Re: Looking for some random information
On Wed, 27 Dec 2000 16:36:16 EST, [EMAIL PROTECTED] wrote: >Need some information concerning the following: > >1) Recent studies comparing psychotherapy with medication as treatment for >depression. I was under the impression that psychotherapy is not really an >effective treatment for moderate to severe treatment - at least not by >itself. Someone claimed otherwise to me - that psychotherapy is as good if >not better than medication. Can anyone support this for me, or enlighten me >if I am wrong? I just came across this reference which may have a good bit of what you want. I have not read it, Nathan, P.E., Stuart, S.P., & Dolan, S.L. (2000). Research on psychotherapy efficacy and effectiveness: Between scylla and charybdis? Psychological Bulletin, 126:6 Special Issue. I may have other recent paper which will help, but I haven't had time to run them down. If I do, I'll send the references to you. However, my working presumptions are as follows: Cognitive behavioral therapy is highly effective for mild, moderate, and severe depression. I have worked quickly and effectively with individuals for whom their psychiatrists had given up on medications and were ready to begin electroshock therapy. Medications appear, at least for numerous people I have seen, to be much less effective than they are touted to be (people seek psychological therapy after having been on medications for years with little benefit). Medications often cause more problems than they solve and this effect tends to be vigorously denied by the doctors prescribing the medications. This is true for both antidepressants and stimulants for attention problems. My working presumptions are based on my reading of the literature and my direct experiences as a therapist in independent practice for 20 years. I essentially gave up recommending medications 10 or 12 years ago for a couple of reasons, the main one of which was a pure psychological approach is highly effective and uncomplication by side effects and misinformation by well-meaning, but ill-trained and inexperienced medical doctors. Medications always complicate my work, mainly because people sit back and wait for the medicines to cure their problems (as typically recommended by the prescribing physician), when it doesn't work that way they often consider themselves untreatable, thinking "medication must be more effective than psychology." I regularly review clinical news letters and scan the literature extensively most weeks. I know of know papers which show medicines to be more effective than cognitive-behavioral therapy, Most studies don't even compare the two. When the methods are compared the typical result for depression and anxiety disorders is equal efficacy with a definite edge for psychological work in reducing relapses. Studies seem to show that the two methods are equally effective in alleviating a depression, but that only the psychological therapy confers resilience, that is, after medication treatment patients are just as likely as before treatment to become depressed again. However, after cognitive-behavioral therapy they are much less likely to have a recurrence of depression. Recent studies with the best controls clearly suggest that Prozac has no more than a placebo effect. I always keep in mind, a medical intervention is never purely medical; it is both medication and psychological because if people believe the medication will work then the size of the placebo effect increases to an important extent. The research comparing the two approaches tends to be rather complicated to interpret. There is a very high drop out rate in medication studies because people have a high rate of physical and emotional side effects which they dislike. Thus, the patients who complete medication studies tend not to be the same ones who complete psychological studies. Other factors need to be considered in evaluating the relative efficacy of the two approaches. Greatly reduced sexual desire is a rather frequent side effect of medications, but not psychological treatments. Many patients, properly informed (usually they are not), would seek psychological interventions and maintain sexual function even if, and this is probably not actually true, psychological approaches were somewhat less effective that pure medication approaches. I recommend reading materials by Peter Breggin, MD on the matter. He is inclined to promote psychological approaches over medication approaches. Try his "Talking back to Prozac," 1994, available in paper back. Also read material by David D. Burns, M.D, e.g. The Feeling Good Handbook (1990; paperback) and "Feeling Good: The new mood therapy (1980; paperback). Aaron Beck, another M.D., called the father of cognitive therapy, promotes psychological approaches as does Albert Ellis, PhD. While I do not doubt that the very best psychological materials are written by psychologists, some are surprised in this day and age that there are MDs who are major proponents of
