Treatment of stereotypic cross-gender motor behavior using covert modeling in a boy with gender identity confusion.

Employed covert modeling procedures in the treatment of a 10.7-yr-old male who exhibited rigidly feminine sex-type behaviors. The covert modeling procedure required that S practice in imagination more masculine ways to perform each of 5 target behaviors: walking, standing, sitting, mannerisms-gestures, and book carrying. Videotape assessments taken throughout treatment indicated that changes in each target behavior were correlated with the implementation of the covert modeling procedure. Treatment effects were maintained throughout the 6-mo follow-up period. Parental ratings indicated that behavioral changes generalized from the clinic to the home environment. The advantage of teaching the covert modeling procedure as a self-control technique to enhance generalization of treatment effects is discussed. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Covert sensitization with a homosexual: A controlled replication.

Describes the application of covert sensitization to a 22-yr-old male homosexual to determine the feasibility and effectiveness of the technique as described by J. Cautela (see record 1967-08999-001). Covert sensitization was effective in eliminating the deviant behavior, but therapeutic problems arose in that the client developed an intense transference toward the therapist as well as a strong desire to understand his homosexuality. In addition to having to cope with these new aspects of the therapeutic process, a "setback" occurred which required "working through." Results raise the question of whether a behavioral technique itself is sufficient treatment for homosexual behavior, or whether behavioral therapy should be complemented by a psychotherapeutic approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical Issues in Recording.

There has been considerable discussion about wire tapping and bugging in the newpapers and professional journals. A recent article (Amer. Psychologist, 1956, 11, 54-60) stated that there exists "a vaguely defined but strongly felt uneasiness about man's learning too much about man." This report went on to say that "those who wish to study behavior, either individual or group, will have to be keenly aware of what 'sanctities' they threaten as they go about their business." The current author contends that the whole purpose in covert recording, if such be indicated as required by the data, is to enable one to obtain more information, to facilitate rapport, and in the long run (it is hoped) to be of benefit to the individual therapeutically. To say that the procedure of covert recording (which may help the patient) is unethical, can only stem from a failure to recognize the dynamics that are present in therapy. He then considers a number of other questions raised by proponents of both overt and covert recording. The author concludes that whether research is concerned with the nature of the behavior involved in jury decisions or how best to aid a patient requesting therapy, the best method for eliciting such data should be used. Doing this is both proper and needed. Covert recording can respect the patient's confidence and can be constructive. Values should not be confused or lost to sight because of the present climatological atmosphere. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Learning and behavior: A contemporary synthesis.

Reviews the book, Learning and behavior: A contemporary synthesis by Mark E. Bouton (see record 2006-21409-000). The reviewer praises the author for creating a student-friendly textbook for an undergraduate course in animal learning that is both comprehensive and current. Bouton presents the major theoretical issues and findings in their historical context. Chapter topics include: (1) adaptation; (2) Pavlovian conditioning; (3) operant conditioning; (4) choice behavior; (5) theories of reinforcement; (6) motivation; (7) cognition; (8) spatial learning; (9) learned helplessness; and (10) superstitious behavior. Bouton comes full circle in the final section, "A cognitive analysis of instrumental action," by describing experimental evidence for the existence of various types of associations (i.e., S-S*, R-S*) that were introduced in the first chapter. The reviewer believes students and instructors alike will enjoy this very readable book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Introduction to psychology and law: Canadian perspectives.

Reviews the book, Introduction to psychology and law: Canadian perspectives by Regina A. Schuller and James R. P. Ogloff (see record 2001-06385-000). The book begins with an introduction by the editors underscoring the breadth of applications of psychology in legal forums and describing the well-known history of this field, along with the inevitable tension that exists between the disciplines of psychology and law. Standard ethical issues facing psychologists in this intersection are also explored. The introduction is followed by a chapter by Gordon Rose, which gives a ready overview of the Canadian legal system and typical procedures in criminal and civil actions. This information is an essential foundation for understanding the environment into which psychology must fit. The subsequent 12 chapters are collected in three sections relating to criminal procedure, forensic clinical psychology, and forensic civil psychology. Most chapters begin with a Canadian case vignette and conclude with four discussion questions that arise from the chapter material. These questions will be very useful as a regular component of class participation. This book presents a balanced balanced mix of experimental and clinical psychological information to be applied to the law covered by the text. With few exceptions, such as in the case of young offenders issues, the range of topics covered is adequate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of social reinforcement and the behavior of models in shaping children's moral judgment.

