"Filial therapy with Native Americans on the Flathead Reservation": Correction to Glover and Landreth (2000).

Reports an error in "Filial therapy with Native Americans on the Flathead Reservation" by Geri J. Glover and Garry L. Landreth (International Journal of Play Therapy, 2000, Vol 9[2], 57-80). This article was originally published with the wrong first page. Printed issues contain the first page for the preceding article, "Effectiveness of Filial Therapy for Korean Parents," by Mikyung Jang. The online version has been revised to present the correct first page. The URL for the corrected online version is provided in the erratum. (The following abstract of the original article appeared in record 2001-00558-004.) Examined the effectiveness of the 10-wk filial therapy model as an intervention for 25 Native American parents (aged 23–46 yrs) and their 21 children (aged 3–10 yrs) residing on the Flathead Reservation in Montana. Results show that Native American parents significantly increased their level of empathy in their interactions with their children. Children significantly increased their level of desirable play behaviors with their parents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Filial therapy with Native Americans on the Flathead Reservation.

[Correction Notice: An erratum for this article was reported in Vol 18(1) of International Journal of Play Therapy (see record 2009-00564-006). This article was originally published with the wrong first page. Printed issues contain the first page for the preceding article, "Effectiveness of Filial Therapy for Korean Parents," by Mikyung Jang. The online version has been revised to present the correct first page. The URL for the corrected online version is provided in the erratum.] Examined the effectiveness of the 10-wk filial therapy model as an intervention for 25 Native American parents (aged 23–46 yrs) and their 21 children (aged 3–10 yrs) residing on the Flathead Reservation in Montana. Results show that Native American parents significantly increased their level of empathy in their interactions with their children. Children significantly increased their level of desirable play behaviors with their parents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Needs assessment and policy development: Native Hawaiians as Native Americans.

Discusses needs assessment and policy development for Native Hawaiians (NHs) whose educational, social, and health needs resemble those of Native Americans and minority groups. A US government report indicated that NHs have a need for standardized achievement tests, special education, and culture-related education. Studies suggest that culture loss may be linked to negative personal health and educational outcomes for NHs. It is noted that NHs have high rates of suicide, alcohol and drug abuse, crime, child abuse, school adjustment problems, and mental illnesses. Cultural barriers prevent NHs from using existing mental health services. Recommendations for improving health care for NHs and development of policies including NHs as Native Americans are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student and faculty perceptions of educational values.

"A questionnaire asking respondents to rank nine sets of phrases" representing different objectives of higher education was the basic instrument. 4 hypotheses were formulated as follows: "(a) there is a significant difference between what students wish to gain from college and what faculty consider as worthy objectives of higher education, (b) the expectancies of freshmen and seniors are different, (c) seniors are better able than freshmen to predict expressed faculty goals, and (d) more students than faculty feel that their educational goals are being met at the university." The first hypothesis was confirmed, data on the second hypothesis "led to a rejection," and the third hypothesis "was not confirmed by the data." The "students as a group reported substantially more goal fulfillment than did the faculty." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived attributes of the terms client, patient, and typical person..

Helping professionals most commonly refer to seekers of counseling services as clients or as patients. However, little has been known of the implied meanings of each of those labels. 74 undergraduates compared, "client," "patient," and "typical person" using semantic differential-type scales and the Personal Attribute Inventory. Although "client" and "patient" were each evaluated more negatively than was "typical person," no significant differences were found between "client" and "patient." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Special Review: Some Recent Texts in Educational Psychology.

