In search of a relational theory.

The author searched for empirically based theories and models with an interpersonal and relational focus. This search was conducted in spite of academic and professional psychology’s general avoidance of theory building coupled with an exaggerated reliance on empirical evidence, producing a chaotic proliferation of models unrelated to each other. Requirements for any theory are verifiability, applicability, redundancy, and fruitfulness. Many two-factor relational theories and models derive from the two assumptions of space and time. From these models and theories two stand out: attachment theory and relational competence theory (RCT). Both theories attempt to link heretofore separate fields: research and practice. The major asset of attachment theory has been a multitude of studies in the English-speaking world. The major shortcoming of RCT is that research to support the validity of its models has been conducted only in Italy. However, many test instruments, enrichment programs, and interactive practice exercises for some models of RCT are available in English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early infantile autism: A reply to ward.

Questions the conclusions of A. J. Ward (see pa, vol. 44:12960) concerning the environmental etiology of early infantile autism on the basis of an incomplete and selected coverage of the literature. More recent evidence and different viewpoints suggest a different, or at least transactional, etiology. Different treatment approaches, also not covered in ward's review, may lead toward a more clear-cut differentiation of this syndrome. (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training family psychologists: The family studies program at Georgia State University.

Describes the Family Studies Program, which has a 2-phased clinical practica format that combines theory and practice. The format is not fixed but will change as knowledge in the field increases. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirical foundations for writing in prevention and psychotherapy: mental and physical health outcomes

The use of writing, alone or in conjunction with traditional psychotherapy, has increased substantially in recent years. The most widespread use of writing has been for single-shot ad hoc purposes or to log behavior. The purpose of this review is to summarize a decade of research demonstrating the efficacy of writing about past traumatic experiences on mental and physical health outcomes. It is widely acknowledged in our culture that putting upsetting experiences into words can be healthy. Research from several domains indicates that talking with friends, confiding to a therapist, praying, and even writing about one's thoughts and feelings can be physically and mentally beneficial. This review highlights advances in written disclosure that determine some therapeutic outcomes. In addition, we attempt to explore the mechanisms that predict improved psychological and physical health. Finally, limitations of previous studies are highlighted, and suggestions for future research and application are made.     

Differentiation of resources in mental health delivery: Implications for training.

The following mental health delivery systems, which include a variety of "movements" or approaches, are briefly differentiated and reviewed: prevention, self-help groups, social-skills training problems, psychotherapeutic interventions, environmental modification, and community resources. The implications of this differentiation for training in clinical psychology are discussed. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)