George R. Holmes

Trichotillomania (Hair Pulling) in Toddlers

Although the clinical diagnosis of trichotillomania has been observed for more than a century, not until the last decade has there been a focus on this diagnosis in early childhood. This small case series focuses on the clinical evaluation of 10 toddlers, average of 26 mo., presenting at a specialty child and adolescent psychiatry clinic with hair pulling. Authors suggest that hair pulling in this age group might better be conceptualized as an anxiety disorder.

A Guided Bibliography of the Selective Mutism (Elective Mutism) Literature

This guided bibliography of 122 articles on selective mutism covers nearly all of the English language publications on the topic. Index Medicus and Psychological Abstracts were the major source documents for the citations.

Comparison of factor-analyzed adolescent reinforcement survey schedule (ARSS) responses from japanese and American adolescents

The Adolescent Reinforcement Survey Schedule (ARSS) was administered to a sample of male and female late adolescent college students from Japan (N = 500). The responses to the ARSS are factor analyzed using a principal component method. The results of the factor-analyzed ARSS from the Japanese sample are compared and contrasted with the results from a previous study (Holmes et al., 1987) in which ARSS was administered to a sample of American male and female college students (N = 231). Both the American and Japanese samples produced 10 interpretable factors. A recommendation is made to replicate the present study with groups of early and mid-adolescents in each culture in order to study shifts in reinforcers during different periods of adolescent development.

Group interventions in schools

As part of the University of South Carolinas Institute for Families in Society, clinicians and graduate students are based in various schools throughout South Carolina delivering mental health services. These clinicians and graduate studients (N=37) were surveyed regarding the use of group interventions in their respective schools. Their responses to the survey questions provide the basis for this monograph which summarizes 95 selected recent references about group interventions in school. The monograph is designed to offer technical assistance in the form of information to clinicians and graduate students with ongoing group interventions, and assist them in developing new groups in school settings.

Factor analysis of the Adolescent Reinforcement Survey Schedule (ARSS) with college freshmen

A factor analysis of the Adolescent Reinforcement Survey Schedule (ARSS) with a male and female college freshman (N = 231) population yielded 10 interpretable factors: Heterosexual Dating, Peer Interaction, Sibling/Family Interaction, Sexual Pleasure, Anti-School/Work, Leisure/Work Activity, Drugs/Acting Out, Entertainment/Social Activity, Home Avoidance, and Romantic Fantasy Activity. The first three factors are similar to a Positive Social interaction factor identified in a study that used the adult form of the Reinforcement Survey Schedule with a male and female college population. Suggestions are made from the ARSS responses of the college freshmen re interventions to facilitate social skill competency and the relationship aspects of sexual activity. A recommendation is made to replicate the current study with groups of early and mid-adolescents in order to study reinforces during different periods of adolescent development.

Adolescent Group Psychotherapy Supervision in a Group Format: An Emerging Model

A qualitative analysis of the supervision of adolescent group therapy sessions was accomplished using group supervision journals. Two clinical psychology interns and three supervising clinical psychologists participated in the study. Two separate adolescent inpatient process groups were conducted biweekly over a 5-month period with each intern co-leading a group with a supervising psychologist. Following each weekly group supervision session, interns and psychologists completed a questionnaire as part of their group supervision journal. Results showed that the interns perceived the group therapy supervision process as helping them develop a strong knowledge base and important competencies essential for conducting adolescent group therapy. The interns also characterized their group therapy supervision experience as being instrumental in transitioning them from a graduate student and intern identity to that of an autonomous professional psychologist. Our emerging training model of adolescent group psychotherapy supervision may be refined based on future research and adapted for use in other settings.

Responses by graduates to memory of their internship in clinical psychology.

This study is a two-part investigation of clinical psychology internship training at the William S. Hall Psychiatric Institute. The first part surveyed 25 intern graduates to identify the relationship between experiences as an intern and current professional activities. Results are related to findings from other research in training clinical psychologists. The second part pertains to suggestions of intern graduates for specific additions and revisions of internship training at the Institute.

A comparison of Italian, Japanese and American students' responses to the Adolescent Reinforcement Survey Schedule

The Italian form of the Adolescent Reinforcement Survey Schedule (ARSS-I) was administered to (N = 648) high school boys and girls from northern and central Italy. Their responses were factor analyzed using a principal component. VARIMAX rotation procedure (SAS Institute, Inc., 1990). The 10 interpretable factors from the Italian data were compared and contrasted to factor analytic results from Holmes (1991, 1994) studies using American and Japanese students. Additionally, the Italian data analyses includes an examination by gender using t tests for each of the ARSS-I items and an ANOVA for age and age-gender effects on responses to the ARSS-I.

Behavioral Science in Medical Education: A 1985 Updated Bibliography

Holmes, et al. in 1981 compiled 200 studies in a bibliography of behavioral science in undergraduate and graduate education. Since then, 46 additional studies of behavioral science in medical education have been published and abstracted in Index Medicus, and Psychological Abstracts, reference sources for the bibliography.

Behavioral Science in Medical Education: An Updated Bibliography.

Holmes, et al. in 1979 compiled 125 studies in a bibliography of behavioral science in undergraduate and graduate education. Since 1979, 75 additional studies of behavioral science in medical education have been identified. The current updated bibliography contains 200 entries. Foreign medical journals, Index Medicus, and Psychological Abstracts were reference sources for the bibliography.