This experiment was designed to test the relative efficacy of social reinforcement and modeling procedures in modifying moral judgmental responses considered by Piaget to be age-specific. 1 group of children observed adult models who expressed moral judgments counter to the group's orientation, and the children were reinforced with approval for adopting the model's evaluative responses. A 2nd group observed the models but received no reinforcement for matching their behavior. A 3rd group of children had no exposure to models but were reinforced for moral judgments that ran counter to their dominant evaluative tendencies. Following the treatments, the children were tested for generalization effects. The experimental treatments produced substantial changes in the children's moral judgment responses. Conditions utilizing modeling cues proved to be more effective than the operant conditioning procedure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maintaining boundaries in psychotherapy: Covert narcissistic personality characteristics and psychotherapists.

The psychological literature to date has identified more than one form of narcissism: the more well-known grandiose form, and the less familiar and recognized covert form. Although the distinction between these two narcissistic types has been identified with regard to better conceptualizing client dynamics, there has been much less written about how covert narcissistic tendencies and traits may affect psychotherapists and psychotherapy. This paper uses psychodynamic theory to highlight the role that covert narcissistic characteristics may have on the psychotherapists' ability to maintain boundaries, potentially leading to boundary transgressions (existing along a continuum from therapeutically useful to maladaptive and anti-therapeutic). Specific therapeutic situations have been delineated to increase therapists' recognition and awareness of themes that may emerge and compromise the boundaries between themselves and their clients. Areas of focus include narcissism and its forms, the possible connection between covert narcissism in psychotherapists and the impact on managing boundaries, the potential therapeutic implications of covert narcissistic tendencies in psychotherapists, and the implications of covert narcissistic personality characteristics on treatment, supervision, and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Families of the developmentally disabled: A guide to behavioral intervention.

Reviews the book, Families of the developmentally disabled: A guide to behavioral intervention by Sandra L. Harris (1983). Harris states that Families of the developmentally disabled is intended for clinicians who have a basic knowledge of behavior modification, but who may not have experience in applying behavior modification procedures to families with developmentally disabled children. The primary focus of the book is on providing practicing clinicians with a conceptual framework for incorporating behavioral interventions into family treatment situations and parent training programs. The book is divided into five chapters. Each chapter begins with a case study that highlights the issues to be addressed within the chapter, and generally provides the perspective of the author regarding the topic to be addressed. The remainder of each chapter is then devoted to providing a rationale for the perspective, usually containing a liberal number of references to support the author's viewpoint. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Animal models for psychiatry.

Reviews the book, Animal models for psychiatry by J. D. Keehn (1986). The topic of this book is timely, for the use of nonhuman laboratory animals in behavioural research has become a controversial issue. As an expert on ethical issues in psychological research, Keehn is an appropriate person to examine and summarize the role of nonhuman species in the study of abnormal behaviour. In the first section of the book, Keehn attempts to evaluate the ethics of behavioural experimentation with nonhuman subjects and to summarize several principles of humane experimental procedures. In the second part of the book he catalogues various clinical syndromes in nonhumans and describes various experimental paradigms that he believes are appropriate for the study of "psychiatric" disorders. As a defence of animal research and a summary of animal syndromes, the book is successful. As a summary of animal models and a guide for the researcher, both novice and experienced, I found the book disappointing on two scores. First, the book is not held together by any theoretical glue but rather seems more of a catalogue of examples of psychopathology in nonhumans. My second disappointment comes from the author's uneven emphasis on different disorders. Overall, I enjoyed the book and feel it is a useful volume. It provides an extensive summary of examples of psychopathology in nonhumans and illustrates the usefulness of behavioural studies as models of neurotic conditions in particular. Further, it argues forcefully for the importance of behavioural research in the study of mental disorders and could serve as a good place for undergraduates to read about the issues involved in animal research. The book falls short, however, as a "must have" volume for those active researchers or clinicians. Unfortunately, it offers us little insight into the nature of psychopathologic behaviour in either human or nonhuman subjects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Behavior modification: What it is and how to do it (Second edition).