Reviews seven books on educational psychology. The first book reviewed is "Educational Psychology," by Glenn M. Blair R. Stewart Jones, and Ray H. Simpson (see record 1954-07938-000). The second book reviewed is "Principles of Educational Psychology," by W.D. Commins, and Barry Fagin (see record 1955-01422-000). The third book reviewed is "Educational Psychology," by Lee J. Cronbach (see record 1954-07941-000). The fourth book reviewed is "Psychology for Modern Education," by James L. Mursell (see record 1953-02945-000). The fifth book reviewed is "Introduction to Educational Psychology," by Clellen L. Morgan, H.H. Remmers, and Einer R. Ryden (see record 1954-08965-000). The sixth book reviewed is "Psychology in Teaching," by Henry P. Smith (see record 1955-01434-000). The last book reviewed is third edition of "Psychology in Education," by Herbert Sorenson (see record 1954-08966-000). Either explicitly or by implication, the authors are saying that the conceptual schemes that now hold the center of the stage in the laboratories are not, in their present stage of development, useful to them as educational psychologists, and that as a result they have had to develop and use others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rules Were Made to Be Broken: Reflections on Psychoanalytic Education and Clinical Process.

We become psychoanalysts in the 2 interrelated contexts of education and clinical work. In both of these realms we contend with what Harold Bloom (1973) termed the "anxiety of influence," a set of experiences that reflects our struggles with indebtedness and creative individuation. As we develop theoretically and clinically, we must give ourselves over to influence while evolving a personal identity and a unique expressive voice. A schematic model of clinical process, one that reflects this grappling with the anxiety of influence in our relationships to our theories of technique and our patients, is presented. A case example focuses on the convergence of educational and clinical developmental processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and the "woman question."

[Correction Notice: An erratum for this article was reported in Vol 39(1-2) of Canadian Psychology/Psychologie canadienne (see record 2009-19704-001). The name of Kirstin Maxwell was inadvertently omitted from the list of students acknowledged at the end of die article. The corrected list is provided in the erratum.] Explores the "woman question," the 19th century debate about whether the rights and freedoms available to men should be extended to women, within the context of the post-secondary education system. Examples of the historical arguments in support of the exclusion of women are outlined followed by a more contemporary analysis of gender differences in graduate education with a particular focus on access, graduation rates and time to completion of graduate degrees. The "chilly climate" construct is presented as a possible explanation for the alleged gender differential on these latter 2 variables. According to this model, the structures and operation of academic institutions embody significant elements of systemic discrimination and micro-inequities which disadvantage women. A series of 6 studies are described by which various aspects of the chilly climate (i.e., mentoring and supervision, sexual harassment) are explored in terms of the effects on attrition and time to completion. Paradoxically, although the research reveals a failure of educational institutions to fully resolve the woman question, women continue to operate effectively under conditions of inequity. The paper concludes with speculations about the future constructions and deconstructions of this debate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-reflexivity and the therapeutic action of psychoanalysis.

This article presents a model of therapeutic action that takes into account both intrapsychic and intersubjective dimensions of analysis and the necessity of their mutual interaction in the development of self-reflexivity. Reflexive self-awareness is both an intellectual and emotional process; involves conscious and unconscious mentation; draws on symbolic, iconic, and enactive representations; and involves the mediation of the self-as-subject with self-as-object, the "I" and the "me," the verbal and the bodily selves, the other-as-subject, and the other-as-object. Self-reflexivity is not the achievement of an isolated mind in private contemplation, as the traditional concepts of insight and self-analysis may have implied; rather, self-reflexivity always involves an affective engagement, a meeting of minds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Native American medicine

This article summarizes common principles, practices, and ethics of Native American healing, the traditional medicine of North America. Native American healing, spirituality, culture, and, in modern times, political, social, and economic concerns are closely intertwined. Intuition and spiritual awareness are a healer's most essential diagnostic tools. Therapeutic methods include prayer, music, ritual purification, herbalism, massage, ceremony, and personal innovations of individual healers. A community of friends, family, and helpers often participate in the healing intervention and help to alleviate the alienation caused by disease. A healthy patient has a healthy relationship with his or her community and, ultimately, with the greater community of nature known as "All Relations." The goal of Native American healing is to find wholeness, balance, harmony, beauty, and meaning. "Healing," making whole, is as important as curing disease; at times they are identical.     

A model of the precaution adoption process: Evidence from home radon testing.