teaching brain parts/functions
I'm preparing for next semester and am trying to figure out how I want to present brain parts and functions. In the past, I have lectured (briefly) about this and then asked the class to play neuroscientist and identify damaged brain parts from Sacks' work. The class usually seems to be bored by lecture, but does perk up for the activity. Does anyone have any ideas for how to present this? (Or other quick demonstrations, activities, movies, etc.?) I'm playing with the idea of presenting vignettes as we cover a brain part, but I also like the re-cap of doing an activity. TIA, Marcia Marcia J. McKinley-Pace, J.D., Ph.D. Assistant Professor of Psychology Mount St. Mary's College, Emmitsburg, MD 21727 301-447-5394 [EMAIL PROTECTED]
Re: Recommendation for a student
The first thing that I would do is to get the student to sign a letter authorizing you to be as candid as you would like. Next, I would tell th student my reservations about their overall motivation. If, they still wanted to list you as a reference, you are clear to do what your conscience dictates. Rip Rip Pisacreta, Ph.D. Professor, Psychology, Ferris State University Big Rapids, MI 49307 email: [EMAIL PROTECTED] >From: Deborah Briihl <[EMAIL PROTECTED]> >To: [EMAIL PROTECTED] >Subject: Recommendation for a student >Date: Sat, 30 Dec 2000 12:20:45 -0500 > >A student e-mailed me, asking for a recommendation for a job. I e-mailed >her back and asked her what the job was about and a few other questions. >This is her reply: > >In the interview he asked me what I thought you would say about me and I >said that because you knew me on a more "professional (?)" level that you >would prob. say that I was a good speaker (from Senior Seminar)...he told >me that I would have to speak to crowds during meetings, and that I had >been exposed to researching and reporting...because I will be reviewing >credit and making decisions about the data given to me. I told him about my >100 on my final (that may be an interesting topic to talk about :) > >Here's the problem. This student was barely a "C" student and her last >semester she almost received a "D" in one of my courses. The _only_ reason >she didn't was because she REALLY buckled down and studied for the last >test and, indeed, received a 100. However, nothing else that she did even >came close. She was an OK speaker, nothing special. Any suggestions on how >I'm supposed to handle this phone call? Can I tell the interviewer about >her other grades? I believe that she included me as a recommendation before >I was asked. >Deb > >Dr. Deborah S. Briihl >Dept. of Psychology and Counseling >Valdosta State University >Valdosta, GA 31698 >(229) 333-5994 >[EMAIL PROTECTED] > >Well I know these voices must be my soul... >Rhyme and Reason - DMB > _ Get your FREE download of MSN Explorer at http://explorer.msn.com
Re: Recommendation for a student
Hello New Year's Listers, In a message dated 12/30/2000 9:23:17 AM Pacific Standard Time, [EMAIL PROTECTED] writes: << I told him about my 100 on my final (that may be an interesting topic to talk about :) Here's the problem. This student was barely a "C" student and her last semester she almost received a "D" in one of my courses. >> You do have the choice of declining to write the letter or providing the reference, which I would recommend you do if you don't feel comfortable recommending this person. I had a good friend, years ago, receive a "recommendation" letter for law school from a professor who should have declined. It arrived at his house having been mutiliated en route and was partly open (I was there when it arrived so I know that he didn't lie and open it) and it was clearly going to ruin his chances of getting into law school. That day (beside feeling just awful for my friend), I also learned that declining to write letters is a legitimate and appropriate thing to do. On the other hand, a person who is doing Cs and Ds and bootstraps herself to a 100 on the final clearly is motivated and has something going for her. You could probably write a positive and helpful letter to the prospective employer emphasizing her real strengths. If she wants the employer to call you, well, I don't know, maybe you want to discuss your doubts about her self-appraisal with you before you cross or burn that bridge. I think honesty is generally the best policy. You may find a way to provide the recommendation for her without compromising your integrity. Good luck. Nancy Melucci East Los Angeles College
