, Cocking, and Waxman on pages 667 and 672 is incorrectly cited as 1968. The correct date is 1980. (The following abstract of the original article appeared in record 1984-25563-001.) Examined the hypothesis that adults and children have media-specific conceptions of picturing and that the functional uses of photography and drawing differ across development. 30 preschoolers (aged 4.0-5.6 yrs), 30 schoolchildren (aged 6.6-10.0 yrs), and 30 adults (aged 17-63 yrs) responded to either a photographic or drawing task. In each task, Ss were asked to talk aloud about what they were doing or thinking as they produced their pictures. The results show a progression with age from viewing photography as only reflecting the real object (preschoolers), to viewing it as a medium that allows for control and alteration of reality (school age children and adults). For drawing, all age groups displayed knowledge of the ability to control aspects of their productions. Symbolic performance is thus as closely linked to the S's experience in the use of a medium as to the age of the S. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment on Joe's "Comment on Overall And Spiegel's 'Least squares analysis of experimental data.'"

Responds to the comments by G. W. Joe (see record 1971-25969-001) on the original article "Concerning least squares analysis of experimental data," by J. E. Overall and D. K. Spiegel (see record 1970-01534-001). The general linear model is discussed with respect to the conditions of orthogonality and equal subjects per cell in an analysis of variance application. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The citation of Soviet scholars by Western psychologists": Comment.

Comments on the original article by R. L. Solso (see record 1986-13286-001). The commenter states that in the original article, in the table, Solso listed Marx, Engels, and Zeigarnik as Soviet scholars. This is, in his opinion, a flagrant error, because Marx, Engels, and Zeigarnik (Berliner Schule) worked at German universities and published their work primarily in German. For him it is very difficult to see how these scholars could be mixed up with Soviet scholars. (PsycINFO Database Record (c) 2010 APA, all rights reserved)