Anne Mari Torgersen

A pilot study of attachment patterns in adult twins.

Abstract The hypothesis that attachment in adults is influenced by genetic factors was investigated. The within-pair differences in attachment representation in same-sex monozygotic and dizygotic twins were compared using the Adult Attachment Interview (AAI). The results showed a clear tendency toward monozygotic twins (n = 28) being more concordant than dizygotic twins (n = 13), but the within-pair similarity was also high in both zygosity groups. The results suggest, in behavior genetic terms, that heredity and shared environment may contribute to attachment status in adulthood. This differs from studies of attachment in infancy and early childhood, which report attachment to be explained mainly by shared environment, with minimal influence from genetic factors. Furthermore, the results showed that the distribution of the attachment pattern in twins had the same percentage distribution as reported for singletons. Consequently, there was no tendency toward more insecure attachment in twins than in singletons.

Nondisclosure in psychotherapy group supervision: The supervisee perspective

The aim of this study was to investigate aspects of nondisclosure in a sample of 55 student therapists, working within a group format of supervision. The study constituted one part of a larger study, with the other, parallel part addressing nondisclosure in supervisors. The participants were recruited from seven university-based training clinics in Norway and Denmark. The supervisees answered a questionnaire comprising 11 items about nondisclosure in supervision. The items were answered in a yes/no format, and the respondents were invited to provide examples and justifications for their answers to each item. The examples and justifications provided were analysed in accordance with Hill’s guidelines for consensual qualitative research. The study confirmed significant nondisclosure by supervisees in a number of important areas. A high percentage found it difficult to talk about topics related to the supervisory relationship, fearing that they would hurt their supervisor or be met with criticism or interpretation. They were also reluctant to talk to their supervisors about professional matters, particularly related to the perceived incompetence of their supervisors and their expectancy of non-constructive criticism. They felt that their supervisors withheld feedback on their work, as well as advise on what to do, and would like more of this. Several of them thought of the lack of feedback as a conscious strategy helping the students to find out for themselves. A rather striking finding was that a high number of students experienced that the groups became more closed throughout the supervision, and blamed their supervisors for inadequate handling of the group process. This is an issue that needs further exploration.Supervisee non-disclosure in psychotherapy group supervision: The supervisee perspective

Effect of an early intervention programme on development of moderate and late preterm infants at 36 months: A randomized controlled study

UNLABELLED Aim of the present study was to examine the long-term effect of an early intervention for preterm infants on cognitive, gross motor and behavioural outcomes at 36 months corrected age. One hundred and eighteen preterm infants born 2005-2006 with gestational age ≥ 30.0 and <36.0 weeks were randomized to an early intervention involving the Mother-Infant Transaction Program (n = 61) or a control group (n = 57). At 36 months, 32 children in the intervention and 30 in the control group were assessed. OUTCOME MEASURES Ages & Stages Questionnaire, Ages & Stages Questionnaire: Social-Emotional, Child Behaviour Checklist 1½-5 and Mullen Scale of Early Learning. The intervention programme had no effect on cognitive, motor or behavioural development in this group of mainly moderate and late preterm infants at 36 months corrected age. Four explanations may be proposed: the programme has a less effect on moderate and late preterm infants than in more preterm infants; modifications of the intervention might increase efficacy; a cumulative effect of the intervention leads to more obvious effects at later ages, and an improved standard care in the Neonatal Intensive Care Units may support infant development.

Binge alcohol exposure once a week in early pregnancy predicts temperament and sleeping problems in the infant