Re: Recommendation for a student
Deb, I'd suggest a reply from a TIPSter a while ago, that I've used several times since. "I'm not sure that what I would write/say would be helpful to you as a recommendation." That can imply, to the student, whatever she brings to it. But it gets the job done as far as getting you off the hook for your natural disinclination to stretch the truth. IF, as you suspect, the student did indeed already submit your name as a recommendation, I'd suggest that you begin with the truth that, when pressed, the student did indeed get 100 on the final. (This may be an astounding feat, or it may not, since of course the difficulty of final exams varies. But at any rate, it's obviously more than the she had done in the past.) This allows that at least there's some ability. But I wouldn't dodge the truth about the student's so-so speaking ability. As an inexperienced new teacher, some years ago, I wasn't as forthcoming in a recommendation as I would be now (a "pity party," as I now recall), and found some time later that the student had gotten and then subsequently lost a job based on the very lack of qualities about which I was concerned. If you're worried that you may unfairly prejudice the student's job-seeking, remember that your recommendation is only ONE part of the student's application. Human Resource departments should know to take that into account as use your opinion accordingly. Beth Benoit Daniel Webster College, Portsmouth NH College of Lifelong Learning, Portsmouth, NH -- >From: Deborah Briihl <[EMAIL PROTECTED]> >To: [EMAIL PROTECTED] >Subject: Recommendation for a student >Date: Sat, Dec 30, 2000, 12:20 PM > > A student e-mailed me, asking for a recommendation for a job. I e-mailed > her back and asked her what the job was about and a few other questions. > This is her reply: > > In the interview he asked me what I thought you would say about me and I > said that because you knew me on a more "professional (?)" level that you > would prob. say that I was a good speaker (from Senior Seminar)...he told > me that I would have to speak to crowds during meetings, and that I had > been exposed to researching and reporting...because I will be reviewing > credit and making decisions about the data given to me. I told him about my > 100 on my final (that may be an interesting topic to talk about :) > > Here's the problem. This student was barely a "C" student and her last > semester she almost received a "D" in one of my courses. The _only_ reason > she didn't was because she REALLY buckled down and studied for the last > test and, indeed, received a 100. However, nothing else that she did even > came close. She was an OK speaker, nothing special. Any suggestions on how > I'm supposed to handle this phone call? Can I tell the interviewer about > her other grades? I believe that she included me as a recommendation before > I was asked. > Deb > > Dr. Deborah S. Briihl > Dept. of Psychology and Counseling > Valdosta State University > Valdosta, GA 31698 > (229) 333-5994 > [EMAIL PROTECTED] > > Well I know these voices must be my soul... > Rhyme and Reason - DMB > >
Recommendation for a student
A student e-mailed me, asking for a recommendation for a job. I e-mailed her back and asked her what the job was about and a few other questions. This is her reply: In the interview he asked me what I thought you would say about me and I said that because you knew me on a more "professional (?)" level that you would prob. say that I was a good speaker (from Senior Seminar)...he told me that I would have to speak to crowds during meetings, and that I had been exposed to researching and reporting...because I will be reviewing credit and making decisions about the data given to me. I told him about my 100 on my final (that may be an interesting topic to talk about :) Here's the problem. This student was barely a "C" student and her last semester she almost received a "D" in one of my courses. The _only_ reason she didn't was because she REALLY buckled down and studied for the last test and, indeed, received a 100. However, nothing else that she did even came close. She was an OK speaker, nothing special. Any suggestions on how I'm supposed to handle this phone call? Can I tell the interviewer about her other grades? I believe that she included me as a recommendation before I was asked. Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] Well I know these voices must be my soul... Rhyme and Reason - DMB
Random Thought: "This Is A Place...."