Reviews the book, Behavior Modification: What It Is and How To Do It (Second Edition) by Garry Martin and Joseph Pear (1983). Behaviour modification procedures now comprise a sophisticated technology, the humane application of which is the subject of Martin and Pear's text, now in its second edition. The intended readership is (1) university students taking courses in behaviour modification and (2) practitioners or students of the various helping professions, a group difficult to aim at because of their varied backgrounds. Topics covered span the range from basic operant and respondent conditioning principles to cognitive therapies. Martin and Pear have succeeded in producing a fine text. Their judgment about amount of detail and illustration is for the most part excellent. Throughout they stress concern for humane, systematic, and ethically conscious treatment. Provided your applications are primarily operant, this, in my estimation, is the best book available from which to teach behaviour modification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Covert sensitization: A clinical procedure in need of some explanations.

Reviews the covert sensitization literature, and tentatively concludes that the technique has been shown to be effective in preliminary application to sexual deviance but has not been satisfactorily demonstrated to be effective in application to other areas, such as alcoholism, smoking, and obesity. This conclusion is regarded as tentative because most covert sensitization studies have inappropriately implemented the technique and/or have been methodologically flawed. Suggestions are made regarding modifications of covert sensitization procedures that might result in an increase in its effectiveness. Properties of sexual deviance target behaviors that might account for the differential effectiveness of covert sensitization are discussed. Covert sensitization conditioning rationales are examined and found to be inadequate. Alternatively, both nonspecific factors and cognitive interference effects are discussed as possible operative factors in successful covert sensitization treatments. (2? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Behavioral approaches to cardiovascular disease.

Reviews the book, Behavioral approaches to cardiovascular disease by Richard S. Surwit, Redford B. Williams Jr., and David Shapiro (1982). The authors' stated purpose in this book is to provide a complete and critical review of the state of knowledge in cardiovascular behavioral medicine (as of 1982). The organization of this volume includes four introductory chapters on the conceptual bases of behavioral medicine, summaries of cardiovascular regulation and psychophysiology, and principles of conditioning as they pertain to modifying cardiovascular functions. The core of the book consists of the next four chapters on specific disorders: coronary heart disease, hypertension, Raynaud's phenomenon, and migraine/vascular headache. A final chapter deals with selected clinical issues in the application of behavioral medicine technology. This book is generally clear and well-written, with a consistent style maintained throughout. The authors' message is presented in a manner that is likely to be accepted by physicians as well as psychologists. Unfortunately, the text occasionally presupposes a degree of knowledge of physiology and anatomy that some psychologists may lack (e.g., "attenuation of the baroreceptor-mediated inhibition of sympathetic outflow" —p. 27). This volume is likely to prove most useful to cardiovascular researchers and practitioners in cardiovascular rehabilitation programs or general medical hospitals who employ biofeedback, relaxation techniques, and life style modification procedures. Although it is no longer the "timely review" it was when first published, this book will remain a valuable reference work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The case formulation approach to cognitive-behavior therapy.

Reviews the book, The case formulation approach to cognitive-behavior therapy by Jacqueline B. Persons (see record 2008-13011-000). This book places case formulation as its core organizing principle for cognitive–behavior therapy (CBT). Explicitly framing case formulation in a hypothesis-testing context, Persons helps bridge the gap between those advocating strict adherence to manual-driven, empirically supported therapies (ESTs) and those who find such constraints impractical and less than optimal. Her guiding principle is to use ESTs to the extent that one can but to adapt them idiographically as one must to address the array of problems presented by the specific individual being treated. Persons’ case formulation model is deceptively simple. It involves four basic components: (a) symptoms, disorders, and problems; (b) mechanisms; (c) precipitants; and (d) the origins of the mechanisms. Persons provides a fresh outlook on all these familiar components. In addition to providing step-by-step instruction for developing the formulation, Persons includes discussions of goal setting, which is organized in categories focused on mechanism change or learning compensatory strategies; treatment plan development; monitoring progress; decision making in the session; and handling nonadherence and treatment failure. A major strength of the book is the focus on the patient–therapist relationship. Persons repeatedly returns to the importance of establishing a positive working alliance and also discusses the opportunities that arise in efforts to re-establish a positive alliance following a rupture. The book is well organized, clearly written, contains up-to-date research references, and is replete with clinical examples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Changing the rules: A client-directed approach to therapy.

