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Biomedical subjects

J S Rubenstein

Publications and source records attributed to J S Rubenstein.

28 records · Page 2Linked to original sources
PubMed1984

An endogenous ligand modulates dopamine-containing neurons of retina via alpha-2 adrenoceptors.

Environmental light induces the activation of dopamine (DA)-containing neurons of rat retina and as a consequence DA turnover increases. The state of DA metabolism is directly related to the content of 3,4-dihydroxyphenylacetic acid in retina. Alpha-2 adrenoceptors are present in the retina and their activation diminishes the retinal content of 3,4-dihydroxyphenylacetic acid of rats placed in the light, but not of rats placed in the dark. When alpha-2 antagonists are administered, they increase retinal DA metabolism of rats in the light as well as of rats in the dark. These results are consistent with the notion that an endogenous agonist fully occupies the alpha-2 receptor in the dark and only partially occupies the receptors in the light. The most likely endogenous agonist for these receptors is epinephrine released from a newly identified population of epinephrine-containing amacrine cells.

Animals↗
PubMed1982

Teaching individual psychotherapy: learning objectives in communication.

Communication is the essence of the process of psychotherapy. Understanding the parameters of communication can form the foundations for the development of psychotherapeutic skills in the student therapist. Using learning objectives within the context of teaching psychotherapy, the process of communication in individual psychotherapy is explored in this paper. With the aim of offering a practical framework to assist in the analysis of the communication process involved in individual psychotherapy, the following concepts are first examined. 1) channels of communication; 2) modes of functioning; 3) interaction between channels of communication and modes of functioning. Following this exploration, the learning objectives in communication are discussed. Using clinical examples, the relationship between the communication process and other concepts of individual psychotherapy are illustrated. Finally, some pedagogic reasons for teaching students the analysis of the communication process early in their psychotherapy training are presented.

Communication↗
PubMed1980

Teaching psychotherapy. Learning objectives in individual psychotherapy.

This paper constitutes an initial attempt to establish specific end-point objectives for the teaching (and learning) of individual psychotherapy skills. A working framework for teaching psychotherapy, which includes intrapsychic as well as interactional phenomena, is articulated. The framework also tries to achieve an integration of basic concepts of psychotherapy and specific skills for clinical practice. It draws on concepts derived from communication theory, psychoanalytic theory, adaptational theory (ego theory), learning theory, and transactional theory. In presenting these objectives three classes of skills are articulated: perceptual, conceptual, and executive. The end-point objectives are discribed for the following categories: 1) therapeutic stance, 2) history and mental status, 3) models and concepts, 4) communication channels, 5) patient's affect, 6) therapist's affect, 7) acceptance of affect, 8) interpretation, 9) transactions and 10) reinforcement and adaptation. This framework is truly eclectic in nature and effects a healthy compromise between the technique oriented "ABC's of psychotherapy" school and proponents of the view that psychotherapy is an art that cannot be taught. By drawing from more than one model it encourages the student to recognize early the distinction between theoretical formulation and ideological commitment in psychotherapy. It presents these objectives in the form of an instrument that can, with continuous refinement and testing, be used to evaluate student's progress in a psychotherapy training program.

Affect↗
PubMed1978

The parent-therapist program: alternate care for emotionally disturbed children.

The development of an alternative to residential treatment centers is described. Healthy nuclear families are recruited and, in groups of five couples each, encouraged to function as extended families. Training in appropriate therapeutic techniques enables them to treat several disturbed children in their own homes. Evaluation of the program indicates that outcome does not differ significantly from that of residential treatment, but that costs are markedly lower.

Affective Symptoms↗
PubMed1976

A model for interagency cooperation in the provision of mental health services to youths.

In 1971 the Chedoke-McMaster center initiated an assessment and placement program for emotionally disturbed preadolescents in the Hamilton, Ontario, area. That project was used as the springboard for a cooperative venture with other health and social service agencies dealing with children. At the heart of the collaborative project is a multidisciplinary team, composed of representatives from the various participating agencies, that is responsible for all clinical decision-making regarding the need for impatient assessment and placement in residential treatment programs. The team also participates in the planning for discharge and aftercare. The other two components of the project are a short-term inpatient cottage assessment unit and several long-term residential treatment programs.

Child↗
PubMed1976

The parent-therapist program: an innovative approach to treating emotionally disturbed children.

The authors describe the parent-therapist program, an innovative alternative to residential treatment for emotionally disturbed children. In the program, which is based on the extended family model, couples not only provide a residential milieu for a child placed with them, but also are trained to be therapists who can deal with specific emotional and behavioral problems. The parent-therapists work together in three treatment teams, each consisting of five couples. Education and supervision are ongoing. A total of 27 children have been treated in the program since it got under way in May 1972. Clinical impressions indicate that the children have made substantial gains in developing social and interpersonal skills and in their academic acievement.

Canada↗
PubMedDate not supplied

Ragweed in China.

Explore the source record for details and available documents.

China↗