"Brrr" ain't the word for the chill outside. My face was pimpled by globs of small tear drops frozen to my cheeks. It was soon that icicles hung from my leaking nostrils. I was getting a headache from bumping into blocks of my frozen breath that floated in the air ahead of me. Even a polar bear would wear gloves and earmuffs on this frozen south Georgia tundra. What a time I picked to hit the streets again after I a sprained toe I got fromtripping down a step kept me sidelined for the last five weeks. Only a mile and a half this morning. While my body and mind were fighting against nature's attempt at cryogenics, my spirit and soul were kinda warmed by two cards I had received while I and my Susan were traveling the cold and wet countryside of England's Wiltshire, Cornwall, Devon, and Somerset. I had gotten up at 3:30 this morning, still jet-lagging on English time, brewed a pot of coffee, and had sat down to read and re-read those two cards that I had brought home. There were each as compelling as a Shakespearian soliloquoy. These past weeks since Thanksgiving break at the end of November have been a series of times when I have had to believe even though I wasn't sure why I should. Seeming like an endless journey of sorrow, it was a time, like Tom Paine wrote, that had tried my soul. There were moments I think I knew exactly how Job felt. It was a time when technology was not enough, when knowledge was not enough, when information was not enough. It was a time when a friend of mine reminded me that maybe I just had to have faith in faith. Yesterday, I was in the office catching up on stuff and opening a few pieces of snail mail. The contents of one envelope sent cold shivers through my body. It was a funereal pictured program. It was sent by Niteka's parents. It brought back hard memories. My eyes fixed on the photograph and on the name: Niteka Wesby. They rode on an express lane to my heart. I went limp and slumped down in my seat. The minute or so passed like a lifetime. Niteka was never really far from me. Thoughts of her popped up as I roamed the magnificance of the Wells cathedral, the ruins of the great abbey in Glastonbury, and gazed as the inspiring Winchester cathedral. Now, the events and feelings flooded back. The chair in the back right corner had been empty that Monday after the Thanksgiving break. I didn't know why. I wondered. She had never missed a class. I asked the other members of her community. They didn't know. Later that day came the fateful telephone call from Student Affairs. Niteka was dead. I pulled up the Augusta newspaper on the compurter. Killed a couple of days before Thanksgiving by a gangland bullet in her small home town. Cut down at 18. Wiped off the screen. She was an innocent in the wrong place at the wrong time. When a person that young dies, it is almost as though more than one death has occurred. That bullet didn't just tear through her back. It penetrated the hearts of those who knew her. It tore a hole in the universe that would never mend. It destroyed a piece of the future. And, there will be eternal black hole where once there had been a shining star of life. We had spoken more than once or twice. I had encouraged her when I read in her journal of her self-doubts in spite of the honors she had received in her small rural high school. She was becoming a leader in her community. She had hugged me when we broke early for Thanksgiving and had whispered her thanks that I had helped her start believing in herself and that she belonged here. She was slowly adding value to herself and lifting her lid to peek inside herself into her potential. And now, she was gone. I had called her parents. My palms sweated as I held the receiver. My hand shook as I punched in the numbers. Listening first to the cracking voice of her father and then her mother's was tough. I felt so helpless. Everything I said sounded so trite. At that moment I almost wish I was a distant, cold, disengaged lecturing professor. Had to tell the others in the class. They took it hard. That was tougher because I had to look into their stunned and saddened eyes. With tears rolling down my cheeks, I slowly wrote the "words of the day" on the blackboard, "Carpes Diem." We talked. With a cracking voice that betrayed by sorrow, confusion, hurt, and anger, I reminded them, and myself, that this is the only day we're promised. True. Still, at the time it sounded so clinical, so matter-of-fact, so meaningless. Then, by some fate, immediately after I had opened the envelop from Niteka's parents, I slowly opened another envelope. It was plain, not revealing the gift that lay within it. It was a Christmas card from a student I'll call Sara. On the inside flap, under the cute Santa Claus greeting, on to the back flap, and then on to a separate piece of paper she wrote something that riv