Reviews the book, Changing the rules: A client-directed approach to therapy by Barry L. Duncan, Andrew D. Solovey, and Gregory S. Rusk (see record 1992-97964-000). The title of this book, and particularly its subtitle, convey the central message of the book. The subtitle signals to us that we may expect to find an emphasis on the client's own problem formulations as a guide to the therapist's behavior. Such an emphasis has decisive implications for the conceptual and technical framework of the authors' therapy. Two implications are especially worthy of note at the outset: first, the book aligns itself conceptually with the phenomenologically oriented models of psychotherapy. Second, the book sets forth a technology that emphasizes the collaborative and equalitarian aspects of the client-therapist relationship. The book utilizes a practice-oriented approach that documents its case through extensive presentations of verbatim therapy excerpts rather than the formal use of empirical research. The book thus stands as a clinical contribution that depends for its validity upon the cogency with which extant theory is illustrated clinically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The operant conditioning of human motor behavior.

"This paper reports procedures for the direct application of the variables defining the paradigm for operant conditioning to human behavior, and shows that human beings act very much indeed like experimental animals when they are subjected to the same experimental treatments. It suggests that direct application of conditioning principles to some categories of human behavior may be justified. The procedures are simple, and they may be followed by anyone, with a minimum of equipment." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Tests and assessment.

Reviews the book Tests and Assessment (1985) by Jacqueline Schakel. From its broad title, this book might be classified as a general textbook on assessment for anyone who is learning about testing procedures. Indeed, in the preface, the authors present their book as a text for undergraduate courses on testing in general psychology, and for graduate courses in counseling, vocational, educational, and industrial psychology as well as for "students in counselor education, guidance and counseling, educational administration and other disciplines." Although the book does have some useful general sections on tests and assessment, it is clear that the real audience for this book is less extensive than the authors state. The examples used, tests reviewed, and issues discussed are chiefly for students in personnel and guidance or vocational psychology. If you are such a student or teach assessment courses to students in these programs, read on. Parts of this book may interest you. If you are a school psychologist or teacher of school psychology, you will find this text limited. The overall organization of the book could have been improved by reviewing the theories of person-environment interaction (upon which the authors claim to base their treatment of assessment) before their discussion of specific assessment tools and integrating a discussion of this theoretical basis throughout the book. In summary, this book does not offer the broad treatment of assessment issues and the focus on the kinds of assessment required in schools which are necessary to school psychologists. It provides some useful reviews of tests for guidance and vocational decision making, some concise explanations of assessment concepts, and a well-written section on some specific testing controversies that may be useful to students in the counseling field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of context on performance to conditioned stimuli with mixed histories of reinforcement and nonreinforcement.

Five conditioned suppression experiments, with 160 Wistar rats, explored the role of the conditioning history of the conditioned stimulus (CS) in determining the effects of contextual fear on performance to the CS. Contextual fear was produced by postconditioning exposure to unconditioned stimulus/stimuli (UCS) alone in the context of conditioning; it was independently assessed with context-preference tests. When the number of reinforced and nonreinforced trials was equated across extinction, partial reinforcement, and latent inhibition procedures, only the extinction procedure produced a CS whose performance was subsequently affected (i.e., augmented) by contextual fear. Contextual fear's relatively unique augmenting effect on fear of an extinguished CS was abolished by extensive, but not by less extensive, reacquisition training. Results indicate that, depending on the CS's conditioning history, contextual fear either augments or has little effect on fear of the CS. It is suggested that augmentation by context should be viewed as the restoration of fear that is otherwise depressed by extinction. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)