Effects of Androgen Disruption by DDE on the Development and Functioning of the Immune System in Japanese Quail

We hypothesized that immunosuppression in birds that is caused by exposure to antiandrogenic chemicals occurs mainly through disruption of the development of the androgen-sensitive avian lymphoid organ, the bursa of Fabricius. Injections of 20.0 or 40.0 μg of p,p′-DDE [ethylene, 1,1-dichloro-2,2-bis(p-chlorophenyl)], an antiandrogen, were administered at embryonic day 1. Bursas from only chicks treated with DDE were larger than, had fewer follicles, and exhibited vacuolization within follicles compared with controls; spleens were unaffected. No differences in either immune response test were observed. This study demonstrates that the bursa may play a role in androgen-active endocrine disrupting chemical-induced immunosuppression.     

Critical elements and outcomes of a residential family-based intervention for aphasia caregivers

Background: Families living with aphasia often have unmet needs despite intervention provided in hospital and rehabilitation environments (Denman, 1998; Michallet, Le Dorze, & Tétreault, 2001). Michallet and colleagues found that families living with aphasia need information and support throughout the care continuum. If needs are unmet during the early stages of rehabilitation they persist, and as families deal with the long term sequelae of aphasia, new needs emerge in relation to communication and role changes. Few recent interventions have addressed the complex needs experienced by caregivers of people with aphasia (e.g., Hinckley & Packard, 2001; Hinckley, Packard, & Bardach, 1995; Pound, Parr, & Duchan, 2001). Aims: This research aimed to identify the critical elements and outcomes of a residential intervention for families living with aphasia. Methods & Procedures: Narrative data were collected from 19 spouses, siblings, and adult children of persons with aphasia who attended a residential intervention over 3 years. Data collected from participants during and following the intervention were triangulated with field notes recorded by 34 students trained in field observation techniques. All narrative data were transcribed, coded, and analysed using procedures described by Luborsky (1994). Outcomes & Results: Data analysis revealed four critical intervention elements: (a) an emotionally and physically safe environment; (b) respite from the demands of caregiving; (c) peer learning; and (d) participation of families with different amounts of time post aphasia onset. Outcomes from the perspective of the participants included: (a) a renewed sense of hope; (b) improved ability to access their social support resources; (c) improved ability of caregivers to monitor their well-being; (d) greater acceptance of the family's altered state; and (e) emergence of a new social support network. Analysis of thematic relationships showed a web of interconnections between all critical elements and outcomes of the intervention. A central intervention element was learning from peers with different levels of caregiving experience. Conclusions: Some aspects of caregiver learning appear to depend on interventions that are structured to maximise reflective learning from peers. Professionals may underestimate the value of such learning in intervention for caregivers of persons with aphasia.     

Hypnotic Age Regression and the Importance of Assessing Interpersonally Relevant Affect

The present study was undertaken to replicate an earlier experiment and to clarify which factors in this previous experiment (Nash, Johnson, & Tipton, 1979) were responsible for the obtained child-like behaviors of hypnotically regressed Ss. As in the previous study, 3 characteristics of the transitional object relationship (spontaneity, specificity, and intensity) were used as the primary criteria to investigate the effects of hypnotic age regression when Ss were regressed to age 3 and placed in 3 home situations. While in the previous study E suggested separation anxiety and isolation during the 3 home situations (mother-absent condition), the present study deleted all references to anxiety and isolation, and replaced them with suggestions of security and maternal proximity (mother-present condition). As expected, the mother-present versus mother-absent conditions led to similar hypnotized-simulating differences. In further accord with predictions, hypnotized Ss and simulating Ss requested a transitional object infrequently in the presence of mother. The importance of using dependent measures which index affective processes germane to interpersonal affect-laden experience is discussed.