Development of water-immersion produced analgesia.

Nociceptive and antinociceptive systems change dramatically during the first 10 days of life in rats. The present studies sought to determine whether exposure to water stress can produce analgesia during this period, and when in the ontogeny changes in magnitude and duration of such stress-induced analgesia occur. It was found that exposure to water reliably induced analgesia as early as 3 days postnatally. This analgesia increased in magnitude and duration at the age of 17-20 days, when supra-spinal descending inhibition develops, and depended on the temperature of the water and duration of exposure.

Enhancing treatment gains in a school-based intervention for children of divorce through skill training, parental involvement, and transfer procedures.

The school-based Children's Support Group procedure teaches skills to cope with divorce-related events and provides strategies for mastering disrupted developmental tasks. Ss were 103 3rd-through 5th-grade children of separated or divorced parents who were assigned to 1 of 3 treatment groups: support; support and skill building; support, skill building, transfer, and parent training procedures; or no-treatment control. Twenty-six children from intact homes served as nonstressed controls. The two skill-building conditions yielded durable improvements in adjustive behaviors in the home. Transfer components yielded additional improvements in affect, but the absence of substantial increments in benefits suggests the need for a closer look at the format and expectations of the transfer vehicle. The benefits of the support-alone condition were experienced most by children who entered the intervention with significant problems, with the greatest reductions in clinical symptomatology at follow-up being found in this group.

Parent and child MMPI responses: characteristics among families with adolescents in inpatient and outpatient settings.

The relationship of parent personality to child psychopathology has been investigated in numerous MMPI studies over the past three decades. Very few of these studies, however, have directly analyzed MMPI response patterns of both parents and offspring. The current study included the MMPI responses of 199 families with adolescents entering inpatient and outpatient psychiatric setting (N = 542). Inpatient parents and adolescents had significantly higher mean scores across a variety of MMPI scales than did their outpatient counterparts. The linear combination of adolescent and maternal MMPI scale data, in a stepwise discriminative function analysis, resulted in accurate classification of 75% of all children in inpatient treatment and 74% of all children assigned to outpatient treatment. Findings were discussed in terms of salient MMPI differences between inpatient and outpatient families and shared psychopathological characteristics among family members with offspring in psychiatric treatment settings.

Evaluating a primary prevention program for children of divorce.

The effectiveness of a primary prevention program for children of divorce is evaluated. Subjects included 82 mother-child pairs. Mothers had been separated for 33 months or less and did not have prior histories of using mental health services. Subjects were assigned to one of four conditions: (a) the Children's Support Group alone (CSG), (b) the CSG and the Single Parents' Support Group (SPSG), (c) the SPSG alone, or (d) a no-treatment control group. Data collected before, after, and 5 months following intervention, were analyzed using analyses of covariance with preintervention scores as covariates and pre-post and post-follow-up difference scores as dependent measures. Children in the CSG-alone condition improved most in self-concept and parents in the SPSG-alone condition improved the most in adjustment. Improvements were either maintained or did not change differentially across groups at follow up. Adaptive social skills of CSG-alone children compared to children in the CSG/SPSG groups showed significant post-to-follow-up improvements.

Modification of anger in children by affective imagery training.

From a school population of normal children (third through fifth grades), thirty children initially identified as "angry" were randomly assigned to either an affective imagery training group, an attention group, or a control group. The treatment group received three sessions of affective imagery in which they focused on physiological changes and on their thoughts associated with prior emotional experiences. Teachers recorded pre-, post-, and short term follow-up aggressive behaviors for all thirty children. Cognitive perceptions and attributions were recorded at the same three occasions on the Affect Questionnaire. Results suggested that, as a result of affective imagery training, angry children's perceptions and cognitions shifted from "angry" towards "sad," and there was a concomitant decrease in observed aggressive classroom behavior.