Presents the precaution adoption process model, a stage theory consisting of 7 distinct states between ignorance and completed preventive action. The stages are "unaware of the issue," "aware of the issue but not personally engaged," "engaged and deciding what to do," "planning to act but not yet having acted," "having decided not to act," "acting," and "maintenance." The theory asserts that these stages represent qualitatively different patterns of behavior, beliefs, and experience and that the factors that produce transitions between stages vary depending on the specific transition being considered. Data from 7 studies of home radon testing with 3,329 Ss are examined to test some of the claims made by this model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The evaluation of reliability and validity of a preliminary version of the Clinical Assessment of Schizophrenic Syndrome (CASS)

This article describes the development, field testing, and evaluation of an interactive computer program, "Life Challenge," developed by the New York State Department of Health as a tool for enhancing adolescents' sense of self-efficacy in HIV/AIDS prevention programs. The computer kiosks were field tested in 13 sites serving high-risk adolescents. The program uses a time travel adventure game format to provide information and nonthreatening skill practice. Users record and play back their responses as they "negotiate" with their chosen partners. A proof of concept evaluation with analysis of 211 audio responses found that users took negotiating tasks seriously; statistically significant learning gains were achieved on knowledge items and in self-efficacy scores (greatest improvement for those with low baseline self-efficacy levels). Challenges and problems encountered in implementing the project are described, and the potential of using computers for skill practice and educational interventions in health education is explored.     

mtDNA variation in the Yanomami: evidence for additional New World founding lineages

Native Americans have been classified into four founding haplogroups with as many as seven founding lineages based on mtDNA RFLPs and DNA sequence data. mtDNA analysis was completed for 83 Yanomami from eight villages in the Surucucu and Catrimani Plateau regions of Roraima in northwestern Brazil. Samples were typed for 15 polymorphic mtDNA sites (14 RFLP sites and 1 deletion site), and a subset was sequenced for both hypervariable regions of the mitochondrial D-loop. Substantial mitochondrial diversity was detected among the Yanomami, five of seven accepted founding haplotypes and three others were observed. Of the 83 samples, 4 (4.8%) were lineage B1, 1 (1.2%) was lineage B2, 31 (37.4%) were lineage C1, 29 (34.9%) were lineage C2, 2 (2.4%) were lineage D1, 6 (7.2%) were lineage D2, 7 (8.4%) were a haplotype we designated "X6," and 3 (3.6%) were a haplotype we designated "X7." Sequence analysis found 43 haplotypes in 50 samples. B2, X6, and X7 are previously unrecognized mitochondrial founding lineage types of Native Americans. The widespread distribution of these haplotypes in the New World and Asia provides support for declaring these lineages to be New World founding types.     

Review of The secret illness: Part one: Understanding obsessive compulsive disorder. Part two: Managing obsessive compulsive behavior in schools..

Reviews the two-video set, The secret illness: Part one: Understanding obsessive compulsive disorder. Part two: Managing obsessive compulsive behavior in schools produced by Clare Mullen (2000). Producer Mullen undertook the production of this video set with a group of clinicians, educators, and parents of children with Obsessive Compulsive Disorder (OCD) in an effort to help families and teachers understand and cope with the disorder. Part I, entitled "Understanding Obsessive Compulsive Disorder in Children," deals with the impact of the disorder on children and their families, while Part II, "Managing Obsessive Compulsive Behaviour in Schools," offers education about the disorder and outlines behavioural management strategies for school personnel. The reviewer notes that certain segments are excellent, while others are somewhat pedestrian. Part I commences with an overview of OCD provided by a psychologist and a psychiatrist. The information presented is generally accurate, but certain key findings in the literature have been either minimized or omitted. Part II is the more focused of the videotapes even though many of the recommended interventions and strategies are appropriate for children with different kinds of behavioural problems. From the technical aspect, the videos are very well produced with excellent camera work and editing. The cost of the videos is in line with that of similar educational videos. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Laboratory experience versus subject pool.