BACKGROUND Prenatal alcohol exposure can cause several cognitive and behavioral difficulties. Few studies have investigated the associations with infant temperament or sleeping patterns. Our aim was to study potential associations between early prenatal binge exposure and infant temperament and sleeping pattern. METHODS In a population based longitudinal study, representative of pregnant women in Oslo, questionnaires were answered at 17 and 30weeks of pregnancy and 6months after term. Two factors, difficult temperament and sleeping problems, were identified using Principal Component Analysis and dichotomized at the least optimal 14-15%. Logistic regression analyses identified predictive factors. RESULTS Maternal binge drinking (≥5 drinks per occasion) once a week during pregnancy week 0-6 significantly predicted both difficult temperament (Odds Ratio OR 3.3**; 95% Confidence interval CI 1.4-7.9) and sleeping problems (OR 5.3**; 95% CI 2.1-13.7) in the infant, after adjusting for other confounding factors. Including binge drinking more often than once a week, further increased the OR of sleeping problems (6.0***; 2.7-13.7). Prenatal maternal depressive symptoms also predicted both outcomes. Reduced birth weight predicted difficult temperament. Maternal satisfaction with life reduced the probability of sleeping problems. Maternal smoking, and work stress, during pregnancy had no predictive power. The results were not explained by binge drinking later during pregnancy or higher consumption per occasion. CONCLUSIONS Binge drinking once a week during pregnancy week 0-6 had stronger predictive power of difficult temperament and sleeping problems during infancy, than other covariates. The findings support advising women to avoid binge drinking when planning pregnancy.

Longitudinal research on temperament in twins.

The changing influence of genetic factors of temperamental individuality has been studied longitudinally in a group of 44 same-sexed twin pairs at four different ages from infancy to puberty. Previous results showed that genetic factors seemed to play an important role in the development of temperamental characteristics when the twins were in infancy and at six years of age. The present report shows that when the within-pair differences in temperament are studied again at age 15 years, the similarity of identical pairs is even higher than at earlier ages. When shared and nonshared stress in the twin pairs was assessed at this age, some interactions were found between within-pair differences in temperament, stress and zygosity.

GENETIC AND ENVIRONMENTAL INFLUENCES ON TEMPERAMENT DEVELOPMENT: LONGITUDINAL STUDY OF TWINS FROM INFANCY TO ADOLESCENCE

Genetic aspects of temperamental differences were studied in 43 pairs of twins seen at the ages of 2 months, 9 months, 6 years, and 15 years. Identical twin pairs showed closer similarity than nonidentical twin pairs at later ages, and reasons for this are suggested. The variables of Activity and Approach showed the most genetic influence and were most stable over time. Mood showed substantial change and environmental influence. The effect of interaction between shared environmental factors and temperamental individuality supports an interactional explanation rather than a lack of importance of shared environment on the development of behavior.

Mutual assumptions and facts about nondisclosure among clinical supervisors and students in group supervision: A comparative analysis

In the two preceding papers in this issue of Nordic Psychology the authors report findings from studies of nondisclosure among student therapists and clinical supervisors. The findings were reported separately for each group. In this article, the two sets of findings are compared, so as to draw a picture of mutual assumptions and facts about nondisclosure among students and supervisors.

Managing group supervision with beginning therapists: What can experienced supervisors tell us?

While group supervision in psychotherapy training has gained increasing attention, particularly in university settings, research on the group format is still scarce. The aim of the present, interview-based, qualitative study was to explore how group supervision is managed by experienced supervisors. Sixteen supervisors were interviewed. All participants were working within university clinics, and the article focuses on the challenges they faced and how they handled them. A major finding was the emphasis of the significance of a safe and accepting structure that facilitates openness and self-disclosure. The students were encouraged to follow their own preferred theoretical and professional ideas, and the supervisors met challenges in an open and flexible way. The supervisors reported few problems with group dynamics, and obstacles to good learning processes in individual students were generally experienced as successfully handled.

Experienced supervisors' view on clinical group supervision with student therapists

Traditionally, clinical supervision has been practiced mostly in a dyadic form, that is, as individual supervision. However, over the past decades, group supervision has gained increasing attention. Today, many training sites prefer the group format, even though its research base is still scarce. The aim of this study was to explore clinical group supervision of psychology students from the perspective of experienced supervisors. Sixteen supervisors, all working within university training clinics, were interviewed. The informants generally conveyed positive attitudes towards group supervision. Compared with individual supervision, several advantages were mentioned, such as the use of group dynamics as a facilitator to professional growth. The disadvantage most often mentioned was reduced opportunities to get to know each supervisee personally. Some of the supervisors recommended combining group supervision with individual supervision. It was common practice to ask the supervisees to evaluate both their supervisor and the supervision process.