Freddy A. Paniagua

Culture-Bound Syndromes, Cultural Variations, and Psychopathology

An important step during the initial evaluation of clients from culturally diverse groups is the assessment of culture-specific disorders known as “culture-bound syndromes” (e.g., koro among some Asian clients, and ataques de nervios among some Hispanic clients). This chapter suggests that these culture-specific disorders should be distinguished from generic cultural variables (e.g., acculturation, religion rituals, and social unrest) that might also explain symptoms suggesting a given mental disorder. This distinction is accomplished with the identification of those generic cultural variables across most mental disorders in the DSM-IV-TR (APA, 2000).

Development of self-care skills and helping behaviors of adolescents in a group home through correspondence training

The present study used a do-report correspondence training procedure to develop self-care skills and helping behaviors among adolescents of a group home. Points were delivered contingent upon true reports about behaviors (self-care skills and helping behaviors) performed earlier. Two multiple-baseline designs (across behaviors and across groups) were employed. The results showed increased levels of self-care skills and helping behaviors (the corresponding nonverbal behaviors) during reinforcement of true reports, relative to baseline conditions. These levels were maintained during the introduction of a follow-up (maintenance) phase, in which subjects were exposed to similar procedures of correspondence training but with no reinforcement contingencies for truthful reports about prior behaviors.

A Procedural Analysis of Correspondence Training Techniques

A variety of names have been given to procedures used in correspondence training, some more descriptive than others. In this article I argue that a terminology more accurately describing actual procedures, rather than the conceptual function that those procedures are assumed to serve, would benefit the area of correspondence training. I identify two documented procedures during the reinforcement of verbalization phase and five procedures during the reinforcement of correspondence phase and suggest that those procedures can be classified, or grouped into nonoverlapping categories, by specifying the critical dimensions of those procedures belonging to a single category. I suggest that the names of such nonoverlapping categories should clearly specify the dimensions on which the classification is based in order to facilitate experimental comparison of procedures, and to be able to recognize when a new procedure (as opposed to a variant of one already in existence) is developed. Future research involving comparative analysis across and within procedures is discussed within the framework of the proposed classification.

Verbal-nonverbal correspondence training with ADHD children.

This study presents a general description of the applicability of verbal-nonverbal correspondence-training procedures in the management of five cases with Attention-Deficit Hyperactive Disorder (ADHD). Two cases additionally met criteria for conduct problems. These five cases, males aged 6 to 10 years were intervened with one of three correspondence-training procedures: (a) reinforcement of do-report, (b) reinforcement of report-do, and (c) reinforcement set-up on report. A changing-criterion design with multiple-baseline features was used with all cases. Consistently lower levels of hyperactivity and conduct problems were noted during the introduction of each procedure. Generalization and maintenance (follow-up) data are also reported. The strengths, limitations, and cost-effectiveness of correspondence training and future research with the present population are discussed.

Commentary on the Possibility That Viagra May Contribute to Transmission of HIV and other Sexual Diseases among Older Adults

Many older male adults experiencing impotence are being treated with Viagra. Scientific and media reports indicate that this medication is effective in re-establishing sexual relationships among these men. Despite the benefits that Viagra may have in the treatment of impotence among older adults, increased sexual activities could also facilitate the spread of HIV infection and other sexually transmitted diseases. This holds for older adults who may lack factual knowledge of HIV transmission and perceive themselves as nonsusceptible to this disease. Prescription of Viagra in combination with HIV/AIDS prevention programs may be helpful.

LYING BY CHILDREN: WHY CHILDREN SAY ONE THING, DO ANOTHER?

Lying constitutes a problematic behavior for parents and other social agents involved in childrens development of effective behaviors. This analysis suggests that lying is, in part, the name for a lack of correspondence between saying and doing, and that effective correspondence training procedures can be designed to teach truthfulness in children through the teaching of either promise-then-do correspondence or do-then-report correspondence. This paper proposes a relational definition of lying and shows its applications in the area of correspondence training. The generalization and maintenance of truthfulness, advantages and disadvantages of correspondence training in the management of lying are also considered.

Management of a hyperactive-conduct disordered child through correspondence training: A preliminary study

This study examined the clinical effects of correspondence training procedures in the management of a hyperactive-conduct disordered boy. During the reinforcement of promise-do correspondence procedure, a toy (reinforcer) was given contingent upon the presence of a promise to inhibit target behaviors (e.g., inattention, overactivity, aggression) and the actual inhibition of such behaviors. This intervention was programmed in a multiple baseline design across settings. Consistently lower levels of hyperactivity and conduct disorders were noted during treatment, relative to baseline. A demonstration of the indirect effects of the procedures upon the childs academic performance was also seen.

Comprehensively Assessing Cognitive and Behavioral Risks for HIV Infection among Middle-Aged and Older Adults.

A comprehensive survey of HIV/AIDS with middle-aged and older adults should include six domains (e.g., factual knowledge regarding the acquisition and transmission of HIV, traditionally-accepted behavioral risks for HIV infection). A sample of 23 women (54.8%) and 19 men (45.2%), ranging in age from 51 to 85 were surveyed across such domains. Although the majority of participants (92.2%) reported a good understanding of factual knowledge, strongly agreed with both their intention to engage in nonrisky sexual behaviors and their sense of internal self-control behaviors, they also reported high-risk behaviors (e.g., sexual intercourse without condoms).

What is a difficult mental health case? An empirical study of relationships among domain variables

A difficult case in psychotherapy can be defined in many ways. This study proposes a model for that definition, in which three domains (patient characteristics, case characteristics, and therapist characteristics) are considered to impact on that definition. A total of 264 professionals received a questionnaire to assess the relative importance of a series of variables within and across these domains. Wilcoxon Matched-Pairs Signed-Ranks tests indicated that patient characteristics were considered more important than therapist or case characteristics in defining a difficult case. Case characteristics were considered more important than therapist characteristics. Pearson correlations, however, suggested that the three domains in the model are related. Correlations (for years of experience) and Kruskal-Wallis one-way ANOVA for ranks (for professions) also indicated that participants were able to identify variables within domains as important in that definition regardless of years of experience or professions. Across domains, the most important variables included the motivation of the client (a patient characteristic), dropout/attrition and multiple diagnoses (case characteristics), and the degree of therapist-client racial similarity (a therapist characteristic).

Labeling and functional language in a case of psychological mutism.

Talking was increased in an 11-year-old girl who recently had stopped talking to anyone in any setting, despite the absence of biological factors, mental retardation, and autism. Productive labeling (correctly naming picture cards) and functional language (talking about picture cards in the absence of such pictures) were interspersed with a series of treatment packages (including verbal instructions, imitation, tokens, and praise). Interventions for productive labeling were programmed in a changing-criterion design. Interventions for functional language were programmed in an ABC design. Higher levels of productive labeling and functional language were noted with the introduction of the particular package, in comparison to baseline. The results also showed the generalization of the procedures to the shaping of functional language in the absence of picture cards.