Describes a program which integrates the "subject pool" needs of university investigators with the educational objectives of the introductory psychology course. As part of the course requirements students participate as Ss in a number of hours of "laboratory experience," which consists of an experiment plus an educational session related to the experiment. To increase the students' involvement and demonstrate their understanding of the research the students write laboratory reports. The present system has been operating for 3 yrs and handles about 5,000 experimental hours and reports each year. An evaluation is presented to demonstrate the success of the program from the students' points of view. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Curriculum trends in nurse-midwifery education. Views of program directors

The purpose of this study was to determine the extent to which nurse-midwifery education programs are addressing the practice competencies that have been recommended by the Pew Health Professions Commission and others as essential for effective practice in the 21st century. This study was part of a larger survey of eleven health professions education programs. The 56 nurse-midwifery program directors whose names and addresses were provided by the American College of Nurse-Midwives were surveyed by mailed questionnaire, with a response rate of 59% (n = 33). The study sought to identify current and ideal emphasis placed on 33 broad topics, most important curriculum topics, and barriers to curriculum change as perceived by respondents. Findings revealed that nurse-midwifery program directors would like to see greater emphasis placed on every topic except one (tertiary/quaternary care). Desired increases ranged from .04 to 1.36. The overall mean rating for all topics was 3.51 for current emphasis (5-point scale) and 4.18 for ideal emphasis, both of which were higher than any other survey group. The greatest desired increases (> 1.00) were for "primary care," "managed care," "use of electronic information systems," and "business management of practice." Respondents identified "primary care," "health promotion/disease prevention," and "accountability for cost-effectiveness and patient outcomes" as the most important topics. The top three barriers to curriculum change were identified as "already crowded curriculum," "inadequate funding," and "limited availability of clinical learning sites," the last being statistically significant compared with other survey groups. Findings indicate that nurse-midwifery program directors perceived that they are adequately addressing most of the curriculum topics, while continuing to focus on the need for curriculum change as the health care environment changes.     

Disturbances of loudness perception

This article reviews information on some auditory disorders that have in common a disturbance in loudness perception. The perceptual disturbances in these disorders have interchangeably been labeled "hyperacusis," "dysacusis," or "phonophobia." Our question concerns whether the loudness disturbances associated with these auditory disorders are sufficiently different as not to justify the equivalence implied by the labelling. Emphasis is placed on those articles that have given clear accounts of the phenomenology of the disturbed perceptual experience and have offered testable hypotheses about the mechanisms underlying it. Hypotheses about the origins of disturbed loudness perception are compared with independent experimental and clinical evidence on those mechanisms. The disturbances of loudness perception that occur in cochlear hearing loss, facial nerve paralysis and stapedectomy, and in more "central" disorders are phenomenologically different, have different underlying mechanisms, and merit different labels that most of them do not currently receive.     

Teacher interaction with preschool children: Attitudes, contacts, and their effects.

Nine teachers and 80 preschoolers were the Ss in an investigation to determine whether teaching attitudes such as "attachment," "concern," "indifference," and "rejection" toward the children were related to the manner in which the teachers made instructional, social, and disciplinary contacts with the children. It was shown that more instructional contacts were made with the attachment pupils than with those in any other attitude group. Also, an attitude of concern led to more instructional contacts than did the attitudes of indifference or rejection. More disciplinary contacts were made with the concern and rejection children as compared with the attachment or indifference individuals. Ratings of the appearance and behavior of the children indicated that the attachment children were perceived most favorably by the teachers. The findings also show that the children evoked similar attitudes from the teachers in certain cases and different attitudes in others. The findings are considered with respect to a child's educational experience. (French summary) (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A possible integrative model for the systematic and measurable improvement of education.

Offers a possible rationale for cooperation and interdependence between professional educational practitioners who are working to improve the products and processes of education. A possible generic model for educational management is presented, identifying 6 steps for problem solving. Tools currently being used for the quantifiable improvement of education are briefly discussed and an attempt is made to relate these tools to the suggested process model of education. A possible taxonomy of educational planning is also offered. (29 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)